Briefing: LGBT youth patrons in rural public libraries

Todays youth are self-identifying as LGBT earlier than ever before. According to Mehra and Braquet, LGBTQ individuals are coming out up to ten years earlier than 30 years ago with approximately 5-6 percent adolescents in grades 7-12 identifying as LGBTQ (2011). Libraries must adapt to the reality that an entirely new demographic has emerged with unique information needs. Queer1 youth, in particular, should be spotlighted by public libraries because the coming out process can be a vulnerable time period of identity formation, and is often accompanied by information seeking behaviour. Many queer youth do not feel supported by their schools or at home, which creates an opportunity for libraries to provide vital information and resources.

BACKGROUND

While there have been many advances in protections for gays and lesbians in the past generation, the reality is that change has come more quickly in some areas than others, and there still remains much to be done to create welcoming and safer spaces for LGBT patrons. Several recent studies have identified that LGBT students still face bullying, slurs, and discrimination within their daily lives (Mehra & Braquet, 2011). One organisation, GLSEN, has been collecting national (US) data on the experience of LGBT youth at school since 1999. In 2012, they published a report on the experiences of rural LGBT youth in the US. They found that: 97% of students heard gay used in a negative way (e.g., thats so gay) frequently or often at school (p. x) Nearly nine in ten (87%) rural LGBT students had been verbally harassed (e.g., called names or threatened) at school at least once in the past year on the basis of their sexual orientation, and 68% had been verbally harassed due to their gender expression (p. x) 81% of rural LGBT students reported that they had felt unsafe at school during the past year due to their gender, sexual orientation, race, religion, or other personal characteristic (p. 8) (Palmer, Kosciw, & Bartkiewicz, 2012)

Think about it!

Small changes in language can have a big effect! Think about what pronouns you use to talk about a patron, such as what assumptions you make about a patrons partner or what restroom they might use. Some youth might identify as gender variant or trans* or have an alternative gender presentation. What might seem like a small change in wording to you might be a big deal for the patron that you are working with. These small changes make a big difference in creating a scary and unfamiliar atmosphere or supportive and welcoming one.

Other studies have found just as startling results. The Safe Schools Coalition of Washington Sate, for example, documented 111 incidents of anti-LGBT violence [over a five year period] in 73 schools. These included eight gang rapes in which a total of 11 students were molested, two of them sixth graders. (Cionciotto and Cahill, 2003, p. 2). They also documented a number of risk factors associated with LGBT youth as a result of negotiating school environments, including high levels of absenteeism, substance abuse, unsafe sex, and mental health problems (Cionciotto and Cahill, 2003). These statistics paint a grim picture. Finally, LGBT-positive spaces for youth are not just urban issues. Rural libraries in particular can benefit from embracing the queer youth in their towns, where resources may be more limited. Indeed, it is perhaps even more vital that rural libraries embrace their LGBT populations where schools and other social spaces may be even less welcoming than their urban counterparts.

! ISSUE: Fear of asking for reference help

1

In this report, the terms LGBT and queer are used interchangeably.

Amanda Wanner | Topic Briefing | Nov 2013

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Key Point

Some studies have found that queer youth feel uncomfortable in the library, citing that they felt others judged them, that they could not ask the librarians questions, and that they felt they would be harassed at the library (Linville, 2004). Even worse, one startling study found that librarians were inadequately prepared and sometimes downright unprofessional when dealing with questions from LGBT youth. In one study, a confederate asked several different librarians for help in finding materials to start a GSA at her school. Many of the librarians received failing grades for initial verbal response, body language and overall impression. Responses from the librarians included a blank stare or [body language indicating] a silent scream for help. The worst responses included disparaging comments such as referring to LGBT fiction as weird fiction, turning and walking away without warning, and conducting rushed and uncomfortable reference interviews even without a queue (Curry, 2005, p. 70). With this kind of behaviour, its no wonder youth feel uncomfortable accessing reference services at the library! Other studies have documented that LGBT youth often prefer to use the internet to make social connections or find information. In one study, 51% of LGBT youth came out to someone online before their friends or their family, and 61% felt that using the internet helped them accept their sexual orientation, with 51% calling the internet crucial to that acceptance (Holt, 2006). Mehra and Braquet report that many LGBT patrons prefer online reference services, as this provides a level of anonymity when asking about sensitive issues (2011).

LGBT youth may fear asking for reference help in person. Providing virtual reference and internet access can help.

One reoccurring issue discussed in multiple studies is avoidance of reference or information help at the library. These issues may be compounded in a rural context where an LGBT or questioning youth might encounter family friends or relatives who work at the public library and might be concerned about a lack of privacy or sensitivity.

Several studies have identified the library as a vital space for LGBT youth. Many find this access at their local libraries if they cannot at home. However, while many youth are coming to the library, not all libraries are providing adequate resources. One recent study found that while an estimated 5.9% of students at US high schools are LGBT, LGBTQ-themed titles made up an average of 0.4% of each librarys total collection (Hughs-Hassell and Harris, 2012, p. 6). The statistics are even worse when dealing only with rural school and public libraries. Multiple studies have found that less than half of rural students report that there are any LGBT titles in their school libraries, nor can they access LGBT resources using the internet at school (Cionciotto and Cahill, 2003; Palmer, Kosciw, & Bartkiewicz, 2012).

! ISSUE: Access to Resources

Key Point

On the flipside, the 2011 School Climate Survey found that Students who reported that their classroom curriculum included positive representations of LGBT issues were much less likely to miss school, had a greater sense of school belonging, and reported less harassment related to their sexual orientation and gender expression (Kosciw et al, 2011). However, many schools do not offer positive resources for their students, such as internet access to LGBT-related sites, books in the library, or social groups such as GSAs.

Many school and public libraries do not have queer content. Providing recent and visible content helps queer youth feel supported and has a positive effect on mental health.

Why is it important to target LGBT youth specifically? LGBT youth are coming out much earlier than a decade ago. Mehra and Braquet report that 5-6 percent adolescents in grades 7-12 [identify] as LGBTQ (2011). This means that libraries must deal with an entirely new demographic whom are accessing library Key Point services that never previously existed. Many studies have found that the coming out process can be a tumultuous and Amanda Wanner | Topic Briefing | Nov 2013

! ISSUE: Identity Formation and Coming Out

LGBT youth are coming out earlier. Libraries should support youth through all phases of the process.

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stressful time period, particularly for youth, as they are still in the process of forming identities and negotiating stressful work and school spaces. Many youth, in particular, are targets of bullying and violence if they are perceived to have an alternative gender identity or sexuality (even if they do not identify as such) (Mehra and Braquet, 2011). Mehra and Braquet have devised a model for understanding the phases of coming out. They include: 1. 2. 3. 4. 5. Self-recognition Sharing with other LGBTQ people Telling close family/friends Positive self-identification Integration of LGBTQ identity (2011)

The chart to the right, initially published in Mehra and Braquets paper Progressive LGBT Reference: Coming out in the 21st Century, outlines ways that librarians can be receptive to patron needs at all stages of the coming out process (other charts within the same paper provide further ideas).

Multiple studies have found that LGBT individuals, and youth in particular, are most likely to use the internet as a means of finding information during the coming out process (Greenblatt, 2001; Holt, 2006; Cionciotto and Cahill, 2003). Others have found that LGBT individuals are often not comfortable seeking help from a reference librarian directly due to embarrassment, shyness, or a fear of being shot down. These feelings can be exemplified in rural areas, where youth may be afraid of seeing people they know or access can be restricted by transportation availability (Connexions, 2003). Cionciotto and Cahill report that youth are more likely to be out of the closet online, stating, communication about sexuality on the Internet was safe and comfortable, and the people they were coming out to tended to be more diverse, less judgmental, and more open, worldly, and sophisticated than people in their day-to-day lives (2003, p. 6). If youth are not coming to librarians, and internet is indeed the primary way that many access vital information, libraries should be concerned about internet access, and more Key Point specifically, internet filtering. Holts paper, Internet Filtering and the Adolescent Lesbian/Gay Patron, reports that most commercially available internet filters disadvantage LGBT patrons, and particularly LGBT youth, who may have no other space available to access relevant resources. He summarizes one study in which the most minimal filtering setting still blocked 1.4 percent of total health information sites and approximately 10 percent of health sites that included search terms related to either sexual minority issues (such as gay, homosexuality, etc.) or safer sex. At the most restrictive setting, the overblocking of Web sites containing these terms rose to 24 percent. (2006). LGBT youth are accessing the majority of their social development, identity formation, and safer sex information online, but in many cases these resources are systematically being blocked on public computers.

! ISSUE: Internet Filtering

(Mehra and Braquet, 2011, p. 408)

Most LGBT youth use the internet to find information and social support, but many commercial internet filters block LGBT resources such as forums and safer sex information.

Internet filtering is a much bigger problem in the United States, where CIPA (Childrens Internet Protection Act) ties funding for school and public libraries with internet filtering software. However, in all regions, librarians should be aware of their institutions filtering policies. Holt warns that librarians should understand their institutions policies, and take steps Amanda Wanner | Topic Briefing | Nov 2013 Page 3 of 4

to ensure that patrons are clearly informed about the policies, can anonymously request access to blocked sites, and allow patrons to provide feedback on the policies. (Holt, 2006).

CONCRETE STEPS FOR CHANGE

Supporting LGBT youth
Include LGBT library resources in the collection ensure that they are visible and recent. Ensure that the librarys internet filtering policies are not impeding youth from accessing vital resources such as sexual health information or LGBT social networking sites and discussion boards. Include LGBT youth in your librarys programs. Read books with LGBT characters in your librarys YA book club. Include LGBT books in your librarys readers advisory resources. Partner with local GSAs (gay straight alliances) or PFLAG (Parents, Families, and Friends of Lesbians and Gays). Market and advertise the LGBT resources that your library can provide! Dont wait for LGBT youth to come to your library before acquiring LGBT materials! LGBT youth live in every neighbourhood, including rural areas. Create a library non-discrimination policy that addresses alternative sexual and gender identities. Train library staff on LGBT-related issues, gender diversity, and related resources. Hire LGBT and gender variant staff. Explicitly support LGBT staff within hiring and benefits policies. Dont make assumptions about the gender identity or relationship status of your library staff even seemingly inconsequential questions such as, Do you have a boyfriend? can create a tense atmosphere among staff. Use gender neutral language (Do you have a partner?; Whats their name?). Ensure that your library has a gender-neutral or single stall washroom for gender variant or trans* patrons.

Creating a culture of LGBT positivity from the ground up

FURTHER RESOURCES FOR LIBRARIES

Connexions. (2003). Information and Guidance on Engaging Young Lesbian, Gay and Bisexual People. Nottingham, UK. Retrieved from http://dera.ioe.ac.uk/6916/ on Nov 10, 2013. Gray, M. L. (2009). Out in the Country: Youth, Media, and Queer Visibility in Rural America. New York: New York University Press. Murdock, J. R., & Martin, H. J. (2012). Serving lesbian, gay, bisexual, transgender, and questioning teens: a how-to-do-it manual for librarians. New York: Neal-Schuman Publishers. Palmer, N. A., Kosciw, J. G., & Bartkiewicz, M. J. (2012). Strengths & Silences: The Experiences of Lesbian, Gay, Bisexual and Transgender Students in Rural and Small Town Schools. Retrieved from http://glsen.org/press/strengths-silencesstudents-ruralsmall-town-schools [Website includes free webinars on topics such as The Experience of LGBT Youth Online and LGBT Youth in Rural Areas]

CITATIONS

Cionciotto, J., & Cahill, S. (2003). Education Policy: Issues Affecting Lesbian, Gay, Bisexual, and Transgender Youth. Retrieved from http://www.thetaskforce.org/reports_and_research/education_policy Connexions. (2003). Information and Guidance on Engaging Young Lesbian, Gay and Bisexual People. Nottingham, UK. Retrieved from http://dera.ioe.ac.uk/6916/ Curry, A. (2005). If I Ask , Will They Answer?: Evaluating Public Library Reference Service to Gay and Lesbian Youth. Reference and user services quarterly, 45(1), 6575. Greenblatt, E. (2001). Barriers to GLBT Library Service in the Electronic Age. Information for Social Change, (12). Retrieved from http://www.libr.org/isc/articles/12-Greenblatt.html Holt, D. B. (2006, September 30). Internet Filtering and the Adolescent Gay/Lesbian Patron. Library Student Journal. Library Student Journal. Retrieved from http://www.librarystudentjournal.org/index.php/lsj/article/view/28/24 Hughes-Hassell, Sandra Overberg, El., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections? School Library Research, 16. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol16/SLR_LGBTQThemedLiteratureforTeens_V16.pdf Kosciw, J. G. ., Greytak, E. A. ., Bartkiewicz, M. J.!;, Boesen, M. J.!;, & Palmer, N. A. (2011). The 2011 National School Climate Survey. Retrieved from http://glsen.org/nscs Linville, D. (2004). Beyond Picket Fences: What Gay/Queer/LGBTQ Teens Want from the Library.: EBSCOhost. Voice of Youth Advocates, 27(3), 183186. Mehra, B., & Braquet, D. (2011). Progressive LGBTQ reference: coming out in the 21st century. Reference Services Review, 39(3), 401422. Palmer, N. A., Kosciw, J. G., & Bartkiewicz, M. J. (2012). Strengths & Silences: The Experiences of Lesbian, Gay, Bisexual and Transgender Students in Rural and Small Town Schools. Retrieved from http://glsen.org/press/strengths-silencesstudents-ruralsmall-town-schools

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