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Ellen Greenblatt's (2010) Serving LGBTIQ Library and Archives Users: Essays on Outreach, Service, Collections, and Access extends previous work on ways to make libraries and archives more inclusive and friendly places. This edited collection provides deeper understanding of how libraries and archives engage lesbian, gay, bisexual, transgender, intersex, and queer/questioning (LGBTIQ) resources and related research services and new directions for this engagement in the 21st century.

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 LGBT students. These articles provide insight into school climate for LGBT students in different country contexts but also on the efficacy of interventions on behalf of these youth (e.g., anti-bullying policies, educator professional development, awareness campaigns). Furthermore, this special issue demonstrates the multiple roles that research has played within advocacy communities working to create safer and more affirming school experiences for LGBT youth.

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 educational 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 conducted in 2008 in Israel. In comparison with their Israeli counterparts, LGBT students in the United States were more likely to experience assault and harassment in schools but were more likely to have access to LGBT supportive resources in their schools. Results from multivariate analysis show that negative school climate affect absenteeism and school belonging similarly for both countries. Journal of LGBT Youth

Over the past decade Israel has experienced dramatic change in the legitimization of same-sex relationships. In recent years the LGBT social movement has succeeded in mobilizing public support not only for the rights and well-being of adults, but also for the younger generation–LGBT youth. Using a large-scale survey of the Israeli LGBT community (N = 2,853), we explore two theoretical theses that are commonly used in research on LGBT youth. The first thesis, Cohort thesis, claims that LGBT youth today are different from previous cohorts and are more like other youth, regardless of sexual orientation. This thesis is reflected in the work of Savin-Williams (2005) and is also known as the New Gay Teenager hypothesis. In contrast, the Ageing thesis claims that LGBT youth today face experiences similar to their counterparts in the past, and thus they are still considered to be high-risk youth with special needs in terms of social services. This thesis explains differences between age-groups within the framewor...

This empirical study explores the subjective experiences of Israeli lesbigay school students and their perceptions of the school climate. It provides descriptive data on different socio-demographic characteristics of Israeli lesbigay youth and presents the participants' experiences of school climate in the context of lesbigay issues. Further, it explores how students' characteristics, school environment, and school resources affect students' sense of belonging to school and sense of respect by peers. In order to delve into Israeli students' experiences, the authors conducted a School Climate Survey that was completed by some 300 participants—mostly on-line. Nearly half of the sample, which ranged in ages from 11 to 18, reported occasionally hearing homophobic remarks uttered by most of the teachers. One-third reported experiencing some form of harassment or violence by other students.