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The GSA Difference: LGBTQ and Ally Experiences in High Schools with and without Gay-Straight Alliances

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  • Tina Fetner

    (Department of Sociology, McMaster University, 1280 Main St W, Hamilton, Ontario L8S 4M4, Canada)

  • Athena Elafros

    (Division of Basic and Applied Social Sciences, Keuka College, 141 Central Avenue, Keuka Park, New York, NY 14478, USA)

Abstract

We examine the lived experiences of high-school students who participated in lesbian, gay, bisexual, transgender, and queer (LGBTQ)-centered activism of some kind, highlighting the promise of gay-straight alliance groups by comparing the experiences of students at schools with gay-straight alliances (GSA schools) with the experiences of students at schools that did not have an LGBTQ-specific group (no-GSA schools). We compare students at GSA and no-GSA schools based on their experiences of harassment, experiences of support from authority figures, and patterns of friendships. We find that students at both types of schools experienced harassment and heard negative comments about lesbian and gay people. However, students at GSA schools reported more support from teachers and administrators than students at no-GSA schools, who have stories of teachers and administrators actively opposing equality for LGBTQ people. Students at GSA schools reported a wide variety of friendships across sexual identities, while students at no-GSA schools felt more isolated and withdrawn. This much-needed qualitative comparative analysis of students’ experiences brings a human face to the improved quality of life that schools with gay-straight alliances can bring to young people.

Suggested Citation

  • Tina Fetner & Athena Elafros, 2015. "The GSA Difference: LGBTQ and Ally Experiences in High Schools with and without Gay-Straight Alliances," Social Sciences, MDPI, vol. 4(3), pages 1-19, August.
    • Handle: RePEc:gam:jscscx:v:4:y:2015:i:3:p:563-581:d:53852
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    References listed on IDEAS

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    1. DiFulvio, Gloria T., 2011. "Sexual minority youth, social connection and resilience: From personal struggle to collective identity," Social Science & Medicine, Elsevier, vol. 72(10), pages 1611-1617, May.
    2. Hatzenbuehler, M.L. & Birkett, M. & Van Wagenen, A. & Meyer, I.H., 2014. "Protective school climates and reduced risk for suicide ideation in sexual minority youths," American Journal of Public Health, American Public Health Association, vol. 104(2), pages 279-286.
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    Cited by:

    1. Denise Yookong Williams & William J. Hall & Hayden C. Dawes & Cynthia Fraga Rizo & Jeremy T. Goldbach, 2022. "An Integrated Conceptual Model to Understand Suicidality among Queer Youth to Inform Suicide Prevention," Societies, MDPI, vol. 12(6), pages 1-20, November.
    2. Callaghan, Tonya D. & Richard, Nicole & Campbell, Caitlin & Anderson, Jamie, 2024. "Gender socialization and supportive school settings for elementary-aged LGBTIQ+ children," Children and Youth Services Review, Elsevier, vol. 161(C).

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