Content-Specific Strategies to Advocate for Lesbian, Gay, Bisexual, and Transgender Youth: An Exploratory Study

Researchers suggest that supportive school personnel may decrease some of the challenges encountered by lesbian, gay, bisexual, and transgender (LGBT) youth in schools (Russell, Seif, & Truong, 2001); however, little is known about the approaches used by school-based advocates for LGBT youth. This exploratory study investigated the strategies used by gay–straight alliance advisers when advocating for LGBT youth in schools. The qualitative data were analyzed using grounded theory (Glaser & Strauss, 1967). The findings suggested that advisers implemented a range of advocacy strategies, which differed depending upon the content of the LGBT-related comments and/or situations. Results are discussed in relation to prior literature and implications for school psychologists.