Creating school environments responsive to gay, lesbian, bisexual, and transgender families: traditional and systematic approaches for consultation

The authors review research on (a) gay, lesbian, bisexual, and transgender (GLBT) families and the nature of discrimination against them; (b) school fac-tors that hinder and facilitate equity for GLBT families; (c) instituting change through organizational consultation or large group-level strategies; and (d) instituting change through traditional consultation or small group and indi-vidual level strategies. Taking an ecological perspective, the school is viewed as a system trying to maintain the status quo in the face of increasing pres-sures to change. The need for systemic change when establishing antiharassment and GLBT-friendly environments in schools is highlighted. The consultant identifies the obstacles hindering change and empowers the system to reorganize itself and connect with resources that will help establish collaboration between straight and gay members of the school community. This role requires a unique combination of expertise in social processes, group dynamics, organizational change, and GLBT issues. Specific consul-tant strategies for small groups and individuals are identified. Resources for consultants and future research directions also are provided