Gifted Gay, Lesbian, Bisexual, and Transgender Annotated Bibliography: A Resource for Educators of Gifted Secondary GLBT Students
Treat, Alena R., Whittenburg, Becky, Journal of Secondary Gifted Education
This bibliography makes available to educators and others a comprehensive resource for information regarding gifted youth who are gay, lesbian, bisexual, transgender or questioning their sexual orientation and/or gender identity (G/GLBTQ). It includes articles, brochures, books, lesson plans, staff development, video media, and Web resources. As the average age of "coming out" continues to decrease and as GLBT individuals become more central in public discourse and media, the issues of G/GLBT have moved more visibly into K-12 education. Created out of the NAGC Work Group on Sexually Diverse Gifted Students, the bibliography focuses on crossover literature and resources that bridge between the gifted and GLBTQ populations.
"If you are trying to transform a brutalized society into one where people can live in dignity and hope, you begin with the empowering of the most powerless. You build from the ground up."
--Adrienne Rich, "Going There and Being Here," Blood, Bread and Poetry: Selected Prose, 1979-1985
In response to requests for a place for those who wish to address the needs of gifted gay, lesbian, bisexual, and transgender students, The National Association for Gifted Children Gifted Gay, Lesbian, Bisexual and Transgender Task Force (NAGC GLBT Task Force) was appointed in December 1998 by NAGC President Sandy Kaplan, and then affirmed by presidents Sally Reis, Carol Ann Tomlinson, and Richard Olenchak. Shortly thereafter, NAGC adopted a nondiscrimination policy that included sexual orientation. The NAGC GLBT Task Force submitted a policy statement that addressed sexual orientation that the NAGC Board accepted and published. The
NAGC GLBT Task Force ended in 2005, and NAGC President Joyce VanTassel-Baska appointed a NAGC Work Group on Sexually Diverse Gifted Populations, many of whom are original members of the task force, which continued the GLBT Task Force's work. In addition to the authors, the NAGC Work Group on Sexually Diverse Gifted Students consists of Richard M. Cash, Sanford J. Cohn, Andy Mahoney, Reva Friedman-Nimz, Richard E. Lange, and Richard Olenchak. Among our tasks given to us by Richard Olenchak at our GLBT Task Force Business Meeting on November 6, 2004, was the "development of a comprehensive, annotated reading list for adults for work with [gifted] GLBT students" (GLBT Task Force). Peter Rosenstein, former NAGC Executive Director, has also been an advocate and source of support since the establishment of the task force and suggested this project, an annotated bibliography of resources that will hopefully help those who wish to transform gifted programs into an open, accepting, affirming place for gifted gay, lesbian, bisexual, and transgender students. Please note that the listings within this document are not to be interpreted as an endorsement by this work group or by the National Association for Gifted Children.
Articles and Special Publications
Parents and teachers want to help their gifted children, but often do not have the necessary resources, especially if their children are also gay, lesbian, bisexual, or transgender (GLBT). Some of the resources listed below address concomitant topics such as creating nondiscriminatory climates in educational institutions, curricular visibility of GLBT people, and the concerns of children from GLBT families.
Ablard, K. (1997). Self-perceptions and needs as a function of type of academic ability and gender. Roeper Review, 20, 110-115.
Highly verbal students had less interest in relationships with opposite-gender persons and may be at greater risk for social adjustment problems. Reports moderate SAT verbal students score higher on a "heterosexuality scale" than did high-scoring students.
Anderson, J. (1994). Including gay/lesbian students and staff. The Education Digest, 60(4), 35-39.
Shows how to create a supportive environment through professional development, support staff, and services, including sexuality in the health care curriculum, the general curriculum, and the library. …