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ERIC Number: EJ1103262
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0022-0671
Informal Mentoring for Lesbian, Gay, Bisexual, and Transgender Students
Mulcahy, Molly; Dalton, Sarah; Kolbert, Jered; Crothers, Laura
Journal of Educational Research, v109 n4 p405-412 2016
The authors identified the process that 10 lesbian, gay, bisexual, and transgender (LGBT) high school students used to establish an informal adult-mentor relationship with a school personnel member. Five major themes emerged: (a) how LGBT students determined whether this person would be a safe mentor, (b) a listing of the important qualities of LGBT mentors, (c) a description of the process LGBT students used to approach possible mentors, (d) how the mentor relationship was beneficial to LGBT students, and (e) why the relationship was different from their parental relationships. The results revealed that LGBT students were cautious in identifying a potential school personnel mentor because they were concerned about mentor acceptance. Participants looked for mentors to have qualities of independent thinking, liberal political views, genuine interest in the student's life, helping with student career development, and a commitment to bullying prevention. School personnel who are interested in being a mentor to LGBT students can demonstrate an appreciation of diversity by including normalized talk of sexual diversity in conversations or lessons, and making their classroom a safe for LGBT students before, during, and after school.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania