Resources, support, and advocacy for Alaskan secondary school students who identify as LGBTQIA+
AuthorNickell, Jasmine L.
KeywordBisexual high school students
Law and legislation
Health and hygiene
Gay high school students
Lesbian high school students
High school counselors
MetadataShow full item record
AbstractThis comprehensive literature review presents findings associated with the needs of students in grades 7-12 who identify as lesbian, gay, bisexual, transgender, questioning, intersex, and/or asexual (LGBTQIA+). In addition, the roles of school counselors, faculty, and staff in addressing these needs are discussed, and policy decisions and legislation supporting safe and inclusive environments are examined. A comprehensive guidebook is included which explains the legislative process that can be used to promote systems change in order to address these needs. The legislative proposal in this guidebook would mandate Alaskan school counselors receive proper training, resources, and guidance to appropriately support and advocate for students who identify as LGBTQIA+. Although there are legislative bills currently being introduced to the Alaska Legislature that support more inclusive anti-discrimination state-based laws, Alaska has yet to pass such a bill and its efforts remain inadequate concerning the institution of state law preventing bullying, discrimination, and violence in schools based on a student's gender identity, gender expression, and/or sexual.
DescriptionMaster's Project (M.Ed.) University of Alaska Fairbanks, 2017
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Implementation of middle school best practice in a K-8 school: a case study of the planning year for Barnette Magnet School in Fairbanks, AlaskaSmith-Thomas, Colleen; Lipka, Jerry; Rickard, Anthony; Reyes, Maria Elena; Monahan, John (2006-12)This study used a case study design to investigate the planning year for Barnette Magnet School, which opened in the fall of 2005. The conversion to a K-8 school is met with some difficulty by school districts across the nation because, while there are many benefits to keeping these 7th and 8th grade adolescents in their neighborhood elementary school where supportive relationships have already been developed, the fact remains that they have different social, emotional and academic needs than either elementary or high school students. This case study seeks to examine the current research into best educational practice for this age group and to what extent the planning of the magnet school aligned with this research. The data revealed that the Magnet School, by implementing an innovative school-wide structure based on exploratory curriculum and dynamic interactions between school and community, generally did align its plans to what is considered best practice for adolescents. Several areas of weakness are identified and described.
Bullying in middle school: the role of school counselors and teachers in preventing bullyingPalmer, Paula Nicole; Topkok, Sean; Barnhardt, Ray; Roehl, Roy (2017-05)Research suggests that bullying is a problem in schools throughout the nation. Children spend the vast majority of their life attending school. School counselors and teachers are in a unique position to identify, prevent and educate students about bullying. The purpose of this project was to examine the role of school counselors and teachers in the Fairbanks North Star Borough School District (FNSBSD) in preventing bullying in their schools. The participants of this study were 8 school counselors and teachers from four middle schools in the FNSBSD. Data for this research was collected using an anonymous online survey utilizing www.SurveyMonkey.com. The results of the survey indicated that bullying is an issue in the four middle schools selected for the study in FNSBSD. Of the four major types of bullying discussed in my research (cyber, relation, physical, and verbal), there was a consensus among the participants that cyber and relational bullying were the most prevalent and problematic in their schools. Recommendations for future research include expanding on this study to include a larger sample of schools and participants, suggestions for strengthening staff training and implementing school based youth courts in FNSBSD schools as part of the bully intervention and prevention program.
A Description Of The Relationship Between Process Management And The Quality Schools Model In Three Rural Alaska School DistrictsAtwater, Stephen G.; Madsen, Eric; Monahan, John; Allen, Jim; Porter, David (2008)This study, conducted as part of a cohort of four, included three districts that follow the Quality Schools Model of educational reform. It used a mixed methods research paradigm to describe how one particular reform evaluation criterion, process management, is believed to be important and to be in practice as a part of the Quality Schools Model (QSM). Process management is the pertinent techniques and tools applied to a process to implement and improve process effectiveness. In this study, I sought to answer four research questions that are fully described in Chapter 3. Three of these questions explored stakeholders' perceptions about the importance of process management in contrast to their perceptions about the extent to which process management was actually in practice in the studied districts. The results of the analysis of the responses showed that there were few significant differences among the respondents. However, stakeholders' perception about the extent to which process management was actually in practice varied significantly with their job classification, but did not vary significantly with either their level of educational work experience or their years of experience with the QSM. Question four of this research was common to the cohort and explored the interrelationship of the seven Malcom Baldrige in Education Criteria in the three districts. The Malcom Baldrige in Education Criteria are a method to evaluate the quality of a school district. The cohort used structural equation modeling (SEM) to answer this question. The data supported a model that shows general agreement with the hypothesized model that is included with the Baldrige literature. While this research was specific to the QSM, others who are pursuing systemic educational reform should consider the implications. They are: holistic educational reform is dependent on well established processes; leadership does not have a direct influence on results; a school district's shared vision must be comprehensive to allow optimum learning conditions through the effective establishment of coproduction; and Total Quality Management practices should be included as a way to ensure staff does its best.