The social environment in which lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth live influences health and wellbeing. We describe the development of the LGBTQ Supportive Environments Inventory (LGBTQ SEI), designed to quantify the LGBTQ-inclusiveness of social environments in the US and Canada. We quantify aspects of the social environment: 1) Presence/quality of LGBTQ youth-serving organizations; 2) LGBTQ-inclusive Community Resources; 3) Socioeconomic and Political environment. Using GIS tools, we aggregated data to buffers around 397 schools in 3 regions. The LGBTQ SEI can be used to assess the role of the social environment in reducing health disparities for LGBTQ youth.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Articles from The Daily Barometer pertaining to LGBTQ+ issues and students on campus. All articles are organized in chronological order that begins with a Table of Contents listing the article titles and dates.
Tobacco companies use price discounts, including coupons and rebates, to market their products. Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities are targeted by these marketing strategies, contributing to inequitably high tobacco use. Some localities have adopted policies restricting tobacco price discounts; for successful implementation, community buy-in is crucial. From July–October 2018, Equality California staff conducted semi-structured interviews with seven participants in Los Angeles, CA. Themes included familiarity with tobacco price discounts, their perceived impact on tobacco use in LGBTQ+ communities, and attitudes toward potential policy restrictions. Interview notes were analyzed using a deductive approach to qualitative analysis. Awareness of tobacco price discounts varied; some interviewees were familiar, while others expressed surprise at their ubiquity. Price discounts were seen to disproportionately impact LGBTQ+ individuals, especially those who additionally identify with other vulnerable groups, including young people and communities of color. Support for policy restrictions was unanimous; however, interviewees expressed concern over political opposition and emphasized a need for culturally competent outreach to LGBTQ+ communities. Community organizations are essential in mobilizing support for policy reform. Understanding the perceptions and recommendations of community leaders provides tools for policy action, likely improving outcomes to reduce LGBTQ+ tobacco use through restricting tobacco price discounts.
When the Students Teaching Students program called for submissions for student created courses I jumped at the opportunity to learn and share with a group of peers dedicated to a subject. The close to year long process culminated in the first Students Teaching Students course at URI, focusing on the history of lesbian, gay, bisexual, transgender and queer (LGBTQ) people: HPR 107: Introduction to LGBTQ History. Just getting ready to teach was a multifaceted process, since I tend to fluctuate between ravenously seizing every book I can get my hands on and devising practical applications for that intellectual knowledge. First I needed to create a syllabus that represented what I wanted to teach, which in my case involved questions in the field of Gay and Lesbian studies. Once the syllabus was accepted I set about creating lesson plans and course materials to help get across the ideas I found so important. For example, I looked at questions around the construction of sexual and gender identities, differing sexual customs and practices, and the struggle to create minority identities in America. After months of preparation - including serving as a class assistant for PHL 205: Philosophical Topics where I studied and practiced pedagogical techniques for my course - I was finally ready to teach on my own. Though the preparation for this course was important, the strongest benefit of this project was uncovered through the actual day to day teaching. Twice a week I was able to meet and discuss my favorite ideas with an engaged group of brilliant honors students who worked hard to sustain our common vision for the course. While creating group work, quizzes, essays and lectures helped me process, digest and communicate about the material, interaction with other students, and my evaluation of that interaction, prompted the greatest growth in me as a teacher. My pedagogical preparation was invaluable to my success in this project yet it was though actually working with students that I learned to teach. This project allowed me to test the waters of my field, and I managed to swim to the finish. Not only did I vastly expand my knowledge of LGBTQ history; I developed pedagogical techniques that will sustain me throughout my professional career, a career as a professor of history. Students Teaching Students allowed me to step out of the armchair of academia into the real world, to discuss issues of critical importance to our society and to begin the process of knowledge and understanding that lies at the heart of overcoming oppression.
l was born in Los Angeles in 1947 and learned from my classmates in seventh grade that boys who wrote with their left hand or wore green and yellow on Thursdays were homos. Because I did both, I knew I was in deep trouble from the start and might have some pretending to do. Such was the atmosphere for LGBTQ folks in the United States throughout the 1950s. Things loosened just a bit in the 1960s, when hippies were shaking society up. Then, in the 1970s, gay folks seemed to be-a lot more visible--disturbingly so, in the minds of many-and lesbian women were suddenly a force to be reckoned with. In the 1980s, gays and lesbians were popping up all over the place: the love that dared not speak its name was shouting from the rooftops. Bisexuals gained a voice; transgendered individuals began the long struggle that is still in its infancy. "Queer" began to blur the distinctions that had defined the identity politics of these early decades. In short, "non-heterosexual" America during these decades was as much a part of the civil rights movement as was any ethnicity. Back in 1956, set to Leonard Bernstein's haunting tunes, Stephen Sondheim could write soulful, yearning lyrics that West Side Story put in the mouths of a heterosexual couple ("There's a place for us,/ Somewhere a place for us . We'll find a new way of living, / We'll find a way of forgiving/ Somewhere . . "), but by 1990 Queer Nation was stripping away all pretence of quiet compliance, shouting "We're here, we're queer, get used to it!"
This special issue on placing LGBTQ+ urban activisms seeks to affirm the plurality of LGBTQ+ activisms and expand the geographic lens to consider places that have been side-lined as sites of LGBTQ+ political ferment. In this article I reflect on the ways that the collection also gestures towards the importance of 'connective' LGBTQ+ urban activisms, complicating existing theorisation that has primarily focused on transnational relations. Approaching it through the particular space and time of London during the Covid-19 pandemic, I interpret the collection as a call to explore the knowledge that becomes available – and the praxis that is foregrounded – when we examine the connective dimensions of LGBTQ+ urban activisms. Bridging feminist, queer and urban studies, I conclude by arguing for the particular analytic lens that emerges when 'place' is brought into critical tension with 'transversal politics' as a way to think about both those connective LGBTQ+ urban activisms that already exist and those which are urgently needed.
