Emily Greytak - Academia.edu (original) (raw)

Papers by Emily Greytak

This report examines the online experiences of LGBT students in 6-12th grade. LGBT youth experien... more This report examines the online experiences of LGBT students in 6-12th grade. LGBT youth experience nearly three times as much bullying and harassment online as non-LGBT youth, but also find greater peer support, access to health information and opportunities to be civically engaged

$Research paper thumbnail of Are teachers prepared? Predictors of teachers\u27 readiness to serve as mandated reporters of child abuse$

The Child Abuse Prevention and Treatment Act (1974) requires that states receiving U.S. federal f... more The Child Abuse Prevention and Treatment Act (1974) requires that states receiving U.S. federal funds directed at child abuse implement mandated reporting laws. As a result, all states have adopted legislation requiring teachers and other professionals who deal with children to report suspicions of child abuse. The federal mandate for such reporting laws assumes that teachers will have the capability to fulfill their role as mandated reporters. However, prior research suggests that educators do not always report their suspicions of child abuse to child protective services. Using survey data from a sample of teachers trained by the University of Pennsylvania’s Graduate School of Education, this study investigated whether teachers are currently prepared for their role as mandated reporters. Prior research had found that mandated reporters vary in the level to which they comply with reporting policies. This study assessed the potential factors accounting for variations in teachers’ rep...

Youth

Engagement in youth activism has been linked to both positive and negative wellbeing. Drawing on ... more Engagement in youth activism has been linked to both positive and negative wellbeing. Drawing on survey results from a sample of 636 youth participants in the ACLU Advocacy Institute, this study finds that although youth generally report greater benefits from their activism than costs, the costs are significantly related to worse mental health, physical health, and flourishing, while benefits are positively associated with flourishing only. A sense of belonging to an activist community, however, emerges as a significant protective factor for mental health, physical health, and flourishing. Focus group respondents explain how peer support and a sense of belonging act as salves to burnout, the most common cost that youth activists in this sample report experiencing. They also identify three main sources of burnout: backlash in response to their efforts; pressure to be the savior generation; and the slow progress of change. This study advances understanding of the complex relationship ...

In this introduction to the special issue of TSQ: Transgender Studies Quarterly on the theme “mak... more In this introduction to the special issue of TSQ: Transgender Studies Quarterly on the theme “making transgender count,” the authors delineate the senses in which trans people can count. On one hand, one makes trans count (in the sense of having its importance recognized) by counting it (making it visible through quantification). On the other hand, one makes (i.e., compels) trans count by forcing atypical configurations of identity into categories into which they do not quite fit—the proverbial square peg in a round hole. In this way, the imperative to be counted becomes another kind of normativizing violence that trans subjects can encounter and hence another problematic to be critically interrogated by the field of transgender studies. The tensions among what to count, whom to count, how to count, why to count, or whether to count or be counted at all are explored in this issue’s articles. What makes the notion of trans* such a fecund point of departure for work in transgender studies is that the definitional lines of the concept are moving targets. That very instability frustrates the project of fixing embodied identities in time and space—a requisite operation for the potentially life-enhancing project of counting trans populations and better addressing their needs as well as for the necropolitical project of selecting certain members of the population for categorical exclusion as dysgenic. The essays in this issue do not resolve the tension between efforts to refine techniques of governmental reason and strategies of resistance, between attempts to sedentarize trans identities and movements that refuse such settling, or between universalizing imperatives to classify and local demands to reject incorporation into a global schematics of gender difference organized by male/female, man/woman, cis-/trans-, trans-/homo-, or white/color dichotomies. Some attempt to do both, while all ultimately fall on one side or the other of various problematics. Our goal in curating this issue has been less to gather a collection of articles that definitively settle these vexed questions than to stage a conversation in which the stakes of the game are made visible.

This report examines whether circumstances surrounding the public health crisis — unprecedented s... more This report examines whether circumstances surrounding the public health crisis — unprecedented societal isolation combined with relaxed police department routine enforcement — has led to a change in the frequency with which the police fatally shoot people in the U.S. Using data from The Washington Post's "Fatal Force" database, this report provides national and state-level data on fatal shootings by police since 2015, including during COVID-19. Our analysis reveals that the police have continued to fatally shoot people at the same rate during the first six months of 2020 as they did over the same period from 2015 to 2019. The report also demonstrates that Black, Native American/Indigenous, and Latinx people are still more likely than white people to be shot and killed by police. The report puts forth a set of recommendations designed to reduce police departments' role, presence, responsibilities, and funding, including dramatically transforming use-of-force laws, ...

This report details marijuana arrests from 2010 to 2018 and examines racial disparities at the na... more This report details marijuana arrests from 2010 to 2018 and examines racial disparities at the national, state, and county levels. The report reveals that the racist war on marijuana is far from over. More than six million arrests occurred between 2010 and 2018, and Black people are still more likely to be arrested for marijuana possession than white people in every state, including those that have legalized marijuana. With detailed recommendations for governments and law enforcement agencies, this report provides a detailed road map for ending the War on Marijuana and ensuring legalization efforts center racial justice

Gay, Lesbian and Straight Education Network (GLSEN), 2014

GLSEN (the Gay, Lesbian & Straight Education Network) is the leading national education organizat... more GLSEN (the Gay, Lesbian & Straight Education Network) is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community. For more information on our educator resources, research, public policy agenda, student leadership programs, or development initiatives, visit www.glsen.org.

PsycEXTRA Dataset, 2012

Although bullying has received greater attention in the media as of late, those who may be most a... more Although bullying has received greater attention in the media as of late, those who may be most at risk for bullying victimization are often missing from the discussions. In recent years, an increasing number of studies have emerged about the educational experiences of lesbian, gay, bisexual, and transgender (LGBT) youth. Much of the research demonstrates that the climates of U.S. middle and high schools are generally unsupportive and unsafe for many LGBT youth. These youth report experiencing harassment, discrimination, and other negative events in school, often specifically related to their sexual orientation, gender identity, and how they express their gender. Such experiences include high levels of verbal and physical harassment and assault, and social exclusion and isolation (D'

Journal of School Violence, 2012

For many lesbian, gay, bisexual, and transgender (LGBT) youth, intolerance and prejudice make sch... more 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 LGBT youths who had attended secondary schools in the United States. Results from structural equation modeling showed that victimization contributed to lower academic outcomes and lower self-esteem; however, school-based supports contributed to lower victimization and better academic outcomes. Moderating effects of supports on esteem and academic outcomes were also examined through hierarchical linear regression. Results suggested that a hostile school climate has serious ramifications for LGBT students but institutional supports can play a significant role in making schools safer for these students.

Penn GSE Perspectives on Urban Education, 2003

In the past decade, issues surrounding school safety have risen to the forefront of the public ag... more In the past decade, issues surrounding school safety have risen to the forefront of the public agenda. Schools in urban settings have been particularly vulnerable to critiques surrounding crime and violence and have responded by dedicating time, funding, and staff to violence prevention activities (Bowman, 2001; Toby, 2001). These school-based approaches to violence prevention fall into three main categories: control strategies, such as discipline policies and monitoring equipment; programs that focus on altering the school environment (e.g. smaller class sizes, family involvement, after-school programs); and educational and instructional programs designed to produce changes in individuals' attitudes, knowledge, or skills (

Proceedings of the 2019 AERA Annual Meeting

GLSEN is the leading national education organization focused on ensuring safe schools for all stu... more GLSEN is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community. For more information on our educator resources, research, public policy agenda, student leadership programs, or development initiatives, visit www.glsen.org. Graphic design: Adam Fredericks Quotes throughout are from students' responses to open-ended questions in the survey. Electronic versions of this report and all other GLSEN research reports are available at www.glsen.org/research. • Adopting and implementing comprehensive bullying/harassment policies that specifically enumerate sexual orientation, gender identity, and gender expression in individual schools and districts, with clear and effective systems for reporting and addressing incidents that students experience. Taken together, such measures can move us toward a future in which all students have the opportunity to learn and succeed in school, regardless of sexual orientation, gender identity, or gender expression. * Throughout this report we use LGBTQ when referring to lesbian, gay, bisexual, transgender, and queer students and the LGBTQ population in general. Although prior installments of the National School Climate Survey have used LGBT, we have explicitly added queer in this installment as a result of the increase in an observed self-identification of students as queer over time. However, there are instances when referring to particular survey items that we will use LGBT to reflect how the question was asked in the survey.