2.7.9 Best Practices to Facilitate High Ability LGBTQ+ Student Success

Purpose:

To explore best practices that facilitate the academic, social, and emotional well-being of students who sit at the intersection of both the high ability and LGBTQ+ identifiers.

Content:

Traditionally 2-5% of the student population identifies as high ability and according to Wexelbaum & Hoover (2014) at least 5% of the student population identifies as LGBTQ+. Less than 5% of the student population identifies as both high ability and LGBTQ+ (Wexelbaum & Hoover, 2014). While this makes up for a very small percentage of our school population, students who sit at the intersection of both the gifted and LGBTQ+ identifiers must navigate the social and emotional obstacles that come with both. In looking at their ability to thrive through the lens of Ryan and Deci's Self Determination Theory, as educators we must provide for their development academically (competence), and provide a safe environment where they can be who they are (autonomy) and feel connected to their school, teachers, and peers (relatedness). Unfortunately, being identified as gifted brings with it feelings of difference (Kerr, Colangelo, & Gaeth, 1988; Manaster, Chan, Watt & Wiehe, 1994; Gross, 1998) as well as the stigma of giftedness (Cross & Coleman, 1993). This is compounded by the LGBTQ+ identifier which carries with it fear – of not being accepted by family and friends, being treated differently, and a fear of being harassed or bullied (GLSEN National School Climate Survey, 2016; Kosciew, Greytak, Giga, Villenas, & Danischewski, 2016). The statistics for the latter are especially staggering, and while all states have anti-bulling laws, only 29 mention LGBTQ+ students specifically (Boyland, Kirkeby, Boyland, 2018).

As educators we must understand what the labels mean, what the coping strategies are, and how to create an educational environment that is inclusive, safe, and appropriately challenging. While the challenges cannot be fixed overnight, this session will seek to lend light to each of those areas and identify best practices.

Primary Resources:

• Friedrichs, T.P., Manzella, T.R., & Seney, R. (2018). Needs and approaches for educators and parents of gifted gay, lesbian, bisexual, and transgender students. Washington, D.C.: National Association for Gifted Children. • Boyland, L.G., Kirkeby, K., & Boyland, M.I. (2018). Policies and practices supporting LGBTQ Students in Indiana’s Middle Schools. Sage Journals, 102(2), 111-140. • Hutcheson, V.H. & Tieso, C.L. (2014). Social Coping of Giftedand LGBTQ Adolescents. Journal for the Eduation of the Gifted, 37(4), 355-377.

Author(s):