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.
Feasibility Of Farm-To-School In Alaska: A State-Wide Investigation Of Perspectives From School Food Service ProfessionalsHerron, Johanna Ruth; Bersamin, Andrea; Lopez, Ellen; Barry, Ronald; Henry, David (2013)Childhood obesity is a significant public health concern and schools are a key setting for prevention. The majority of U.S. children are enrolled in school where they consume a large portion of their daily energy. Farm-to-school programs are a promising strategy for preventing childhood obesity in school-aged children. The overall objective of this study was to conduct a baseline assessment of Alaska school food service professionals' perspectives of using local foods. Specific objectives were to: 1) Assess interest in utilizing local foods, 2) Identify perceived barriers to purchasing local foods, and 3) Determine resources needed to facilitate local food procurement. A survey was administered to all school food service professionals in Alaska (n = 74) who oversee the National School Lunch Program in their program site or district. The survey consisted of open and close-ended questions, comprising six domains: interest, perceived benefits, perceived usefulness, perceived barriers, and future needs. Descriptive statistics were performed on all variables. The majority (80-96%) of school food service professionals reported interest in utilizing local foods in the school meal programs. School food service professional's reported concern with finding a reliable supply (67%) and the cost (46%) of locally sourced foods. Nearly all (92%) school food service professional's agreed that information about what foods are available, where to purchase them, and USDA purchasing regulations would be useful. Farm-to-school strategies are attainable in Alaska. Interest is high, and perceived barriers and challenges are consistent with national findings. The most useful resources identified could be accommodated through increased communication and use of existing resources.