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9.7: Footnotes

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    308180
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    1. D. L. Espelage and S. M. Swearer, “Addressing Research Gaps in the Intersection between Homophobia and Bullying,” School Psychology Review 37 (2008): 155–159.
    2. C. Ryan, D. Huebner, R. Diaz, and J. Sanchez, “Family Rejection as a Predictor of Negative Health Outcomes in White and Latino Lesbian, Gay, and Bisexual Young Adults,” Pediatrics 123 (2009): 346–352; C. Ryan, S. Russell, D. Huebner, R. Diaz, and J. Sanchez, “Family Acceptance in Adolescence and the Health of LGBT Young Adults,” Journal of Child and Adolescent Psychiatric Nursing 23 (2010): 205–219.
    3. For percentages of youth identifying as LGBTQ+, see M. E. Eisenberg, A. L. Gower, B. J. McMorris, G. N. Rider, G. Shea, and E. Coleman, “Risk and Protective Factors in the Lives of Transgender/Gender Nonconforming Adolescents,” Journal of Adolescent Health 61 (2017): 521–526; and M. M. Johns, R. Lowry, J. Andrzejewski, L. C. Barrios, Z. Demissie, T. McManus, C. N. Rasberry, et al., “Transgender Identity and Experiences of Violence Victimization, Substance Use, Suicide Risk, and Sexual Risk Behaviors among High School Students—19 States and Large Urban School Districts, 2017,” Morbidity and Mortality Weekly Report 68, no. 3 (2017): 67, https://doi.org/10.15585/mmwr.mm6803a3; for labels staying consistent, see V. M. Silenzio, J. B. Pena, P. R. Duberstein, J. Cerel, and K. L. Knox, “Sexual Orientation and Risk Factors for Suicidal Ideation and Suicide Attempts among Adolescents and Young Adults,” American Journal of Public Health 97 (2007): 2017–2019; and for estimates of those who identify as lesbian, gay, or bisexual, see G. Gates, “How Many People Are Lesbian, Gay, Bisexual, and Transgender?,” 2011, https://williamsinstitute.law.ucla.edu/wp-content/uploads/Gates-How-Many-People-LGBT-Apr-2011.pdf.
    4. Human Rights Campaign, Growing Up LGBT in America: HRC Youth Survey Report Key Findings (Washington, DC: Human Rights Campaign, 2013); Pew Research Center, ASurvey of LGBT Americans: Attitudes, Experiences, andValues in Changing Times (Washington, DC: Pew Research Center, 2013); for youth who resist identity-based labels, see R. C. Savin-Williams, The New Gay Teenager (Cambridge, MA: Harvard University Press, 2005); and M. A. Wagaman, “Self-Definition as Resistance: Understanding Identities among LGBTQ Emerging Adults,” Journal of LGBT Youth 13, no. 3 (2016): 207–230.
    5. J. L. Herman, A. R. Flores, and K. K. O'Neill, “How Many Adults and Youth Identify as Transgender in the United States?,” 2022, https://williamsinstitute.law.ucla.edu/wp-content/uploads/Trans-Pop-Update-Jun-2022.pdf.
    6. Human Rights Campaign, “2018 LGBTQ Youth Report,” 2018, https://assets2.hrc.org/files/assets/resources/2018-YouthReport-NoVid.pdf; for mothers’ and fathers’ responses, see A. H. Grossman, A. R. D’Augelli, T. J. Howell, and S. Hubbard, “Parent Reactions to Transgender Youth Gender Nonconforming Expression and Identity,” Journal of Gay and Lesbian Social Services 18, no. 1 (2005): 3–16.
    7. C. L. Martin and D. N. Ruble, “Patterns of Gender Development,” Annual Review of Psychology 61 (2010): 353–381.
    8. For reducing distress and dysphoria, see K. R. Olson, L. Durwood, and K. A. McLaughlin, “Mental Health of Transgender Children Who Are Supported in Their Identities,” Pediatrics 137 (2018), e20181436; for reducing the likelihood of depression and so on, see A. D’Augelli, A. Grossman, and M. Starks, “Parents’ Awareness of Lesbian, Gay, and Bisexual Youths’ Sexual Orientation,” Journal of Marriage and Family 67 (2005): 474–482; R. Garofalo, J. Deleon, E. Osmer, M. Doll, and G. W. Harper, “Overlooked, Misunderstood and at Risk: Exploring the Lives and HIV Risk of Ethnic Minority Male-to-Female Transgender Youth,” Journal of Adolescent Health 38 (2006): 230–236; A. L. Roberts, M. Rosario, H. L. Corliss, K. C. Koenen, and S. Bryn Austin, “Childhood Gender Nonconformity: A Risk Indicator for Childhood Abuse and Posttraumatic Stress in Youth,” Pediatrics 129 (2012): 410–417; W. C. Skidmore, J. A. W. Linsenmeier, and J. M. Bailey, “Gender Nonconformity and Psychological Distress in Lesbians and Gay Men,” Archives of Sexual Behavior 35 (2006): 685–697; R. Toomey, C. Ryan, R. Diaz, N. Card, and S. Russell, “Gender-Nonconforming Lesbian, Gay, Bisexual, and Transgender Youth: School Victimization and Young Adult Psychosocial Adjustment,” Developmental Psychology 46 (2010): 1580–1589; and R. Travers, G. Bauer, J. Pyne, K. Bradley, L. Gale, and M. Papadimitriou, Impacts of Strong Parental Support for Trans Youth: A Report Prepared for Children’s Aid Society of Toronto and Delisle Youth Services, https://transpulseproject.ca/research/impacts-of-strong-parental-support-for-trans-youth/ .
    9. For family as protection against negative health outcomes in early adulthood, see B. L. Needham and E. L. Austin, “Sexual Orientation, Parental Support, and Health during the Transition to Young Adulthood,” Journal of Youth and Adolescence 39, no. 10 (2010): 1189–1198, https://doi.org/10.1007/s10964-010-9533-6; and Ryan et al., “Family Acceptance in Adolescence and the Health of LGBT Young Adults”; for family support as a lifelong impact, see P. Zaninotto, E. Falaschetti, and A. Sacker, “Age Trajectories of Quality of Life among Older Adults: Results from the English Longitudinal Study of Ageing,” Quality of Life Research 18 (2009): 1301–1309, https://doi.org/10.1007/s11136-009-9543-6; and Y. Luo, J. Xu, E. Granberg, and W. M. Wentworth, “A Longitudinal Study of Social Status, Perceived Discrimination, and Physical and Emotional Health among Older Adults,” Research on Aging 34 (2012): 275–301, https://doi.org/10.1177/0164027511426151; and for trans youth and family support, see Travers et al., Impacts of Strong Parental Support for Trans Youth.
    10. For negative outcomes after family rejection, see D. Bontempo and A. D’Augelli, “Effects of At-School Victimization and Sexual Orientation on Lesbian, Gay, or Bisexual Youths’ Health Risk Behavior,” Journal of Adolescent Health 30 (2002): 364–374; A. H. Grossman, A. R. D’Augelli, and T. S. O’Connell, “Being Lesbian, Gay, Bisexual, and 60 or Older in North America,” Journal of Lesbian and Gay Social Services 13 (2001): 23–40, https://doi.org/10.1300/J041v13n04_05; Pew Research Center, ASurvey of LGBT Americans; Ryan et al., “Family Rejection as a Predictor of Negative Health Outcomes”; and Toomey et al., “Gender-Nonconforming Lesbian, Gay, Bisexual, and Transgender Youth”; for rejection being associated with emotional distress, see D’Augelli, Grossman, and Starks, “Parents’ Awareness of Lesbian, Gay, and Bisexual Youths’ Sexual Orientation”; A. D’Augelli, S. Hershberger, and N. Pilkington, “Suicidality Patterns and Sexual Orientation-Related Factors among Lesbian, Gay and Bisexual Youths,” Suicide and Life Threatening Behavior 31 (2001): 250–264; G. Remafedi, “Suicidality in a Venue-Based Sample of Young Men Who Have Sex with Men,” Journal of Adolescent Health 31 (2002): 305–310; and Ryan et al., “Family Rejection as a Predictor of Negative Health Outcomes”; for suicidal ideation, see D’Augelli, Grossman, and Starks, “Parents’ Awareness of Lesbian, Gay, and Bisexual Youths’ Sexual Orientation”; D’Augelli, Hershberger, and Pilkington, “Suicidality Patterns and Sexual Orientation-Related Factors among Lesbian, Gay and Bisexual Youths”; and Remafedi, “Suicidality in a Venue-Based Sample of Young Men Who Have Sex with Men”; for suicide attempts, see Ryan et al., “Family Rejection as a Predictor of Negative Health Outcomes”; for homelessness, see N. Ray, Lesbian, Gay, Bisexual and Transgender Youth: An Epidemic of Homelessness (New York: National Gay and Lesbian Task Force Policy Institute and the National Coalition for the Homeless, 2006); and for percentage of homeless youth, see S. K. Choi, B. D. M. Wilson, J. Shelton, and G. Gates, Serving Our Youth 2015: The Needs and Experiences of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth Experiencing Homelessness (Los Angeles, CA: Williams Institute / True Colors Fund, 2015), https://williamsinstitute.law.ucla.edu/wp-content/uploads/Serving-Our-Youth-June-2015.pdf.
    11. “Our Story,” PFLAG, accessed April 28, 2021, https://pflag.org/our-story.
    12. GLSEN, “Policy Maps,” accessed 2015, https://maps.glsen.org.
    13. J. G. Kosciw, E.A. Greytak, N. M. Giga, C. Villenas, and D. J. Danischewski, The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools (New York: GLSEN, 2016), https://www.glsen.org/sites/default/files/2020-01/GLSEN%202015%20National%20School%20Climate%20Survey%20%28NSCS%29%20-%20Full%20Report.pdf.
    14. C. Rosky, “Anti-Gay Curriculum Laws,” Columbia Law Review 117 (2017): 1461–1541, https://columbialawreview.org/content/anti-gay-curriculum-laws/; for these policies’ effects, see GLSEN, “Laws Prohibiting ‘Promotion of Homosexuality’ in Schools: Impacts and Implications,” research brief (New York: GLSEN, 2018), https://www.glsen.org/research/laws-prohibit-promotion-homosexuality-impacts-and-implicatio.
    15. For an abstinence-based approach, see J. S. Santelli, L. M. Kantor, S. A. Grilo, I. S. Speizer, L. D. Lindberg, J. Heitel, A. T. Shalet, et al., “Abstinence-Only-until-Marriage: An Updated Review of U.S. Policies and Programs and Their Impact,” Journal of Adolescent Health 61 (2017): 273–280; for reinforcement of gender stereotypes, see Sexuality Information and Education Council of the United States, “Pride or Prejudice: How Fear-Based Abstinence-Only-until-Marriage Curricula Present Sexual Orientation,” 2008, http://hrp.law.harvard.edu/wp-content/uploads/2013/03/sexlies_stereotypes2008.pdf; and for percentages of parents who favor sex education, see “Parents and Teens Talk about Sexuality: A National Poll” (New York: Planned Parenthood Federation of America and Center for Latino Adolescent and Family Health, 2015).
    16. For mentions in health classes, see L. K. Gowen and N. Winges-Yanez, “Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Youths’ Perspectives of Inclusive School-Based Sexuality Education," Journal of Sex Research 51 (2014): 788–800, https://doi.org/10.1080/00224499.2013.806648; for same-gender relationships, see R. P. Jones and D. Cox, How Race and Religion Shape Millennial Attitudes on Sexuality and Reproductive Health: Findings from the 2015 Millennials, Sexuality, and Reproductive Health Survey (Washington, DC: Public Religion Research Institute, 2015); and for omission from sex education curricula, see A. M. Miller and R. A. Schleifer, “Through the Looking Glass: Abstinence-Only-until-Marriage Programs and Their Impact on Adolescent Human Rights,” Sexuality Research and Social Policy 5 (2008), https://doi.org/10.1525/srsp.2008.5.3.28.
    17. J. P. Elia and M. J. Eliason, “Dangerous Omissions: Abstinence-Only-until-Marriage School-Based Sexuality Education and the Betrayal of LGBTQ Youth,” American Journal of Sexuality Education 5 (2010): 17–35, https://doi.org/10.1080/15546121003748848.
    18. L. Y. Bay-Cheng, “The Trouble of Teen Sex: The Construction of Adolescent Sexuality through School-Based Sexuality Education,” Sex Education: Sexuality, Society, and Learning 3, no. 1 (2003): 61–74, https://doi.org/10.1080/1468181032000052162.
    19. M. H. Whatley, “Keeping Adolescents in the Picture: Construction of Adolescent Sexuality in Textbook Images and Popular Films,” in Sexual Cultures and the Construction of Adolescent Identities, ed. J. M. Irvine (Philadelphia: Temple University Press, 1994), 183–205.
    20. Planned Parenthood Federation of America, Human Rights Campaign Foundation, et al., “A Call to Action: LGBTQ+ Youth Need Inclusive Sex Education,” May 2021, https://hrc-prod-requests.s3-us-west-2.amazonaws.com/Call-to-Action-LGBTQ-Sex-Ed-Report-2021.pdf.
    21. GLSEN, “Policy Maps,” updated August 2020, https://maps.glsen.org.
    22. D. L. Espelage, S. R. Aragon, and M. Birkett, “Homophobic Teasing, Psychological Outcomes, and Sexual Orientation among HS Students: What Influences Do Parents and Schools Have?,” School Psychology Review 37 (2008): 202–216; D. L. Espelage and S. M. Swearer, “Addressing Research Gaps in the Intersection between Homophobia and Bullying,” School Psychology Review 37 (2008): 155–159; S. Horn, “Adolescents’ Reasoning about Exclusion from Social Groups,” Developmental Psychology 39 (2007): 71–84.
    23. L. Kann, E. O. Olsen, T. McManus, W. A. Harris, S. L. Shanklin, K. H. Flint, B. Queen, et al., “Sexual Identity, Sex of Sexual Contacts, and Health-Related Behaviors among Students in Grades 9–12—United States and Selected Sites, 2015,” Morbidity and Mortality Weekly Report, surveillance summaries, 65, no. 9 (2016): 1–202, http://dx.doi.org/10.15585/mmwr.ss6509a1.
    24. M. E. Eisenberg, A. L. Gower, B. J. McMorris, G. N. Rider, G. Shea, and E. Coleman, “Risk and Protective Factors in the Lives of Transgender/Gender Nonconforming Adolescents,” Journal of Adolescent Health 61, no. 4 (2017): 521–526.
    25. For mental health, see D’Augelli, Grossman, and Starks, “Parents’ Awareness of Lesbian, Gay, and Bisexual Youths’ Sexual Orientation”; and Espelage, Aragon, and Birkett, “Homophobic Teasing”; for bullying, mental health, and school outcomes, see J. G. Kosciw, E. A. Greytak, N. A. Palmer, and M. J. Boesen, The 2013 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools (New York: GLSEN, 2014); for bullying’s effect on school outcomes, see C. Goodenow, L. A. Szalacha, and K. Westheimer, “School Support Groups, Other School Factors, and the Safety of Sexual Minority Adolescents,” Psychology in the Schools 43 (2006): 573–589; T. B. Murdock and M. B. Bolch, “Risk and Protective Factors for Poor School Adjustment in Lesbian, Gay, and Bisexual (LGB) High School Youth: Variable and Person-Centered Analyses,” Psychology in the Schools 42 (2005): 159–172; and S. M. Swearer, R. K. Turner, J. E. Givens, and W. S. Pollack, “‘You’re So Gay!’: Do Different Forms of Bullying Matter for Adolescent Males?,” School Psychology Review 37 (2008): 221–227.
    26. For discriminatory and violent behavior, see E. A. Dragowski, C. P. McCabe, and F. Rubinson, “Educators’ Reports on Incidence of Harassment and Advocacy toward LGBTQ Students,” Psychology in the Schools 53 (2016): 127–142; for anti-gay and homophobic speech at school, comments about gender expression, and staff nonintervention, see J. G. Kosciw, E. A. Greytak, A. D. Zongrone, C. M. Clark, and N. L. Truong, “The 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools (New York: GLSEN, 2018); for educators not recognizing harassment, see S. Z. Athanases and T. G. Larrabee, “Toward a Consistent Stance in Teaching for Equity: Learning to Advocate for Lesbian- and Gay-Identified Youth,” Teaching and Teacher Education 19 (2003): 237–261; P. C. McCabe, E. A. Dragowski, and F. Rubinson, “What Is Homophobic Bias Anyway? Defining and Recognizing Microaggressions and Harassment of LGBTQ Youth,” Journal of School Violence 12 (2013): 7–26; and R. Mudrey and A. Medina-Adams, “Attitudes, Perceptions, and Knowledge of Pre-service Teachers regarding the Educational Isolation of Sexual Minority Youth,” Journal of Homosexuality 51 (2006): 63–90; and for youth not reporting harassment and assault, see Kosciw et al., The 2013 National School Climate Survey; and for educator bullying, see Dragowski et al., “Reports on Incidence of Harassment and Advocacy toward LGBTQ Students.”
    27. National Center for Transgender Equality, “Know Your Rights,” accessed April 28, 2021, https://transequality.org/know-your-rights/schools.
    28. T. Kushner, “News for Educational Workers,” Radical Teacher 92 (2011): 74–78.
    29. For New York’s and Washington’s laws, see P. DeWitt, Dignity for All: Safeguarding LGBT Students (Thousand Oaks, CA: Corwin, 2012).
    30. 34 C.F.R. § 99.7(a)(2)(ii).
    31. National Center for Transgender Equality, “Know Your Rights.”
    32. For schools as positive spaces for youth, see W. W. Black, A. L. Fedewa, and K. A. Gonzalez, “Effects of ‘Safe School’ Programs and Policies on the Social Climate for Sexual-Minority Youth: A Review of the Literature,” Journal of LGBT Youth 9 (2012): 321–339; for positive schools, see Aragon and Birkett, “Homophobic Teasing”; for supportive school groups, see Black, Fedewa, and Gonzalez, “Effects of ‘Safe School’ Programs”; and Goodenow, Szalacha, and Westheimer, “School Support Groups”; for policies to reduce harassment and bullying, see Kosciw et al., The 2013 National School Climate Survey; and for supportive schools, see M. Birkett, D. L. Espelage, and B. Koenig, “LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes,” Journal of Youth and Adolescence 38 (2009): 989–1000; and Goodenow, Szalacha, and Westheimer, “School Support Groups.”
    33. For student achievement and quality of life, see J. K. McGuire, C. R. Anderson, R. B. Toomey, and S. T. Russell, “School Climate for Transgender Youth: A Mixed Method Investigation of Student Experiences and School Responses,” Journal of Youth and Adolescence 39 (2010): 1175–1188; for educator allyship, see L. Carroll and P. J. Gilroy, “Transgender Issues in Counselor Preparation,” Counselor Education and Supervision 41 (2002): 233–243, https://doi.org/10.1002/j.1556-6978.2002.tb01286.x; M. Gonzalez and J. McNulty, “Achieving Competency with Transgender Youth: School Counselors as Collaborative Advocates,” Journal of LGBT Issues in Counseling 4 (2010): 176–186, https://doi.org/10.1080/15538605.2010.524841; and McGuire et al., “School Climate for Transgender Youth”; and for supportive school staff making trans youth feel safer, see M. O’Shaughnessy, S. Russell, K. Heck, C. Calhoun, and C. Laub, Safe Place to Learn: Consequences of Harassment Based on Actual or Perceived Sexual Orientation and Gender Nonconformity and Steps for Making Schools Safer (San Francisco: California Safe Schools Coalition, 2004); and S. T. Russell, J. K. McGuire, S. A. Lee, and J. C. Larriva, “Adolescent Perceptions of School Safety for Students with Lesbian, Gay, Bisexual, and Transgender Parents,” Journal of LGBT Youth 5 (2008): 11–27, https://doi.org/10.1080/19361650802222880.
    34. For gay-straight alliances, see P. Griffin, C. Lee, J. Waugh, and C. Beyer, “Describing Roles That Gay-Straight Alliances Play in Schools: From Individual Support to School Change,” Journal of Gay and Lesbian Issues in Education 1 (2004): 7–22; and S. T. Russell, A. Muraco, A. Subramaniam, and C. Laub, “Youth Empowerment and High School Gay-Straight Alliances,” Journal of Youth and Adolescence 38 (2009): 891–903; and for LGBTQ+ clubs in schools, see J. E. Schindel, “Gender 101—beyond the Binary: Gay-Straight Alliances and Gender Activism,” Sexuality Research and Social Policy 5 (2008): 56–70.
    35. For LGBTQ+ clubs as protective factors, see N. C. Heck, A. Flentje, and B. N. Cochran, “Offsetting Risks: High School Gay-Straight Alliances and Lesbian, Gay, Bisexual, and Transgender (LGBT) Youth,” School ofPsychology Quarterly 26 (2011): 161–174; V. P. Poteat, K. O. Sinclair, C. D. DiGiovanni, B. W. Koenig, and S. T. Russell, “Gay-Straight Alliances Are Associated with Student Health: A Multischool Comparison of LGBTQ and Heterosexual Youth,” Journal of Research on Adolescence 23 (2013): 319–330; C. M. Porta, E. Singer, C. J. Mehus, A. L. Gower, E. Saewyc, W. Fredkove, and M. E. Eisenberg, “LGBTQ Youth’s Views on Gay-Straight Alliances: Building Community, Providing Gateways, and Representing Safety and Support,” Journal of School Health 87 (2017): 489–497; and E. Saewyc, C. Konishi, H. Rose, and Y. Homma, “School-Based Strategies to Reduce Suicidal Ideation, Suicide Attempts and Discrimination among Sexual Minority and Heterosexual Adolescents in Western Canada,” International Journal of Child, Youth and Family Studies 5 (2014): 89–112; for research on victimization, see G. A. Portnoy, “Perceptions of School Climate, Psychological Sense of Community, and Gay-Straight Alliances: A Mixed Method Examination” (PhD diss., University of Maryland, Baltimore County, 2012); R. Toomey, J. K. McGuire, and S. T. Russell, “Heteronormativity, School Climates, and Perceived Safety for Gender Nonconforming Peers,” Journal of Adolescence 35 (2012): 187–196; and N. E. Walls, S. B. Kane, and H. Wisneski, “Gay-Straight Alliances and School Experiences of Sexual Minority Youth,” Youth and Society 41 (2010): 307–332; for drug use, see N. C. Heck, N. A. Livingston, A. Flentje, K. Oost, B. T. Stewart, and B. N. Cochran, “Reducing Risk for Illicit Drug Use and Prescription Drug Misuse: High School Gay-Straight Alliances and Lesbian, Gay, Bisexual, and Transgender Youth,” Addictive Behaviors 39 (2014): 824–828; for mental health, see Poteat et al., “Gay-Straight Alliances”; and Walls, Kane, and Wisneski, “Gay-Straight Alliances”; and for youth feeling empowered, see Griffin et al., “Describing Roles That Gay-Straight Alliances Play in Schools”; M. Mayberry, T. Chenneville, and S. Currie, “Challenging the Sounds of Silence: A Qualitative Study of Gay-Straight Alliances and School Reform Efforts,” Education and Urban Society 45 (2013): 307–339; and J. B. Mayo Jr., “Expanding the Meaning of Social Education: What the Social Studies Can Learn from Gay Straight Alliances,” Theory and Research in Social Education 41 (2013): 352–381.
    36. For banning school clubs, see Mayberry, Chenneville, and Currie, “Challenging the Sounds of Silence”; Mayo, “Expanding the Meaning of Social Education”; and Boyd County High School Gay Straight Alliance et al. v. Board of Education of Boyd County, KY, 03-17-DLB (2003).
    37. For states suing over bathroom rights, see C. Emma, “10 More States Sue Obama Administration over Transgender Bathroom Directive,” Politico, July 8, 2016, http://www.politico.com/story/2016/07/obama-transgender-bathrooms-states-sue-225303; and for bathrooms as unsafe spaces, see Porta et al., “Kicked Out.”
    38. S. M. Lee, C. R. Burgeson, J. E. Fulton, and C. G. Spain, “Physical Education and Physical Activity: Results from the School Health Policies and Programs Study 2006,” Journal of School Health 77 (2007): 435–463.
    39. Human Rights Campaign, “Play to Win: Improving the Lives of LGBTQ Youth in Sports,” 2017, https://assets2.hrc.org/files/assets/resources/PlayToWin-FINAL.pdf.
    40. For preservice training, see P. C. McCabe and F. Rubinson, “Committing to Social Justice: The Behavioral Intention of School Psychology and Education Trainees to Advocate for Lesbian, Gay, Bisexual and Transgendered Youth,” School Psychology Review 37 (2008): 469–486; and for unavailability of professional development, see T. Israel and G. Hackett, “Counselor Education on Lesbian, Gay, and Bisexual Issues: Comparing Information and Attitude Exploration,” Counselor Education and Supervision 43 (2004): 179–191; and J. S. Whitman, S. S. Horn, and C. J. Boyd, “Activism in the Schools: Providing LGBTQ Affirmative Training to School Counselors,” Journal of Gay and Lesbian Psychotherapy 11 (2007): 143–154.
    41. For community opposition, see A. B. Dessel, “Effects of Intergroup Dialogue: Public School Teachers and Sexual Orientation Prejudice,” Small Group Research 41 (2010): 556–592; for research on the importance of inclusion and school safety for LGBTQ+ students, see Athanases and Larrabee, “Toward a Consistent Stance in Teaching for Equity”; for teachers unwilling to advocate, see T. G. Larrabee and P. Morehead, “Broadening Views of Social Justice and Teacher Leadership: Addressing LGB Issues in Teacher Education,” Issues in Teacher Education 19 (2010): 37–52; and for teachers unwilling to discuss sexual and gender minority identities in the classroom, see K. K. Kumashiro, “Uncertain Beginnings: Learning to Teach Paradoxically,” Theory intoPractice 43 (2004): 111–115.
    42. J. G. Kosciw, C. M. Clark, N. L. Truong, and A. D. Zongrone, “The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools” (New York: GLSEN, 2020).
    43. For the COVID-19 pandemic worsening mental health, see Trevor Project, “Issues Impacting LGBTQ Youth,” January 2022, https://www.thetrevorproject.org/wp-content/uploads/2022/01/TrevorProject_Public1.pdf; and for state legislation that limits discussions of LGBTQ+ identities, see Wyatt Ronan, “2021 Officially Becomes Worst Year in Recent History for LGBTQ State Legislative Attacks as Unprecedented Number of States Enact Record-Shattering Number of Anti-LGBTQ Measures into Law,” Human Rights Campaign, press release, May 7, 2021, https://www.hrc.org/press-releases/2021-officially-becomes-worst-year-in-recent-history-for-lgbtq-state-legislative-attacks-as-unprecedented-number-of-states-enact-record-shattering-number-of-anti-lgbtq-measures-into-law.
    44. In 2020 a U.S. district court judge found that South Carolina’s “no promo homo” laws violated the rights of LGBTQ+ students. John Riley, “Federal Court Declares South Carolina’s “No Promo Homo” Law Unconstitutional,” Metroweekly, March 11, 2020, https://www.metroweekly.com/2020/03/federal-court-declares-south-carolinas-no-promo-homo-law-unconstitutional/.
    45. Kosciw et al., “The 2017 National School Climate Survey.”
    46. R. S. Bishop, “Windows, Mirrors, and Sliding Glass Doors,” Perspectives: Choosing and Using Books for the Classroom 6, no. 3 (Summer 1990).
    47. S. A. Nuamah, How Girls Achieve (Cambridge, MA: Harvard University Press, 2019).

    This page titled 9.7: Footnotes is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Has Arakelyan.