@article{gonzalez_connaughton-espino_reese_2022, title={"A little harder to find your place:" Latinx LGBTQ}, volume={4}, ISSN={["1540-4056"]}, url={https://doi.org/10.1080/10538720.2022.2058143}, DOI={10.1080/10538720.2022.2058143}, abstractNote={Abstract There is a dearth of research about Latinx LGBTQ + youth’s experiences with family belonging. To address this gap in the literature, this phenomenological study explored the experiences of eight Latinx LGBTQ + youth as they relate to belonging within a familial context. Five themes were identified: (a) definitions of belonging and the importance of belonging to family, (b) family rejection/fear of rejection, (c) culture of queer invisibility, (d) divergent experiences among non-parental family members, and (e) resilience. This article presents the themes as they relate to Latinx LGBTQ + young people’s experiences of family belonging and discusses implications for future research and practice.}, journal={JOURNAL OF GAY & LESBIAN SOCIAL SERVICES}, publisher={Informa UK Limited}, author={Gonzalez, Maru and Connaughton-Espino, Tania and Reese, Bianka M.}, year={2022}, month={Apr} }
 @article{massey_chan_green_gonzalez_2021, title={Cultivating True Leaders: A Social Justice Curriculum for Youth Development Programs}, volume={16}, ISSN={["2325-4017"]}, DOI={10.5195/jyd.2021.1189}, abstractNote={In recent years, there have been increasing calls to intentionally center diversity, equity, and inclusion within positive youth development programs. True Leaders: Culture, Power and Justice is a 4-H curriculum designed to engage young people in understanding and applying social justice concepts with the ultimate aim of nurturing their sense of self-efficacy as they work to find solutions to pressing social issues. The True Leaders curriculum is shaped by the Five Cs of positive youth development—confidence, competence, connection, caring, and character—and a social justice youth development framework. Each lesson is grounded in the critical experiential learning model, which seeks to move participants through a process of hands-on learning about social justice concepts, critical reflection, and, ultimately, collective action. The True Leaders curriculum is intended for use with middle and high school-aged youth.}, number={5}, journal={JOURNAL OF YOUTH DEVELOPMENT}, author={Massey, Kamaria C. and Chan, Alexander E. and Green, Edwin and Gonzalez, Maru}, year={2021}, pages={269–273} }
 @article{gonzalez_barker_clarke_byrd_2021, title={Examining the Knowledge, Skills, and Dispositions of 4-H Professionals Related to LGBTQ+ Youth}, volume={16}, ISSN={["2325-4017"]}, url={https://doi.org/10.5195/jyd.2021.1096}, DOI={10.5195/jyd.2021.1096}, abstractNote={Despite its status as the largest youth-serving organization in the United States, there is a dearth of empirical scholarship about LGBTQ+ youth within 4-H; research examining 4-H professionals’ competencies to effectively support LGBTQ+ youth is even more scarce. To address this gap in the literature, this quantitative study explored the knowledge, skills, and dispositions of 4-H professionals in North Carolina as they relate to working with LGBTQ+ youth. Seventy-five professionals responded to an online survey. Professionals displayed higher levels of knowledge than skills or dispositions, were more knowledgeable about how to support LGB youth compared to transgender and gender expansive youth, and expressed the need for and substantial interest in professional development. Rural professionals tended to report lower knowledge, skills, and dispositions compared to professionals working in urban/suburban settings. This article presents the study’s findings and explores implications for future research and practice.}, number={5}, journal={Journal of Youth Development}, publisher={University Library System, University of Pittsburgh}, author={Gonzalez, M. and Barker, A. and Clarke, M. and Byrd, C.M.}, year={2021}, pages={193–211} }
 @article{kokozos_gonzalez_2020, title={Critical Inclusion: Disrupting LGBTQ Normative Frameworks in School Contexts}, volume={53}, ISSN={["1547-3457"]}, url={https://doi.org/10.1080/10665684.2020.1764881}, DOI={10.1080/10665684.2020.1764881}, abstractNote={ABSTRACT Despite recent social and political advancements for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and an increased focus on LGBTQ-inclusive practices in K-12 schools, there is a lack of research examining relations of power that inform current conceptualizations of national LGBTQ “inclusion,” particularly in school contexts. The authors investigate current and emerging normative approaches to inclusion related specifically to LGBTQ students and examine their limitations and exclusionary implications, including the ways in which said approaches perpetuate and sustain homonormativity and homonationalism. They then introduce a framework for more effectively addressing issues of LGBTQ inclusion in K-12 schools. The authors conclude the article by outlining practical suggestions that educators can use to disrupt homonormativity and homonationalism and adopt critically inclusive practices within their classrooms and broader school community.}, number={1-2}, journal={EQUITY & EXCELLENCE IN EDUCATION}, publisher={Informa UK Limited}, author={Kokozos, Michael and Gonzalez, Maru}, year={2020}, month={Apr}, pages={151–164} }
 @article{gonzalez_kokozos_byrd_mckee_2020, title={Critical Positive Youth Development: A Framework for Centering Critical Consciousness}, volume={15}, ISSN={["2325-4017"]}, url={http://jyd.pitt.edu/ojs/jyd/article/view/2020-15-6-FA-2}, DOI={10.5195/jyd.2020.859}, abstractNote={While positive youth development (PYD) has proven beneficial in developing youth’s strengths, fomenting youth–adult partnerships, and cultivating leadership, missing from the framework is a critical understanding of the role and impact of power, privilege, and oppression on young people’s development and lived experiences. To address this absence, we developed a critical positive youth development (CPYD) framework. Bridging positive youth development (PYD) with critical theory, CPYD positions critical consciousness—consisting of critical reflection, political efficacy, and critical action—as the 7th C of PYD and as integral to both the learning process and healthy socioemotional development. This paper introduces the CPYD framework and examines implications and applications for practitioners, including exploring the role of storytelling as an effective method through which to apply CPYD and highlighting one specific example. }, number={6}, journal={JOURNAL OF YOUTH DEVELOPMENT}, author={Gonzalez, Maru and Kokozos, Michael and Byrd, Christy M. and McKee, Katherine E.}, year={2020}, pages={24–43} }
 @article{gonzalez_2017, title={Advocacy for and with LGBT Students: An Examination of High School                     Counselor Experiences}, volume={20}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.5330/1096-2409-20.1a.38}, DOI={10.5330/1096-2409-20.1a.38}, abstractNote={ A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d) social/political advocacy. This article presents and explores the themes as they relate to the various manifestations of school counselor advocacy, and discusses study implications and limitations. }, number={1a}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Gonzalez, Maru}, year={2017}, month={Jan}, pages={1096–2409-20.1a} }
 @article{gonzález_2016, title={Factors that Facilitate and Impede School Counselor Advocacy for and with LGBT Students}, volume={3}, ISSN={2326-716X 2326-7178}, url={http://dx.doi.org/10.1080/2326716x.2016.1147397}, DOI={10.1080/2326716x.2016.1147397}, abstractNote={ABSTRACT Despite the increasing focus on advocacy in the field of school counseling, there is a dearth of empirical research on the factors that facilitate and impede school counselor advocacy in general and with lesbian, gay, bisexual, and transgender (LGBT) students in particular. As such, the purpose of this phenomenological study was to investigate the factors that enable and inhibit high school counselors’ advocacy efforts with and on behalf of LGBT students.}, number={2}, journal={Journal of Counselor Leadership and Advocacy}, publisher={Informa UK Limited}, author={González, Maru}, year={2016}, month={Mar}, pages={158–172} }
 @article{johnson_singh_gonzalez_2014, title={“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School}, volume={61}, ISSN={0091-8369 1540-3602}, url={http://dx.doi.org/10.1080/00918369.2013.842436}, DOI={10.1080/00918369.2013.842436}, abstractNote={Using the qualitative participatory action methodology, collective memory work, this study explored how transgender, queer, and questioning (TQQ) youth make meaning of their sexual orientation and gender identity through high school experiences. Researchers identified three major conceptual but overlapping themes from the data generated in the transgender, queer, and questioning youth focus group: a need for resilience, you should be able to be safe, and this is what action looks like! The researchers discuss how as a research product, a documentary can effectively “capture voices” of participants, making research accessible and attractive to parents, practitioners, policy makers, and participants.}, number={3}, journal={Journal of Homosexuality}, publisher={Informa UK Limited}, author={Johnson, Corey W. and Singh, Anneliese A. and Gonzalez, Maru}, year={2014}, month={Jan}, pages={419–434} }
 @article{gonzalez_mcnulty_2010, title={Achieving Competency with Transgender Youth: School Counselors as Collaborative Advocates}, volume={4}, ISSN={1553-8605 1553-8338}, url={http://dx.doi.org/10.1080/15538605.2010.524841}, DOI={10.1080/15538605.2010.524841}, abstractNote={The article applies the American Counseling Association Competencies for Counseling with Transgender Clients to transgender and gender nonconforming students, thereby assisting school counselors in understanding how to apply the competencies to their school setting. Drawing upon their experience as educators, feminists, and safe schools activists, the authors provide collaboration-specific strategies school counselors can use to advocate with students, parents, school personnel, community members, and other stakeholders on behalf of transgender youth across grade levels. Guided by feminist and social justice perspectives, the school counselor strategies described in this article apply the ACA Transgender Competencies through the framework of the community collaboration and systems advocacy domains outlined in the American Counseling Association Advocacy Competencies.}, number={3-4}, journal={Journal of LGBT Issues in Counseling}, publisher={Informa UK Limited}, author={Gonzalez, Maru and McNulty, Jesse}, year={2010}, month={Nov}, pages={176–186} }