Issue: 2021 Volume 59

(1) Evaluation of an LGBTQIA+ Safe Zone Training at a Southern HBCU

Laura L. Myers
Florida A&M University

Keyshawn C. McMiller
University of Michigan

Abstract

The LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, plus) community encompasses people who identify with a growing diversity of categories within the broader area of sexual identity, including sexual orientations, gender identities, gender expressions, and biological genders. In Florida, it is estimated that almost one million individuals identify as lesbian, gay, bisexual, transgender or queer, making it vitally important that LGBTQIA+ competency training be presented to social work students before they move into Florida’s professional social work arena. Safe Zone training attempts to increase people’s knowledge of the LGBTQIA+ community, as well as self-awareness regarding biases and prejudices toward members of this community. The purpose of this study is to evaluate the effectiveness of a Safe Zone training when implemented in an undergraduate classroom setting in the Department of Social Work at a southern historically Black university. Findings suggest that the classroom setting may be an effective way to reach these students.

Citation

Myers, L.L., & McMiller, K.C. (2021) Evaluation of an LGBTQIA+ Safe Zone Training at a Southern HBCU. Florida Journal of Educational Research, 59(1), 8-21.

Download: 2Myers.591.pdf (1116 downloads )

(1) Introduction to the Special Issue of the Florida Journal of Educational Research on Education Research for Equity and Social Justice in Florida

Cheron H. Davis
Florida A&M University

Alysia D. Roehrig
Florida State University

Tamara Bertrand Jones
Florida State University

Abstract

From pre-K to university, education can confer a host of personal and societal benefits to individuals and the nation. Because of the vital importance of education to civic and economic participation, democratic societies must ensure all citizens have equal and equitable access to education. However, despite broad support for the democratic ideals of equality and equity in education, minoritized populations, particularly in Florida, continue to face inequities due to multiple types of oppression, including racism, sexism, classism, and others, and their intersections in schools. We asked educators and researchers in Florida:

  1. What are the most pressing social justice issues in Florida schools today, and how is education in Florida continuing to reproduce and reconstitute systems of oppressive power, no matter how unintentionally?
  2. How do we address and redress social inequities?
  3. What innovative programs, curricula, and community partnerships are being conducted in and with Florida schools that lead to increased social justice and emancipation?

We are inspired by our colleagues who are champions of social justice, whose activist scholarship highlights and undermines systematic forces of marginalization in Florida’s schools, colleges, and universities. We highlight their impactful work in this introduction, and we encourage you to share and apply the insights and recommendations contained in their policy critiques, program descriptions, literature reviews, research studies, and commentaries in this special issue.

Citation

Davis, C.H., Roehrig, A.D., & Bertrand Jones T. (2021).  Introduction to the Special Issue of the Florida Journal of Educational Research on Education Research for Equity and Social Justice in Florida. Florida Journal of Educational Research, 59(1), 1-7.

Download: 1Davis.591.pdf (2061 downloads )