The document summarizes a study on the impact of socioeconomic status on acceptance of LGBT gifted students. It finds that in a low-income urban school with greater diversity, LGBT gifted students and teachers experienced less harassment and were more open about their identity. However, in a high-income suburban school with less diversity, there was more pressure for LGBT students and teachers to hide their identity and they faced more harassment. The study recommends training counselors to support LGBT gifted students' identity development and creating a more positive and tolerant school climate.

1. The Impact of Socio-Economic
Status on Acceptance of LGBT
Gifted Students in Urban/
Suburban Schools
National Association for Gifted Children Annual Conference
November 3, 2006
Dr. Gillian Eriksson
Mr. Christopher R. Friend
University of Central Florida
1

2. Abstract
Studies of GLBTQ (Lesbian, Gay, Bisexual, and Transgender) gifted
students face the difficulty of identifying these at-risk students who are
hidden, threatened, and oppressed in many schools.
The fear of disclosure makes this group difficult to identify, but meeting
their unique affective and curriculum needs is crucial.
This qualitative study used case studies and interviews to obtain
information about the experiences and attitudes to GLBT gifted
students in two high schools: one urban, ethnically diverse, and low-
income; and one suburban, macro-cultural, and affluent.
Includes recommendations for differentiated counseling services for
LGBT students.
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 2

3. Rationale
Seminar: Presentations by Gay Students Teachers by Panel
High Income suburban - more harassment and pressure not to
disclose (Dominant culture population)
Low Income Inner City - less harassment and open disclosure
(Diverse Population)
Key Question: What impact does exposure to diverse
populations have on acceptance of LGBT gifted students and
LGBT teachers of gifted students?
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 3

4. Homophobia in our Schools
80% of tomorrow’s teachers self-report negative attitudes
toward LGBT people; one-third of them can be classified as
‘high-grade homophobes.’
66% of guidance counselors harbor homophobic feelings –
only 20% having received any training about LGBT issues
(Sears, 1992).
Teachers hide their sexual identity and even distance
themselves from LGBT youth, decreasing the opportunity to
provide guidance out of fear similar to that experienced by their
students (Jennings, 1994)
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 4

5. Research
Dr Gary Orfield (2005) — little diversity in most high-income
schools in spite of Brown v. Board of Education decision. In
low-income schools there is greater diversity and concentrated
minorities, particularly Hispanic and African-American children.
In many states, there are far fewer students in gifted programs
at low-income schools, whereas in high-income areas, there is
a high percentage identified (Davidson et al, 2004).
Minorities are under-represented in gifted programs nationally
(Donovan & Cross, 2002).
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 5

6. Ethnic Representation in Gifted
Classes (Nationally)
% of Student Population % of Gifted Enrollment
40 80
30 70
20 60
10
0
African-American Latino Asian White
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 6

7. Difficulties of Identifying Gifted
LGBT Students and Teachers
Self-identification - outed students
Cohn (2003) stated that in a large urban high school of 3,000
students, 3 to 9 students might be both Gifted and LGBT,
which significantly limits the probability that these individuals
ever connect with one another.
Lower incidence in Low-Income of identified gifted
Can only interview/case studies of High School Gifted LGBT
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 7

8. 1 2 3 4
Pre-Identity Confusion Identity Confusion Identity Comparison Identity Tolerance
(early sensorimotor) (late sensorimotor) (early concrete-operational) (late concrete-operational)
Belief that one is Realization that one Ability to express Acknowledgment that
heterosexual; cannot might be gay (causes feelings as same-sex; one is probably gay;
separate self from confusion); focus on unwillingness to identify negative thoughts
feelings; sense of behaviors; low self- self as gay regarding homosexuality
differentness without esteem; thoughts of
known cause "just a phase"
5 6 7 8
Identity Acceptance Identity Pride Identity Synthesis Identity Deconstruction
(early formal-operational) (late formal-operational) (early dialectic) (late dialectic)
Abstract logic leads to Identification of how Integration of various Continuous self-
labeling oneself as past experiences personal identities; development of one's
gay; acceptance were affected by reduced anger as one views of self, identity,
progresses gradually identity; anger at past considers context; and orientation;
homophobia shift to existential refining process
questioning
Stages in Development The self-identification process for GLBTs
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 8

9. Characteristics and Challenges of
Gifted LGBT Students (Eriksson & Stewart 2005)
Gifted Students LGBT Students Gifted LGBT Students
Protection from
Heightened sensitivity to Intense awareness and personal
discrimination, sanctions
social issues ethics
and violence
Highly developed system of
Peer Pressure to Hide Peer Pressure to remain
masks and scenarios to protect
Giftedness “in the closet”
self
Knowledge of contributions of
Need for intellectual Need for Tolerance and
great leaders and achievers who
challenge acceptance
were/are Gifted and LGBT
Need for normalizing Positive peer Need to be supported by other
social experiences relationships Gifted and LGBT students
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 9

10. Characteristics and Challenges of
Gifted LGBT Students (Eriksson & Stewart 2005)
Gifted Students LGBT Students Gifted LGBT Students
Acceptance of diverse family
Examination of social/ Awareness of being a
and social structures:
cultural systems discriminated minority
documentation in literature
Creative Productivity in Self-esteem and creative Acceptance of diverse forms of
creative productivity specific to
interest area expression
gay community
Modification to regular Positive contributions of Incorporation of orientation into
curriculum: acceleration, gay achievers curriculum study
enrichment
Mentoring and
Gay Mentors Heroes who are gay and gifted
Internships
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 10

11. Qualitative Design
Low SES High SES
University
High School High School
Gifted LGBT S1 High S3 High S5 Low SES
Students S2 High S4 High S6 High SES
Gifted LGBT T1 Elementary T3 Elementary
Teachers T2 High T4 High
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 11

12. Trends: General Gifted LGBT
Issues for Students
Harassment
Isolation
Lack of Support Systems
Lack of Advocates
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 12

13. Findings: General Gifted LGBT
Issues for Teachers
Personal Curricular
Personal safety & Collaborations with non-LGBT gifted
harassment students on creative products
Inclusion of conflict resolution skills,
Career stability & promotion emotional intelligence for LGBT gifted
Discomfort with discussion Include discussions on safe sex, risk
of LGBT issues and topics behaviors, dependence
Advocating without Finds outlets for student creative
disclosing (inability to serve products in appropriate LGBT
as role model) communities (online, publications, etc)
Supportive of diverse families including
LGBT
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 13

14. Findings: SES Gifted LGBT Issues
for Students
LOW SES HIGH SES
Greater tolerance of Lower tolerance of diversity
diversity High fear of disclosure
Focus on socioeconomic Incidents of bullying and
stresses verbal abuse
Fear of disclosure Incidents of harassment
Fear of bullying/violence
Prevalent verbal abuse
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 14

15. Findings: SES Gifted LGBT Issues
for Teachers
LGBT issue integration
Diversity in student collaboration
Discrimination policies
Student safety
Support for student groups
Professional security
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 15

16. Recommendations for
Differentiated Counseling Services
Developmental vs Crisis Oriented Approach
Trained counselors that support identity stage development/
clarification
positive role-models;
Positive and tolerant school climate
peer support;
Anti-bullying strategies
Alliances with other gay and/or gifted
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 16

17. Model for Culturally Responsive
Counseling for Gifted LGBT
Gay, 2000, clarified “culturally responsive pedagogy” as:
validating;
comprehensive;
multidimensional;
empowering;
transformative;
emancipatory.
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 17

18. Guidelines for Counselors of
Gifted LGBT Students
Van Wormer, Wells & Boes (2000)
Dismantle heterosexism and infuse Encourage LGBT panels from
LGBT throughout school local colleges/universities
Promote programs targeting Anti- Informal discussion groups
bullying and verbal abuse
Ensure school library has
Workshops on sexual orientation information on sexual orientation
for student leaders, teachers,
Link students and families with
administrators
local resources
School based support for students
Educate for safe sex, prevention of
and families
drug/alcohol abuse, high-risk
Allow climate for LGBT teachers to behaviors, suicide
be role models
Maintain complete confidentiality
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 18

19. References
Cohn, S. (2003). The gay gifted learner: Facing the challenge of homophobia and
antihomosexual bias in schools. In J. A. Castellano (Ed.), Special populations in
gifted education: Working with diverse gifted learners (pp. 123-134). Boston, MA:
Allyn & Bacon.
Eriksson, G., and Stewart, T. (2005). Gifted and Gay (G2): The characteristics and
educational needs of a dual minority group. University of Central Florida.
Gay, G. (2000). Culturally responsive teaching: Theory, Research, and Practice.
New York, NY: Teachers College Press.
Jennings, K. (Ed.). (1994). One teacher in 10: Gay and lesbian educators tell their
stories. New York: Alyson Books.
Orfield, G; Chungmei, L (2005) Why Segregation Matters: Poverty and Educational
Inequality. Office of Civil Rights. Cambridge, MA: Harvard University. Available at:
<http://www.civilrightsproject.harvard.edu/>
Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida 19