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School-based gay-affirmative interventions: First amendment and ethical concerns

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  • Meyer, I.H.
  • Bayer, R.

Abstract

Public health professionals and educators have developed effective schoolbased interventions to reduce prejudice and stigma against lesbian, gay, bisexual, and transgender (LGBT) students. Such interventions can reduce the harm caused to sexual minority youths by stigma and can improve health outcomes. However, critics have warned that these interventions attempt to control speech and religious beliefs protected by the First Amendment. We review this critique and assess the legal and ethical arguments. We conclude that, both legally and ethically, there is great leeway for schools to implement LGBT-affirmative interventions. Still, we recommend that interventionists attend critics' concerns using principles of community-based participatory research (CBPR). Using CBPR approaches, interventionists can achieve better community acceptance and cooperation and more successful interventions.

Suggested Citation

  • Meyer, I.H. & Bayer, R., 2013. "School-based gay-affirmative interventions: First amendment and ethical concerns," American Journal of Public Health, American Public Health Association, vol. 103(10), pages 1764-1771.
    • Handle: RePEc:aph:ajpbhl:10.2105/ajph.2013.301385_4
    DOI: 10.2105/AJPH.2013.301385
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    Cited by:

    1. Ryan J. Watson & Christopher W. Wheldon & Lars Wichstrøm & Stephen T. Russell, 2015. "Cross-National Investigation of Health Indicators among Sexual Minorities in Norway and the United States," Social Sciences, MDPI, vol. 4(4), pages 1-14, October.
    2. Cook, Jonathan E. & Purdie-Vaughns, Valerie & Meyer, Ilan H. & Busch, Justin T.A., 2014. "Intervening within and across levels: A multilevel approach to stigma and public health," Social Science & Medicine, Elsevier, vol. 103(C), pages 101-109.

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