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            "abstractNote": "Popular media such as films, television programmes/commercials and magazines have become the dominant source through which children learn about others and their world, develop attitudes and beliefs as manifested in media expressions, and formulate their sense of identity. Popular media have enormous influence on children who are constantly immersing themselves in value-laden media images that perpetuate over-generalised representations of cultural groups, in particular, lesbian and gay stereotypes. By critically examining media images in the art room, media literacy art education offers art teachers and their students an opportunity to nurture their aesthetic sensibilities, social awareness and the media literacy necessary to resist and challenge prejudiced, dehumanised or unjust social practices. This article explores issues of lesbian and gay stereotypes in the media, and proposes using media images as a pedagogical device to help students deconstruct them. [ABSTRACT FROM AUTHOR]\nCopyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)",
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            "abstractNote": "The preponderance of bullying research does not address sexual   orientation as a possible factor. The purpose of this study was to   explore the perspectives of service providers and youth advocates   working with lesbian and gay communities in order to increase   understanding of bullying of lesbian and gay youth. In depth,   semi-structured interviews were conducted with nine key informants from   various education and social service settings. Interviews were recorded   and transcribed verbatim. Inductive data analysis was conducted using a   constant comparative method. Six major categories emerged: prevalence,   sites and perpetrators, institutional and community factors, effects of   bullying, and barriers as well as strategies to address bullying.   Several dimensions of bullying that may be specific to lesbian and gay   youth (e.g. pervasiveness across their social ecology and risks to   coming-out; sexual prejudice in the media; and 'conversion bullying')   suggest the importance of investigations to support development of   targeted, multi-sectoral interventions.",
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