Joseph G Kosciw
Biographic Data
| ID | 6036049 |
|---|---|
| NAME | Joseph G Kosciw |
| GIVEN NAMES | Joseph G |
| FAMILY NAME | Kosciw |
| SIGNATURE | KOSCIW J G |
| AFFILIATIONS | Lesbian, Gay, Bisexual and Transgender Community Center |
| ORCID | 0000-0002-3971-7696 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 159 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 6 |
Gen Z GSAs
Background: Within the context of high school student clubs, the acronym “GSA” originally stood for “Gay-Straight Alliance.” It described gay and straight youth working as allies to learn about themselves and each other’s lives and to navigate and address interpersonal and institutional anti-LGBTQ school policies and practices. Today, the acronym is commonly parsed by Gen Z members as “Gender-Sexuality Alliance” to better represent the presence a…
Engaged or excluded
Sports participation has been shown to positively affect youth well‐being. However, research has also shown that sports environments can be unsafe for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Using data from a large study on school‐related experiences of LGBTQ secondary students who reported on their extracurricular activities in school, ( N = 15,813), this study examined LGBTQ youth's participation in school sports, the effe…
Effectiveness of school district antibullying policies in improving LGBT youths’ school climate
School-based bullying is a serious problem for lesbian, gay, bisexual, and transgender (LGBT) youth. Previous research suggests that antibullying policies that explicitly prohibit bullying based upon a student’s sexual orientation, gender identity, and/or gender expression (SOGIE; i.e., SOGIE-inclus
School climate and the experience of LGBT students
This article examines the school experience of lesbian, gay, bisexual, and transgender (LGBT) students in the United States and Israel. Through comparison of the sociocultural and edu-cational contexts, the authors assess whether school experience of LGBT students differs or operates similarly across countries. The authors use data from the National School Climate Survey conducted in 2007 in the United States and the Israeli School Climate Survey…
International perspectives on homophobic and transphobic bullying in schools
There has been increasing international attention to the experiences of lesbian, gay, bisexual, and transgender (LGBT) students in schools, and a growing concern regarding anti-LGBT violence and bias directed at youth as a serious human rights issue and barrier to global development goals. This special issue highlights research that has been done with and/or by nongovernmental organizations and provides a global perspective on the experiences of …
Reflecting Resiliency
For lesbian, gay, bisexual, and transgender (LGBT) youth, coming out (i.e., disclosure of LGBT identity to others) can be a key developmental milestone, one that is associated with better psychological well‐being. However, this greater visibility may come with increased risk of peer victimization. Being out, therefore, may reflect resilience and may unfold differently depending on ecological context as some spaces may be more or less supportive o…
The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports
For many lesbian, gay, bisexual, and transgender (LGBT) youth, intolerance and prejudice make school a hostile and dangerous place. This study examined simultaneously the effects of a negative school climate on achievement and the role that school-based supports—safe school policies, supportive school personnel, and gay–straight alliance (GSA) clubs—may have in offsetting these effects. Data were drawn from a survey of a diverse sample of 5,730 L…
Putting the “T” in “Resource”
This study examines the availability and effectiveness of lesbian, gay, bisexual, and transgender (LGBT)-related school resources for a national sample of transgender youth (N = 409), as compared to a national sample of LGB cisgender (non-transgender) youth (N = 6,444). All four examined resources—gay–straight alliances (GSAs), supportive educators, LGBT-inclusive curricula, and comprehensive anti-bullying/anti-harassment policies which include s…
Who, What, Where, When, and Why
Special Issue Introduction
Barriers to HIV/Aids knowledge and prevention among deaf and hard of hearing people
This study investigated knowledge about HIV/AIDS and barriers to HIV/AIDS education and prevention among deaf and hard of hearing people. Focus groups and individual interviews were used to elicit information from various groups of people with a hearing loss in different regions of New York State. Themes elicited in the interviews suggested that deaf sign language users are less knowledgeable about HIV/AIDS than oral deaf and hard of hearing part…
Who, What, Where, When, and Why
Reflecting Resiliency
For lesbian, gay, bisexual, and transgender (LGBT) youth, coming out (i.e., disclosure of LGBT identity to others) can be a key developmental milestone, one that is associated with better psychological well‐being. However, this greater visibility may come with increased risk of peer victimization. Being out, therefore, may reflect resilience and may unfold differently depending on ecological context as some spaces may be more or less supportive o…
Putting the “T” in “Resource”
This study examines the availability and effectiveness of lesbian, gay, bisexual, and transgender (LGBT)-related school resources for a national sample of transgender youth (N = 409), as compared to a national sample of LGB cisgender (non-transgender) youth (N = 6,444). All four examined resources—gay–straight alliances (GSAs), supportive educators, LGBT-inclusive curricula, and comprehensive anti-bullying/anti-harassment policies which include s…
Special Issue Introduction
Effectiveness of school district antibullying policies in improving LGBT youths’ school climate
School-based bullying is a serious problem for lesbian, gay, bisexual, and transgender (LGBT) youth. Previous research suggests that antibullying policies that explicitly prohibit bullying based upon a student’s sexual orientation, gender identity, and/or gender expression (SOGIE; i.e., SOGIE-inclus
School climate and the experience of LGBT students
This article examines the school experience of lesbian, gay, bisexual, and transgender (LGBT) students in the United States and Israel. Through comparison of the sociocultural and edu-cational contexts, the authors assess whether school experience of LGBT students differs or operates similarly across countries. The authors use data from the National School Climate Survey conducted in 2007 in the United States and the Israeli School Climate Survey…
International perspectives on homophobic and transphobic bullying in schools
There has been increasing international attention to the experiences of lesbian, gay, bisexual, and transgender (LGBT) students in schools, and a growing concern regarding anti-LGBT violence and bias directed at youth as a serious human rights issue and barrier to global development goals. This special issue highlights research that has been done with and/or by nongovernmental organizations and provides a global perspective on the experiences of …
Barriers to HIV/Aids knowledge and prevention among deaf and hard of hearing people
This study investigated knowledge about HIV/AIDS and barriers to HIV/AIDS education and prevention among deaf and hard of hearing people. Focus groups and individual interviews were used to elicit information from various groups of people with a hearing loss in different regions of New York State. Themes elicited in the interviews suggested that deaf sign language users are less knowledgeable about HIV/AIDS than oral deaf and hard of hearing part…
Who, What, Where, When, and Why
Special Issue Introduction
The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports
For many lesbian, gay, bisexual, and transgender (LGBT) youth, intolerance and prejudice make school a hostile and dangerous place. This study examined simultaneously the effects of a negative school climate on achievement and the role that school-based supports—safe school policies, supportive school personnel, and gay–straight alliance (GSA) clubs—may have in offsetting these effects. Data were drawn from a survey of a diverse sample of 5,730 L…
Putting the “T” in “Resource”
This study examines the availability and effectiveness of lesbian, gay, bisexual, and transgender (LGBT)-related school resources for a national sample of transgender youth (N = 409), as compared to a national sample of LGB cisgender (non-transgender) youth (N = 6,444). All four examined resources—gay–straight alliances (GSAs), supportive educators, LGBT-inclusive curricula, and comprehensive anti-bullying/anti-harassment policies which include s…
Reflecting Resiliency
For lesbian, gay, bisexual, and transgender (LGBT) youth, coming out (i.e., disclosure of LGBT identity to others) can be a key developmental milestone, one that is associated with better psychological well‐being. However, this greater visibility may come with increased risk of peer victimization. Being out, therefore, may reflect resilience and may unfold differently depending on ecological context as some spaces may be more or less supportive o…
Effectiveness of school district antibullying policies in improving LGBT youths’ school climate
School-based bullying is a serious problem for lesbian, gay, bisexual, and transgender (LGBT) youth. Previous research suggests that antibullying policies that explicitly prohibit bullying based upon a student’s sexual orientation, gender identity, and/or gender expression (SOGIE; i.e., SOGIE-inclus
School climate and the experience of LGBT students
This article examines the school experience of lesbian, gay, bisexual, and transgender (LGBT) students in the United States and Israel. Through comparison of the sociocultural and edu-cational contexts, the authors assess whether school experience of LGBT students differs or operates similarly across countries. The authors use data from the National School Climate Survey conducted in 2007 in the United States and the Israeli School Climate Survey…
International perspectives on homophobic and transphobic bullying in schools
There has been increasing international attention to the experiences of lesbian, gay, bisexual, and transgender (LGBT) students in schools, and a growing concern regarding anti-LGBT violence and bias directed at youth as a serious human rights issue and barrier to global development goals. This special issue highlights research that has been done with and/or by nongovernmental organizations and provides a global perspective on the experiences of …
Gen Z GSAs
Background: Within the context of high school student clubs, the acronym “GSA” originally stood for “Gay-Straight Alliance.” It described gay and straight youth working as allies to learn about themselves and each other’s lives and to navigate and address interpersonal and institutional anti-LGBTQ school policies and practices. Today, the acronym is commonly parsed by Gen Z members as “Gender-Sexuality Alliance” to better represent the presence a…
Engaged or excluded
Sports participation has been shown to positively affect youth well‐being. However, research has also shown that sports environments can be unsafe for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Using data from a large study on school‐related experiences of LGBTQ secondary students who reported on their extracurricular activities in school, ( N = 15,813), this study examined LGBTQ youth's participation in school sports, the effe…
LGBTQ Health, Identity, and Policy (10 works) · Psychology (10 works) · Lesbian (9 works) · Transgender (9 works) · Homosexuality (8 works) · Sociology (7 works) · Gender Studies (6 works) · Social Psychology (6 works) · Medicine (4 works) · Sexuality, Behavior, and Technology (4 works)