Creating and Sustaining Safe and Inclusive Spaces for LGBTQ Youth: An Exploratory Investigation of the Role of Educational Professionals
Bibliographic record
Abstract
Educators can play a critical role in buffering LGBTQ youth from potential victimization. As such, the present study explored the following questions: 1) What are the roles of educators (i.e., teachers, school administrators) with respect to promoting and creating safe and inclusive spaces for LGBTQ youth; 2) what unique contributions can educators make in nurturing those spaces; and, 3) what barriers do educators face in creating safe and inclusive spaces for LGBTQ youth? This study used a convergent parallel design mixed-methods approach. Descriptive statistics were gathered from survey results; the interview data was analyzed using thematic analysis in order to generate themes relevant to the research questions. Discussion focuses on the roles of educators and the barriers with respect to providing safe and inclusive spaces for LGBTQ youth. The paper concludes with empirical and practical implications of the study. Key words: LGBTQ, teachers, administrators, support, advocacy Les professionnels de l’éducation peuvent jouer un rôle essentiel en protégeant les jeunes LGBTQ d'une victimisation potentielle. Ainsi, la présente étude s'est penchée sur les questions suivantes : 1) Quels sont les rôles des professionnels de l’éducation (c'est-à-dire des enseignants et des administrateurs scolaires) en ce qui concerne la promotion et la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ ? 2) Quelles contributions uniques les professionnels de l’éducation peuvent-ils apporter à la création de ces espaces ? 3) Quels obstacles les professionnels de l’éducation rencontrent-ils dans la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ ? Cette étude a utilisé une approche mixte de méthodes convergentes et parallèles. Des statistiques descriptives ont été recueillies à partir des résultats de l'enquête ; les données des entretiens ont été analysées à l'aide d'une analyse thématique afin de générer des thèmes pertinents pour les questions de recherche. La discussion porte sur les rôles des professionnels de l’éducation et les obstacles à la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ. L'article se termine en présentant les implications empiriques et pratiques de l'étude. Mots cles: LGBTQ, enseignants, administrateurs, soutien, plaidoyer
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".