Chapter II.

 REVIEW RELATED LITERATURE

This chapter presents the related literature and studies the thorough and in depth search done by the
researchers. Those that were included in this chapter helps in familiarizing the information that are
relevant and similar to the present study.

A.Related Literature

This chapter shows the literature and studies that go through intensive readings of materials
both printed and downloaded through the internet's which had a great significance to this research to
give insights to the teachers, parents, students, and especially to the future researchers on the attitude
of SHS students towards LGBTQ and level of discrimination felt by Gay and lesbian students.

LGBT stands for lesbian, gay, bisexual, and transgender. Introduced in the 1990s, this initialism is
generally used to include anyone who is not heterosexual or cisgender. Heterosexual refers to a person
attracted to people of the opposite gender, whereas cisgender describes a person whose gender
identity is the same as their sex at birth. Some other variants have been introduced since then in order
to try to include the whole spectrum of sexuality and gender. Among these variants, there are LGBT+
and LGBTQ+. The latter stands for lesbian, gay, bisexual, transsexual/transgender, and queer.

   LGBTQ youth are more likely than their heterosexual peers to experience a range of mental and
emotional health risks. They are vulnerable to high rates of depression, self-harm, suicidal thoughts,
homelessness, substance abuse, and crime involvement. In addition, they are at risk for school and
academic problems, which is heightened by the homophobia, harassment, victimization, and bullying
they endure (Craig et al., 2014). Due to their minority status, adolescence becomes a challenging period
of life for LGBTQ youth, especially since they are already presented with other stressful circumstances
during this time. They face isolation and lack a sense of belonging at home, school, and in their
community. Additionally, they are susceptible to low self-esteem and internalized homophobia (Craig et
al., 2014). “Internalized homophobia is an identity, cognitive, emotional, and behavioral process that
involves the personal adoption of negative attitudes and beliefs about homosexuality” (Amola &
Grimmett,).

     Kolbert et al. (2015) noted that teachers felt the least comfortable confronting a bullying
situation related to sexual orientation as opposed to another special population, such as students with
disabilities or students with body image issues. Teachers identified that they did not address bullying
behaviors related to LGBTQ issues as a result of apprehension of job loss, fear of personal
discrimination, their own judgmental thinking, and because of the potential negative reactions from
parents, students, or other staff members. Additionally, teachers who identified as LGBTQ reported that
they felt the school was less supportive towards LGBTQ students than did their heterosexual colleagues
at the same school.
   Also this study conducted by WestEd(2021) entitled Shedding Light on the Experiences of
LGBTQ Students: Sobering Data and Reasons for Hope. The study found that LGBTQ secondary students
were at higher risk for bullying, chronic sadness, and thoughts of suicide, as well as poorer learning
engagement and academic performance, compared to their straight and non-transgender peers. LGBTQ
students also reported receiving substantially fewer social and developmental supports from teachers.
But the study’s analysis suggests that if LGBTQ students experienced the same levels of support and
safety at school as non-transgender and straight students, disparities would disappear or greatly
diminish.

In addition, this study was conducted human rights watch.( 2017) entitled Just Let Us Be
Discrimination Against LGBT Students in the Philippines  . The purpose of the study is: to determine the
relationship between attitude of senior high school students towards LGBTQ and level of discrimination
felt by gay student..  . Results reveal that Everyone should feel comfortable in schools. However, in the
Philippines, lesbian, gay, bisexual, and transgender (LGBT) adolescents are all too often subjected to
bullying, discrimination, a lack of LGBT-related information, and, in some cases, physical or sexual
assault. These violations have the potential to cause serious and long-term harm to students, as well as
impede their right to education, which is protected under Philippine and international law.

 
B. Related Studies

LOCAL.

This study conducted by Justia(2021) entitled LGBTQ Discrimination in School the study revealed
that A large number of LGBTQ students continue to feel unsafe at school due to high rates of
discrimination and harassment. Often, schools have discriminatory policies or practices that directly
affect LGBTQ students. These may relate to student groups with an LGBTQ focus, an on-campus dress
code, the exclusive use of legal names over preferred, school dance policies, and discipline related to
public displays of affection. These policies may affect LGBTQ students differently than their straight or
cisgender peers as a result of their sexual orientation or gender identity.

Also,this study conducted by Sutter and  Perrin (2016) entitled Discrimination, mental health,
and suicidal ideation among LGBTQ people of color.the study revealed Discrimination based on
race/ethnicity, sexual orientation, and gender identity has been linked to many negative psychological
and physical health outcomes in previous research, including increased suicidal ideation. Two hundred
lesbian, gay, bisexual, transgender, and queer (LGBTQ) people of color (POC) were surveyed on their
experiences of LGBTQ-based discrimination, racism, mental health (depression, anxiety, satisfaction with
life), and suicidal ideation in a national online study.

Relevant to that, according to Conde(2018) entitled Philippine City Passes Law Against LGBT
Discrimination Ordinance Should Prod Passage of National Anti-Discrimination Legislation, The Philippine
city of Mandaluyong has enacted an ordinance to protect lesbian, homosexual, bisexual, and
transgender people's rights against discrimination, the latest in a string of local legislation passed across
the country.

In addition, according to the study of Lindayag(2015) entitled The role of the local government
in the persistence of LGBT oppression: a case study of the LGBT situation in Brgy. Malumot, Paombong,
Bulacan. Revealed that the   LGBTQ Legal Resource Center LGBTQ Youth LGBTQ Discrimination in
Schools LGBTQ Discrimination in Schools A large number of LGBTQ students continue to feel unsafe at
school due to high rates of discrimination and harassment. Often, schools have discriminatory policies or
practices that directly affect LGBTQ students. These may relate to student groups with an LGBTQ focus,
an on-campus dress code, the exclusive use of legal names over preferred, school dance policies, and
discipline related to public displays of affection. These policies may affect LGBTQ students differently
than their straight or cisgender peers as a result of their sexual orientation or gender identity.
 Lastly. This study conducted by human rights Entitled Philippines: LGBT Students Face Bullying,
Abuse (2017) revealed that the, Students across the Philippines experience bullying and discrimination
in school because of their sexual orientation and gender identity, Human Rights Watch said in a report
released today. While Philippine law provides protections against discrimination and exclusion in
schools, lawmakers and school administrators need to take steps to ensure they are fully implemented.

INTERNATIONAL.

           A study was conducted by Cimene (2020) entitled Attitudes toward Homosexuality in a School
Context . The purpose of the study is: to determine the relationship between attitude of senior high
school students towards LGBTQ and level of discrimination felt by gay student..  . Results reveal that
According to a global trend revealed in a cross-national study on views toward homosexuality (Smith,
2011), the Philippines, Russia, and Slovenia had the lowest approval of same-gender-sexual
conduct.Institutions can better identify the climate that LGBT students encounter by understanding
heterosexual attitudes and activities toward LGBTQ populations on college campuses. According to prior
research, the LGBT student population in higher education is perceived as progressing from exclusion to
integration. LGBT students have established themselves as a visible campus group that is supported by
the very educational institutions that once sought to marginalize them. Similarly, there hasn't been a lot
of research done on the experiences of LGBT students. The term homosexuals are used in this study to
refer to the LGBT community as a whole.

Relevant to that, according to the study of Duyan and Gelbal (2006) entitled, Attitudes of
University Students toward Lesbians and Gay Men in Turkey, which use descriptive design. The goal of
this survey was to find out how Turkish university students felt towards lesbians and homosexual men.
The findings show that while both lesbians and gay men have negative sentiments toward them,
attitudes toward lesbians appear to be more favorable than attitudes toward gay men. Gender
differences have a direct impact on opinions, and religiosity has a significant impact on students'
sentiments regarding lesbians and homosexual men. More positive sentiments about homosexual
people are associated with an active sex life and liberal attitudes toward premarital relations. Finally, the
findings show that social contact with gay men and lesbians is linked to favorable opinions toward
homosexuals.  

Also, as found on the study of  Bostwick. Boyd, [...], and West(2014). Entitled Discrimination and
Mental Health Among Lesbian, Gay, and Bisexual Adults in the United States . Results reveal that Sexual
minority health disparities, particularly mental health disparities, are well-documented. Numerous
studies have found that lesbians, gays, and bisexuals have a higher prevalence of depression and anxiety
disorders than heterosexuals. These discrepancies, according to some experts, are the outcome of the
stress that prejudice and perceived discrimination can create.
 In addition, according to the study of J Youth Adolesc. (2009 Aug), entitled Emotional Distress
Among LGBT Youth: The Influence of Perceived Discrimination Based on Sexual Orientation. Reveal that
the evaluated emotional distress among 9th-12th grade students, and examined whether the
association between LGBT status and emotional distress was mediated by perceptions of having been
treated badly or discriminated against because others thought they were gay or lesbian. Data come
from a school-based survey in Boston, according to growing evidence, adolescents who have same-sex
sexual attractions, have had sexual or romantic relationships with people of the same sex, or identify as
lesbian, gay, or bisexual are more likely than heterosexual adolescents to experience symptoms of
emotional distress, such as depressive symptoms, suicidal ideation, or suicide attempts.

Lastly. As a result, on the study of Polly. R (Dec.2015) entitled 'Like Walking Through a
Hailstorm” Discrimination Against LGBT Youth in US Revealed that School is the principal vehicle for
educating, socializing, and delivering services to young people in the United States outside of the home.
Schools can be challenging places for students regardless of their sexual orientation or gender identity,
but they are frequently extremely hostile to lesbian, gay, bisexual, and transgender (LGBT) students. Due
to a lack of policies and practices that recognize and support LGBT kids, as well as a failure to put in
place existing protections, LGBT students across the country continue to endure bullying, exclusion, and
discrimination at school, placing them at risk and impeding their education.
C. RESEARCH GAP

         This study conducted by Care2 (2016). Entitled How you can help end LGBT discrimination.
Revealed that the 2015 was a big year for the LGBT movement. After a decades-long fight, the Supreme
Court struck down the Defense of Marriage Act, making same-sex marriage legal in all 50 American
states. While marriage was perhaps the most visible issue nationally, it is not the only issue facing the
LGBT community – from employment discrimination to homelessness, to the right to use the bathroom
that matches your identity – the fight for true equality still has many battles ahead. Also, winning
marriage equality, it will take everyone to make culture and country more inclusive and tolerant. But for
many folks, particularly cis-hetero folks, it can be hard to figure out what to do, where to start and how
to be involved in a movement that isn’t directly about you. The good thing is there are a lot of things
that can be done to help equality move forward, beginning with the mini battles and micro-aggressions
close to home.

   Lastly. As a result, on the study of Polly. (2015) entitled 'Like Walking Through a Hailstorm”
Discrimination Against LGBT Youth in US Revealed that School is the principal vehicle for educating,
socializing, and delivering services to young people in the United States outside of the home. Schools
can be challenging places for students regardless of their sexual orientation or gender identity, but they
are frequently extremely hostile to lesbian, gay, bisexual, and transgender (LGBT) students. Due to a lack
of policies and practices that recognize and support LGBT kids, as well as a failure to put in place existing
protections, LGBT students across the country continue to endure bullying, exclusion, and discrimination
at school, placing them at risk and impeding their education.

2.1 Language and Gender

Basically, gender and sex for human has different meaning and purpose. In the book of Language and
Gender, Eckert and Ginet (2003, p.10) have the definition that gender and sex are different because
gender is not something we are born with, and not something we have, but something we do (West and
Zimmerman 1987) – something we perform (Butler 1990) then sex is a biological categorization based
primarily on reproductive potential, whereas gender is the social elaboration of biological sex. Based on
the explanation above, the researcher agree that the condition of human about gender when he or she
born, it does not guarantee what he or she will be exactly in the future about his or her gender. In
different definition, for the example there is a man named Mr. James. He is born to be a man; but by
following the time when he becomes adult already, he realizes that he is not a man with heterosexual
but a man with homosexual identity. Therefore there are varieties of gender like LGBTQ (Lesbian Gay
Bisexual Transgender and Queer). In the meantime in Moslem society, becoming a gay is forbidden.
Even it is very contrast with the kismet of God, but this is the reality that happens in the society.
Meanwhile in Moslem society, becoming a gay is a forbidden because it transgressed the boundaries.
Furthermore, it is not only forbidden things in the sight of Moslem but also in all religions such as
Christian, Hindu, Budha, Bahai and Catholic. Based on Moslem’s perspective, it has had stated in Al
Quran (as –Syu’ara verse 165 - 168) that,

(165).

‫أ‬

‫ن‬

‫ت ْأتُو ن الُّذ ْك را ن ِم ن ْال عال ِمي‬

"Go you in unto the males of the 'Alamin (mankind),

(166).

‫وت ذ ُرو ن ما خل ق ل ُ ْكم ربُّ ُ ْكم ِم ْن أ ْز وا ِج ُ ْكم‬

‫ن‬

ُ ‫"ب ْل أ‬And leave those whom Allah has created for you to be your wives? Nay, you are a
‫ْنت ْم ق ْوٌم عا ُدو‬
trespassing people!

)167 (. ‫ق الُوا ل ِئ ْن ل ْم ت ْنت ِه ي ا لُوطُ ل ت ُكون َّن ِم ن ْال ُم ْخ ر ِجي ن‬They said: "If you cease not. O Lout (Lot)!
Verily, you will be one of those who are driven out!" 168).

‫مل ُ ْكم ِم ن‬
ِ ‫ق ا ل ِإنِّي ِل ع‬

‫ن‬

‫ْالق الِي‬

He said: "I am, indeed, of those who disapprove with severe anger and fury your (this evil) action (of
sodomy).The condition in the above builds many contras and pros because a man that actually should
be masculine but the fact is the opposite one. Althoughphysically there is a masculine man, but the one
that he loves is not woman but a man; same sex love. When a man loves man, it influences the way how
to think then turns a guy to be gay. Therefore the way how gays speak is graceful and cial because not
everyone understands purpose of the language applied and also the language they use is not the daily
language of mostly used by people. Because of many conditions about gay and other same sex love
stories, there are related sometimes use specific terms or even special one. The reason why it is special
theories such as the theory of queer and the theory of lavender language that discuss about the
language used by gay. Grossman (2014) states that, queer theory responded by abandoning the neo-
Marxism and social activism of gay rights, and built upon Michel Foucault's The History of Sexuality
(1978–1984).

2.2 Gay Language

Basically, gay language is a language used by gays that the way how they deliver is different. Also, some
of gays use special terms of communication. Then the simple reasons why there are terms of gay
language, because they have specific topic that cannot be discussed frankly in front of the public.
Additionally, the most topics are aboutgay activities that related with sexual activity. However,
sometimes gay language is used for general activities such as the list of gay language used in social
media that attached in appendix 1. Therefore the most written words in the KBG are directed into sexual
activities and the rest is not(appendix 2). Actually there is no any specific definition when a gay language
is composed. Generally, a language is indicated as gay language based on the vocabularies and
pronunciation (the way how to pronounce the language). Hence, the most researches have done about
gay language is not far from the variety of the vocabularies, pronunciation or the things related with
those both categories.Then, there are some online resources from different countries that publish gay
language varieties in the internet. In general internet user, there is an urban dictionary at
www.urbandictionary.com that commonly people know this. It is an online dictionary about the urban
language, includes with kind of gay language

used by gay people internationally. Additionally, the gay language varieties in the internet are available
in www.scruff.com that published gay slang language used as international range. Meanwhile in the UK
there is Polarish gay language and in the Philippines has Beki Lingo, a gay language in Tagalog. Then in
Indonesia has Bahasa Binan, a gay language for Indonesian that sometimes different place will be
different language or terms.

2.3 Gay Community

Gay community is a community contains of men who love men (gay, bisexual, transgender, transsexual,
queer, and sissy). They are gathering based on many reasons. The first reason is because heterosexual
people cannot receive gays to be opened as gay in social life. Secondly, many heterosexual people bully
the gays. Third, gays prefer to have some meeting to have discussion about ‘how to improve the quality
and capacity of knowledge’. It is to show common people that gay is also human and have a same right
to life. Another word, it is the ‘campaign’ of homosexual community to show their existence. On the
other hand, in aboard such as Germany, Sweden, or Holland, the gays are welcomed by the
surroundings because of the equality. Therefore there are many gay communities in those countries and
often to do the ‘open campaign’ such as gay pride. Meanwhile in Indonesia, the gays are grouped to
support each other as an Indonesian gay to do many positive things and productivities, then common
people will ‘see’ who and what gay is actually. Most of gays in

Indonesia hope that someday Indonesia will be a country that really appreciates the equality in gender
and listed as a country like Holland or Germany.The phenomenon about gay community leads many
gays to be gathered into certain communities based on the interest. Therefore there are positive gay
communities and negative gay communities. The negative one is when the community is only into sex-
orientation minded. By those kinds of gay community, there are some gay languages and terms applied.
Then from one gayman to another gay man, the language is separated naturally.

2.4 Social Media Used by Gay

Commonly the social media is created to help human build interaction with another one to
communicate. Since the social media such as Facebook is for everyone, at glance cannot be predicted
and seen the user of Facebook is gay or not (as long as the profile does not show the identity gay or not).
However, the researcher conducts the research of language used by gays in social media. By doing
deeper research and analysis, there are many gays are using Facebook as their account and there is
many ways to judge that the account is gay or not. In social media such as Facebook, Twitter, Instagram,
and BBM (Black Berry Messenger) is for public and every gender is very welcome to create account and
have many friends by those media. However, there are some social media that are created for gays only.
It helps gays to have a forum virtually. Before the coming of smartphone, by the computer or laptop
gays in social media

are available to log in on Manjam, Boyz Forum, Gay Indonesia Forum, and many more. However, when
this research is conducted and when this research report is written, Manjam, Boyz Forum and Gay
Indonesia Forum is removed from the internet. Then after the coming of smartphone, this phenomenal
gadget makes many developers create social media for gays only for smartphone. Concerning about this
research, the researcher is using social media that available for smartphone application as the tools.
First of all the researcher uses Facebook and Jack’D as the main instrument of the research. However, to
find more result of the research, then the researcher adds other social media such as Whats App and
Black Berry Messanger as the instrument, to collect the data. The detail of this case, the researcher
focused into some details below:

2.4.1 Facebook
Known as social media created by Mark Zuckerberg, Facebook is very phenomenal and many people use
it. In this research, the researcher analyzes the language used by gay in social media. To know that the
user’s identity is gay, he researcher put the word of ‘gay Surabaya’ in the search engine column, and
then will be listed some accounts use the name of ‘gay’. Another alternative is by searching gay group in
Facebook then join the group. The reason of using Facebook rather than twitter for this research,
meanwhile both are the most used social media in the world because Facebook has wider page view. So
it helps the researcher to analyze easily and also Facebook has wider capacity for text, picture and video
than twitter. In

Facebook has timeline, personal message (chatting), group forum, and fan page. Then the researcher
has many accesses to get the activities of gays in social media, to analyze their language. In this
research, the researcher creates an account named Dika Setiawan, to talk and interaction with gays to
collect the information needed. Then, the name of Dika Setiawan is also used in all social media.

2.4.2 Jack’D

Jack’D is a social media that design for man who loves man. This is available to download in smartphone.
By downloading this, the user will find many gays who have this account and communicate each other.
The unique thing from this application is, there is radar in this application by using GPS. The radar works
even the user is not online. As long as the GPS is active (there is internet signal), the user will find the
closest gays in surrounding. Please check the appendix 4, in the profile that appear in application there
is an approximately, under the profile picture. It shows the distance of the user with another user. For
the example is, there is a gay named Mr. James and having Jack’D account. When he checks his Jack’D,
he will find whose gays are near with him. Then, there is another user named Mr. Andrew and both of
them are near. So, Mr. James is available to see the Mr. Andrew and chatting. However, when Mr.
Andrew moves to a place that very far from Mr. James, Mr. Andrew’s account will be disappear from the
list of gays near Mr. James, but they both are still available to have chatting. Therefore the gays that
analyzed the language by the researcher are local gays, or a gay that becomes visitor in Surabaya.

2.4.3 Whats App

Whats App or well known as WA is a messenger application for smartphone that included social media
used by gay. Generally WA is just social media that everyone may use this application. Actually this
research is only focus on gays in Facebok and Jack’D. However, most of gays are interested to talk more
with the researcher as long as the research conducted. But on the other hand, the gays ask the
researcher’s account of WA and BBM. By creating the account, the researcher has another tool to
communicate with gays.
2.4.4 Black Berry Messenger

Black Berry Messenger (BBM) is a messenger for Blackberry cellular that nowadays smartphone with the
type of Ginger Bread and upper type is available for BBM. Also, it is available for Iphone (IOS). The
function of BBM is same with WA, because many gays request to chat in this application. The most gays
are more interesting to hate chatting intensely by WA or BBM. The function of Jack’D and Facebook is
mostly used as the tool to get the new gay. This is the opportunity for the researcher because the result
of language used by gay will be served in the wider proportion.

2.5 Previous Studies

Basically, gay languages in the world have same characteristics and types, just like normal language that
is officially occupied as national language from many countries. In the preliminary study, researcher
finds several journals that mostly gays in the world have their own terms to use in language as spoken
and written conversational. However, there are still some differentiations. To prove that statement,
Lunzaga (2011, vol.6) discusses about language used by gay that focus on the combination of
morphology, local language and culture aspects; for the example like the words of boang in Tagalog will
be ngaob in gay Philippines, which the meaning is crazy. Then it is same in gay language used in
Surabaya, according to Soedjono et al. (1995) argue that lanang as the local language to be silan in gay
Surabaya, which the meaning is guy. A big note here that needs more attention is that this research even
does not discuss the morphological aspect, but this case is still appropriate with the language used by
gay and social context inside; moreover the title is noted as discourse.Close to the same research area in
Surabaya, so far there are three researches that have same research area in Surabaya in a same topic,
which are Pattaya and Gaya Nusantara. First is Boellstorff from Princeton University (2005) who has
researched under the title ‘Gay Archipelago; Sexuality and Nation in Indonesia’ has done in Pattaya, as
one of the places. Actually that research is close to anthropology and social context of gay’s and
lesbian’s life in Indonesia. On the other hand, that research includes the usage of gay language in
Surabaya for some parts. So then, the discussion is included into sociolinguistics. It unites the
elements of the social context and daily culture in Surabaya with the language usage that is not
everyone understands the meaning. Then, it is also including the gay language usage based on the caste.
Second is a research coming from Ardianto in Surabaya State University (2006). He has done a research
about gay language in Pattaya. However, for me that research is quiet weak because it only classifies the
registers used and translates the meaning. Then, the next related research has done in Gaya Nusantara
(GN) with the data sources a monthly magazine published by GN.
Related articles

Strategies for coping with LGBT discrimination at work: A systematic literature review

Liviu-Catalin Mara, Matías Ginieis, Ignasi Brunet-Icart

Sexuality Research and Social Policy 18 (2), 339-354, 2021

Introduction

Members of the LGBT community suffer discrimination in various areas, and the workplace is no
exception. This is why it is important to understand the strategies they adopt to cope so that policy-
makers, organizations, companies, and the LGBT community can be informed of the resources that can
potentially mitigate or eradicate discrimination in the workplace.

Methods

In this article, we use a systematic review of the literature up to and including 2018 in the databases
Scopus and Web of Science.

Results

We analyzed 52 articles and extracted one model with four different strategies for coping with
discrimination in the workplace: internal, external, reactive, and proactive. We also identified strategies
used by organizations and companies, and make recommendations that can inform future policies in
this area.

Conclusion

The model places the members of the LGBT community at the heart of the process of overcoming
discrimination. Policy implications. We found that these strategies are not equally available in all
contexts. Therefore, there is a need not only for LGBT individual agency, but also for companies, society,
and the political system to get involved and expand freedoms and labour rights for the LGBT community.

Strategies for coping with LGBT discrimination at work: A systematic literature review

Liviu-Catalin Mara, Matías Ginieis, Ignasi Brunet-Icart

Sexuality Research and Social Policy 18 (2), 339-354, 2021

Introduction

Members of the LGBT community suffer discrimination in various areas, and the workplace is no
exception. This is why it is important to understand the strategies they adopt to cope so that policy-
makers, organizations, companies, and the LGBT community can be informed of the resources that can
potentially mitigate or eradicate discrimination in the workplace.

Methods

In this article, we use a systematic review of the literature up to and including 2018 in the databases
Scopus and Web of Science.

Results

We analyzed 52 articles and extracted one model with four different strategies for coping with
discrimination in the workplace: internal, external, reactive, and proactive. We also identified strategies
used by organizations and companies, and make recommendations that can inform future policies in
this area.

Conclusion

The model places the members of the LGBT community at the heart of the process of overcoming
discrimination. Policy implications. We found that these strategies are not equally available in all
contexts. Therefore, there is a need not only for LGBT individual agency, but also for companies, society,
and the political system to get involved and expand freedoms and labour rights for the LGBT community.

Related articles

LGBT discrimination on campus and heterosexual bystanders: Understanding intentions to intervene.

Adrienne B Dessel, Kevin D Goodman, Michael R Woodford

Journal of Diversity in Higher Education 10 (2), 101, 2017

Discrimination targeting lesbian, gay, bisexual, and transgender (LGBT) students on college campuses
occurs. Bystander intervention is important in supporting targeted students and improving campus
climate for LGBT students. Peer-familiarity context (ie, who the bystander knows in the situation) can
play a role in bystander intervention, but researchers have not explored the nature of bystander
intervention in specific peer-familiarity contexts concerning LGBT discrimination. Using hypothetical
vignettes, we examine heterosexual students’(n= 1616) intention to intervene across 4 peer-familiarity
contexts, namely, when the bystander knows no one, only witnesses or targets, only perpetrator, or
everyone. We explore the role of student inputs (sociodemographics, self-esteem, attitudes toward
LGBT people and political ideology) and experiences (LGBT social contacts, LGBT and social justice course
content, and perceived and experienced campus climate) on their intentions to intervene in these
contexts. Multiple regression results suggest that across all peer-familiarity contexts, being older, having
higher self-esteem, having LGBT friends, taking courses with social justice content, and affirming
attitudes toward LGBT people were independently associated with higher intentions to intervene. Males
were more likely than females to intervene when they knew no one, while females were more likely to
intervene in all other contexts. Race/ethnicity, religious affiliation, witnessing heterosexist harassment,
perceptions of campus climate for LGBT students, and student standing were significant in particular
peer contexts. Recommendations to promote bystander intervention and future research are presented.

LGBT discrimination on campus and heterosexual bystanders: Understanding intentions to intervene.

Adrienne B Dessel, Kevin D Goodman, Michael R Woodford

Journal of Diversity in Higher Education 10 (2), 101, 2017

Discrimination targeting lesbian, gay, bisexual, and transgender (LGBT) students on college campuses
occurs. Bystander intervention is important in supporting targeted students and improving campus
climate for LGBT students. Peer-familiarity context (ie, who the bystander knows in the situation) can
play a role in bystander intervention, but researchers have not explored the nature of bystander
intervention in specific peer-familiarity contexts concerning LGBT discrimination. Using hypothetical
vignettes, we examine heterosexual students’(n= 1616) intention to intervene across 4 peer-familiarity
contexts, namely, when the bystander knows no one, only witnesses or targets, only perpetrator, or
everyone. We explore the role of student inputs (sociodemographics, self-esteem, attitudes toward
LGBT people and political ideology) and experiences (LGBT social contacts, LGBT and social justice course
content, and perceived and experienced campus climate) on their intentions to intervene in these
contexts. Multiple regression results suggest that across all peer-familiarity contexts, being older, having
higher self-esteem, having LGBT friends, taking courses with social justice content, and affirming
attitudes toward LGBT people were independently associated with higher intentions to intervene. Males
were more likely than females to intervene when they knew no one, while females were more likely to
intervene in all other contexts. Race/ethnicity, religious affiliation, witnessing heterosexist harassment,
perceptions of campus climate for LGBT students, and student standing were significant in particular
peer contexts. Recommendations to promote bystander intervention and future research are presented.

Related articles

Violence against queer people: Race, class, gender, and the persistence of anti-LGBT discrimination

Doug Meyer

Rutgers University Press, 2015

Violence against lesbians and gay men has increasingly captured media and scholarly attention. But
these reports tend to focus on one segment of the LGBT community—white, middle class men—and
largely ignore that part of the community that arguably suffers a larger share of the violence—racial
minorities, the poor, and women. In Violence against Queer People, sociologist Doug Meyer offers the
first investigation of anti-queer violence that focuses on the role played by race, class, and gender.
Drawing on interviews with forty-seven victims of violence, Meyer shows that LGBT people encounter
significantly different forms of violence—and perceive that violence quite differently—based on their
race, class, and gender. His research highlights the extent to which other forms of discrimination—
including racism and sexism—shape LGBT people’s experience of abuse. He reports, for instance, that
lesbian and transgender women often described violent incidents in which a sexual or a misogynistic
component was introduced, and that LGBT people of color sometimes weren’t sure if anti-queer
violence was based solely on their sexuality or whether racism or sexism had also played a role. Meyer
observes that given the many differences in how anti-queer violence is experienced, the present media
focus on white, middle-class victims greatly oversimplifies and distorts the nature of anti-queer violence.
In fact, attempts to reduce anti-queer violence that ignore race, class, and gender run the risk of helping
only the most privileged gay subjects. Many feel that the struggle for gay rights has largely been
accomplished and the tide of history has swung in favor of LGBT equality. Violence against Queer
People, on the contrary, argues that the lives of many LGBT people—particularly the most vulnerable—
have improved very little, if at all, over the past thirty years.

Related articles

Violence against queer people: Race, class, gender, and the persistence of anti-LGBT discrimination

Doug Meyer

Rutgers University Press, 2015

Violence against lesbians and gay men has increasingly captured media and scholarly attention. But
these reports tend to focus on one segment of the LGBT community—white, middle class men—and
largely ignore that part of the community that arguably suffers a larger share of the violence—racial
minorities, the poor, and women. In Violence against Queer People, sociologist Doug Meyer offers the
first investigation of anti-queer violence that focuses on the role played by race, class, and gender.
Drawing on interviews with forty-seven victims of violence, Meyer shows that LGBT people encounter
significantly different forms of violence—and perceive that violence quite differently—based on their
race, class, and gender. His research highlights the extent to which other forms of discrimination—
including racism and sexism—shape LGBT people’s experience of abuse. He reports, for instance, that
lesbian and transgender women often described violent incidents in which a sexual or a misogynistic
component was introduced, and that LGBT people of color sometimes weren’t sure if anti-queer
violence was based solely on their sexuality or whether racism or sexism had also played a role. Meyer
observes that given the many differences in how anti-queer violence is experienced, the present media
focus on white, middle-class victims greatly oversimplifies and distorts the nature of anti-queer violence.
In fact, attempts to reduce anti-queer violence that ignore race, class, and gender run the risk of helping
only the most privileged gay subjects. Many feel that the struggle for gay rights has largely been
accomplished and the tide of history has swung in favor of LGBT equality. Violence against Queer
People, on the contrary, argues that the lives of many LGBT people—particularly the most vulnerable—
have improved very little, if at all, over the past thirty years.

Related articles

Medical students’ perception of lesbian, gay, bisexual, and transgender (LGBT) discrimination in their
learning environment and their self-reported comfort level for caring for …

Nassr Nama, Paul MacPherson, Margaret Sampson, Hugh J McMillan

Medical education online 22 (1), 1368850, 2017

Background: Historically, medical students who are lesbian, gay, bisexual or transgendered (LGBT)
report higher rates of social stress, depression, and anxiety, while LGBT patients have reported
discrimination and poorer access to healthcare.

Objective: The objectives of this study were: (1) to assess if medical students have perceived
discrimination in their learning environment and; (2) to determine self-reported comfort level for caring
for LGBT patients.

Design: Medical students at the University of Ottawa (N = 671) were contacted via email and invited to
complete a confidential web-based survey.

Results: Response rate was 15.4% (103/671). This included 66 cis-gender heterosexuals (64.1%) and 37
LGBT students (35.9%). Anti-LGBT discrimination had been witnessed by 14.6% and heterosexism by
31.1% of respondents. Anti-LGBT discrimination most often originated from fellow medical students.
Respondents who self-identified as LGBT were more likely to have perceived heterosexism (favoring
opposite-sex relationships) (OR = 8.2, p < 0.001) or anti-LGBT discrimination (OR = 6.6, p = 0.002). While
half of LGBT students shared their status with all classmates (51.4%), they were more likely to conceal
this from staff physicians (OR = 27.2, p = 0.002). Almost half of medical students (41.7%) reported anti-
LGBT jokes, rumors, and/or bullying by fellow medical students and/or other members of the healthcare
team. Still, most respondents indicated that they felt comfortable with and capable of providing medical
care to LGBT patients (≥83.5%), and were interested in further education around LGBT health issues
(84.5%).
Conclusion: Anti-LGBT discrimination and heterosexism are noted by medical students, indicating a
suboptimal learning environment for LGBT students. Nonetheless, students report a high level of
comfort and confidence providing health care to LGBT patients.

Bostock, LGBT Discrimination, and the Subtractive Moves

Andrew Koppelman

Minn. L. Rev. Headnotes 105, 1, 2020

In Bostock v. Clayton County, 1 the Supreme Court held that Title VII of the Civil Rights Act of 1964
prohibits employment discrimination against lesbian, gay, bisexual, and transgender (LGBT) people. That
was obviously correct. It is not possible to discriminate on these bases without treating a person worse
because of their sex. So why is it not obvious to everyone? The case for coverage is simple. What is
complicated is the counterarguments, which come forth in baroque profusion. They must be answered.
This is, evidently, a neverending task. 2 t John Paul Stevens Professor of Law and Professor (by courtesy)
of Political Science, Department of Philosophy Affiliated Faculty, Northwestern University. Thanks to
Larry Alexander, Bob Bennett, Samuel Bray, Charlotte Crane, Zachary Clopton, Michael Dorf, William
Eskridge, Tonja Jacobi, Matt Kugler, Simon Lazarus, Steve Lubet, John McGinnis, Jim Pfander, Valerie
Quinn, Brian Slocum, Steven D. Smith, and Matt Spitzer for helpful comments, and to Tom Gaylord for
research assistance. Special thanks to the Minnesota LawReviewHeadnotes staff, especially Cat Ulrich
and Zach Wright, for getting this piece online with astonishing speed. This paper expands upon one
section of Brief of William N. Eskridge Jr. and Andrew M. Koppelman as Amici Curiae in Support of
Employees, Bostock v. Clayton County, Ga., 140 S. Ct. 1731 (2020)(No. 17-1618), 2019 WL 2915046. I
have a personal stake in this decision, having spent my entire academic career criticizing the subtractive
moves that I anatomize in this paper. See Andrew Koppelman, Note, The Miscegenation Analogy:
Sodomy Law as Sex Discrimination, 98 YALE LJ 145, 150 n. 30 (1988)(attacking early decisions refusing to
apply Title VII to sexual orientation discrimination). Copyright© 2020 by Andrew Koppelman. 1. 140 S.
Ct. 1731 (2020).

Medical students’ perception of lesbian, gay, bisexual, and transgender (LGBT) discrimination in their
learning environment and their self-reported comfort level for caring for …

Nassr Nama, Paul MacPherson, Margaret Sampson, Hugh J McMillan

Medical education online 22 (1), 1368850, 2017

Background: Historically, medical students who are lesbian, gay, bisexual or transgendered (LGBT)
report higher rates of social stress, depression, and anxiety, while LGBT patients have reported
discrimination and poorer access to healthcare.

Objective: The objectives of this study were: (1) to assess if medical students have perceived
discrimination in their learning environment and; (2) to determine self-reported comfort level for caring
for LGBT patients.

Design: Medical students at the University of Ottawa (N = 671) were contacted via email and invited to
complete a confidential web-based survey.

Results: Response rate was 15.4% (103/671). This included 66 cis-gender heterosexuals (64.1%) and 37
LGBT students (35.9%). Anti-LGBT discrimination had been witnessed by 14.6% and heterosexism by
31.1% of respondents. Anti-LGBT discrimination most often originated from fellow medical students.
Respondents who self-identified as LGBT were more likely to have perceived heterosexism (favoring
opposite-sex relationships) (OR = 8.2, p < 0.001) or anti-LGBT discrimination (OR = 6.6, p = 0.002). While
half of LGBT students shared their status with all classmates (51.4%), they were more likely to conceal
this from staff physicians (OR = 27.2, p = 0.002). Almost half of medical students (41.7%) reported anti-
LGBT jokes, rumors, and/or bullying by fellow medical students and/or other members of the healthcare
team. Still, most respondents indicated that they felt comfortable with and capable of providing medical
care to LGBT patients (≥83.5%), and were interested in further education around LGBT health issues
(84.5%).

Conclusion: Anti-LGBT discrimination and heterosexism are noted by medical students, indicating a
suboptimal learning environment for LGBT students. Nonetheless, students report a high level of
comfort and confidence providing health care to LGBT patients.
Related articles

The silent treatment: LGBT discrimination in the sharing economy

Rishi Ahuja, Ronan C Lyons

Trinity College Dublin, Department of Economics, Dublin, Tech. Rep, 2017

Online marketplaces were built with the implicit promise of reducing discrimination. Over time, though,
online marketplaces have increasingly been designed to reduce anonymity as an exercise in trust
building. While the reduction of anonymity can build trust, such design choices can also facilitate
discrimination. This study is the first to examine whether there is discrimination against those in same-
sex relationships (SSRs) in the sharing economy. Specifically, we examine whether SSRs face
discrimination on the Airbnb platform in Dublin, Ireland, through a field experiment. We find that guests
in implied male SSRs are approximately 20-30 percent less likely to be accepted than identical guests in
implied opposite-sex relationships (OSRs) and in female SSRs. This difference is driven by non-responses
from hosts, not outright rejection, and persists regardless of a variety of host and location
characteristics, although male hosts and those with many listings are less likely to discriminate.
Discrimination against male SSRs was observed least in the most desirable locations. The findings are not
consistent with taste-based discrimination but, with little evidence for statistical discrimination, they
raise something of a puzzle about the underlying source of discrimination against those in SSRs.
Related articles

Fighting for love rights: Claims and strategies of the LGBT movement in Spain

Kerman Calvo, Gracia Trujillo

Sexualities 14 (5), 562-579, 2011

In this article we centre the attention on LGBT organizations in Spain. We discuss the
emergence, evolution and claims of this social movement. The political associations. and groups
that advocate lesbian, gay and transsexual rights are presented as the voice of sexual communities and
peoples. Accordingly, they are treated as a key social and political actor that links the desires and
needs of grass-root non-heterosexual peoples with the higher spheres of institutions, politics and the
law. The article builds on qualitative data on protesting, claims-making and mobilization to account for
the transformation of a major section of the Spanish LGBT movement into a defender of human rights
and equality. This is presented as the consequence of internal balances of power, and also as a cause
of the de-sexualization of the claims brought before the state by sexual communities in Spain.

Same-sex marriage and the future of the LGBT movement: SWS presidential address

Mary Bernstein

Gender & Society 29 (3), 321-337, 2015

In this article, I respond to queer critiques of the pursuit of same-sex marriage. I first examine the issue
of (homo)normalization through a consideration of the everyday lives of same-sex couples with children,
a subject about which queer critics are strangely silent. Children force same-sex couples to be out in
multiple areas of their lives and recent court cases explicitly challenge the idea that same-sex couples do
not make fit parents. Second, I examine whether same-sex marriage will address structural inequalities
or will mainly benefit white, middle-class people. Access to marriage has disparate benefits depending
on people’s structural locations, but is a movement goal supported by a broad array of LGBT people.
Third, I examine the relationship between marriage, regulation, and the state. I argue for a broader
understanding of the relationship between the state and different types of relationships, suggesting that
it is impossible to escape regulation. If we consider marriage and family forms cross-nationally, we see a
variety of possibilities for state recognition of various family forms. I conclude by assessing the impact of
same-sex marriage on the future of LGBT politics, arguing that achieving marriage equality may allow
the space for new political possibilities to emerge.