An initial criticism on queer theory is that precisely "queer" does not refer to any specific sexual status or gender object choice. Identifying and acknowledging these positive factors balances the picture of LGBTQ youth that emerges from an overly problem-focused research literature. Some youth were able to discuss their concerns about religion and LGBTQ issues with persons who belonged to various religious communities, even those that were relatively less LGBTQ-accepting. This finding supports the idea of the bi-directionality of influence within the ecological model. For out lesbian leaders, default assumptions regarding. Making leadership work more effectively for women. Trait-based perceptions of leadership.
The youth in our study did not share power with adults at their school; rather, most were engaged in challenging the adult-defined school systems. Psychology in the Schools. These youth talk about empowering peers and adults such as school teachers both at personal levels as well as through the presence of the organization. By understanding these youth's perspectives on the meanings of empowerment, this article clarifies the conceptual arena for future studies of socially marginalized youth and of positive youth development.
Toward a theory of learned hopefulness: From assets to agents of change: Second, great emphasis was placed on the sense of empowerment that resulted in exceeding expectations about young people; this participant identified empowerment as both having as well as using knowledge. The value orientation of working in the community promotes goals, aims, and strategies for implementing change.
American Psychologist, 62, 1. Insights from a social psychological perspec-. The tests of a leader [Special issue]. Although there were clear differences noted. Unsourced material may be challenged and removed. In addition to organizations, youth also noted that they turned to LGBTQ adults for mentoring and advice. LGB and Questioning students in schools: