How Gifted GLBTQ Youth Educate Their Parents

Friday, November 10
3:45 PM - 4:45 PM
Location: Exhibit Hall Roundtable 2

Many gifted gay, lesbian, bisexual, transgender, and questioning (GLBTQ) students have shown remarkable emotional skill in overcoming silence and other negativity, at home and school, when revealing sexual orientations and gender identities. These youth have helped themselves toward social/emotional success, as seen in case studies over 40 years. Many have utilized several intra- and interpersonal skills to help parents: skill in explaining struggles that they (the youth) face; empathy toward parents' struggles in dealing with youths' differences; and enthusiasm in motivating parents toward pro-GLBTQ community actions. A researcher describes particular patterns through which youth showed support, and a parent explains how that support was welcomed and extended to others.

Terence P. Friedrichs

Friedrichs Education

Terry Friedrichs, Ph. D., Ed. D, has worked for 40 years as a researcher, K-12 and university educator, school and legislative advocate, and high school and college youth-group leader, for gifted GLBTQ and twice-exceptional students. He is the author and editor of approximately 20 articles, chapters, and books on the needs of these two populations, including Characteristics of Gifted Students with Disabilities (Prufrock, 2001) and (with Teresa Manzella and Bob Seney) an NAGC Select Series volume on meeting the needs of gifted sexual-minority youth (in preparation). He currently serves as the inaugural chair of NAGC's GLBTQ Network and as a member of the NAGC Legislative Committee. He also serves, in his home state of Minnesota, as a board member of various policy and legislative-advocacy organizations concerned with progress for both sexual-minority individuals and people wiith disabilities.


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Mary Grace Stewart

Gifted Education Specialist
Academy Hill School

MaryGrace Stewart has been a talent development teacher for over 25 years in multiple states. She is currently a gifted education specialist at a small independent school in Springfield, MA that is devoted to bright, curious, & gifted children; Academy Hill School. She has been a presente on gifted education topics at several conferences and has provided professional development in gifted education to educators in various states. She has degrees in Mime, Art Education, Physiology/Art/Education, Gifted Education, and is currently working on her doctorate at U.S.C. in Organizational Change & Leadership with plans to help improve gifted education in MA. She is a board member and parent liaison for the Mass. Assoc. for Gifted Ed. (MAGE), a member of several NAGC networks, served as an editor for Teaching for High Potential magazine, and is this year's program chair for the Parent & Community Network. She is particularly interested in issues of gifted minority and other underserved gifted populations.


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