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Blackburn","","The chapter examines how heterosexism and homophobia in U.S. schools undermine LGBTQ youth’s education, focusing on both literacy work and identity work. Using findings from GLSEN’s nationwide climate survey and scholarship on marginalized identity, it argues that unsafe conditions lead many students to skip classes and disrupt writing and composing tasks. The study then investigates an out-of-school literacy group, Story Time at The Attic, where youth use reading and discussion to validate identities and envision action against oppression.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/co-constructing-space-for-literacy-and-identity-work-with-lgbtq-youth-mollie-v-blackburn/590498/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/co-constructing-space-for-literacy-and-identity-work-with-lgbtq-youth-mollie-v-blackburn/590498.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does school heterosexism and homophobia affect LGBTQ youth’s schooling outcomes?","Question",{"text":112,"@type":113},"It contributes to an unsafe climate, which can lead youth to skip classes and miss full days of school. Scholarship cited in the text concludes that these experiences hinder academic learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the text mean by “literacy work” and “identity work”?",{"text":117,"@type":113},"Literacy work refers to how students engage in writing and composing within institutional tasks. Identity work refers to how identities are formed through social contexts and how individuals actively contribute to that formation.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author study an out-of-school setting for literacy and identity work?",{"text":121,"@type":113},"Because schools are described as heterosexist and homophobic institutions that make LGBTQ identities invisible, making identity exploration difficult in that environment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590498,1792167258,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","co-constructing space for literacy and identity work  \nwith LGBTQ youth  \nby Mollie V. Blackburn  \nYoung people who identify as lesbian, gay, bisexual, or transgender (LGBT), or are perceived as such, often suffer from neglect and abuse in schools. School personnel typically ignore the issues of LGBT youth in the academic curriculum and in extracurricular activities (Gray, 1999; Owens, 1998) . Youth perceived as LGBT are often called derogatory names, harassed, or physically abused (Eaton, 1993; Gray, 1999; Human Rights Watch, 2001; Owens, 1998; Rofes, 1995) .  \nThis neglect and abuse hinders the education of these youth, as suggested by the Gay, Lesbian and Straight Education Network (GLSEN) 2001 nationwide school climate survey of 904 LGBT youth across the United States. According to the GLSEN report, 68.6 percent of these youth felt unsafe in their schools because of their sexual orientation, and 45.7 percent felt unsafe because of their gender expression (Kosciw, 2001). As a result, 31.9 percent had skipped a class, and 30.8 percent had missed an entire day of school in the month prior to the survey. Based on these findings, Kosciw (2001) concluded that the heterosexism and homophobia these young people experienced in schools hindered their academic learning.  \nMore specifically, heterosexism and homophobia in schools impede both the literacy work and the identity work of students perceived to be LGBT. LGBT youth in schools are marginalized, according to Eli Goldblatt’s (1995) definition of marginalized people as those “whose private lives are at odds with the dominant view of a proper public persona”(p. 152) . Britzman (1997) further observes that “schools mediate the discourses of private and public work to leave intact the view that (homo)sexualities must be hidden” (p. 192) . In his  \nMOLLIE V. BLACKBURN, Ph. D., is an assistant professor in Literacy, Language, and Culture in the College of Education at the Ohio State University. She completed her doctoral studies at the University of Pennsylvania in 2001, where she received an award for writing a dissertation that works for social justice. Her research, published in such journals as Teachers College Record and Research in the Teaching of English, explores the ways in which youth engage in literacy performances to construct their identities and work for social change.  \nBlackburn LITERACY AND IDENTITY WORK WITH LGBT Q YOUTH 17  \nstudy of urban high school students, Goldblatt (1997) found that “a gap between private and public self creates an inhospitable climate for writing   Writers who are alienated from or insecure within the institutional framework of their writing task will predictably have trouble composing texts for that institution” (p. 152) . Thus, the heterosexism and homophobia that LGBT youth experience in  \nschools is likely to hinder their literacy work.  \nThese forms of oppression are also likely to obstruct identity work. By identity work, I mean the ways in which identities are formed in social evolutionary contexts and therefore, in some ways, are shaped by these contexts, as well as the ways in which individuals contribute to the work of identity formation: They have agency to interact in and with their contexts to form their identities (Holland, Lachicotte, Skinner, & Cain, 1998) . This work is particularly difficult for LGBT students because, as Britzman (1997)  \nasserts, heterosexism and homophobia work to make homosexuali  \nties invisible in schools  \nso that lesbian and gay students often “have no opportunities to explore their identities”(p. 190) there.  \nBecause schools tend to be heterosexist and homophobic institutions, I chose to examine the literacy and identity work in which lesbian, gay, bisexual, transgender, and questioning (LGBTQ 1) youth engage in an outof-school context. I studied Story Time, a literacy group in a youth-run center for LGBTQ youth called The Attic. The LGBTQ youth with whom I worked used our reading and discussions o","cbCaicPmKHmCmjMw","https://ap.wps.com/l/cbCaicPmKHmCmjMw","pdf",201490,"English","# Background and Problem\n## Impact of school neglect and abuse\n## Literacy and identity work under heterosexism\n# Research Approach\n## Choosing an out-of-school context\n## Story Time and The Attic program\n# The Attic: Community and Participants\n## Demographics and service structure\n## Outreach, support, and youth-led activities\n# Story Time: Origins and Activities","[{\"question\":\"How does school heterosexism and homophobia affect LGBTQ youth’s schooling outcomes?\",\"answer\":\"It contributes to an unsafe climate, which can lead youth to skip classes and miss full days of school. Scholarship cited in the text concludes that these experiences hinder academic learning.\"},{\"question\":\"What does the text mean by “literacy work” and “identity work”?\",\"answer\":\"Literacy work refers to how students engage in writing and composing within institutional tasks. Identity work refers to how identities are formed through social contexts and how individuals actively contribute to that formation.\"},{\"question\":\"Why does the author study an out-of-school setting for literacy and identity work?\",\"answer\":\"Because schools are described as heterosexist and homophobic institutions that make LGBTQ identities invisible, making identity exploration difficult in that environment.\"}]","Co-constructing Space for Literacy and Identity Work with LGBTQ Youth - Mollie V. Blackburn | PDF",1792069763,18]