Changing the narrative in schools: Addressing systemic barriers and stereotypes that prevent gender and sexual diverse youth from thriving

Abstract

AbstractSchools are no different than other political and cultural institutions that have at their foundations assumptions and policies based on stereotypes, hegemonic masculinity, binary notions of gender, and heteronormativity. When these foundations are questioned or challenged, resistance and disruption can occur. While there is evidence of greater acceptance of gender and sexual diversity (GSD) in schools, school professionals are often called upon to address the needs of GSD youth, as school environments may contain systemic barriers that prevent these youth from thriving. Addressing the needs of GSD youth can be complicated by other intersecting identities including race, religion, culture, disability, immigration status, and so forth. This special issue of PITS explores gender and sexual diversity, LGBTQ+identity, and the intersectionality of GSD with other identities that have historically struggled with marginalization and bias. An advocacy stance is proposed that focuses on the unique strengths and resilience of GSD youth to change the narrative from one of clinicalization of GSD youth to one of adaptability and empowerment. The articles in this special issue focus on barriers at multiple levels that impact GSD youth, from systemic barriers in educational contexts to those in the classroom, curriculum, extracurricular activities, and sports. Changing the narrative of GSD youth means focusing on stories of youth empowerment, advocacy, and healthy GSD development, while simultaneously challenging and dismantling the oppressive systems of heterosexism, cissexism, sexism, and racism, among others, that perpetuate unequal educational environments for minoritized student populations.