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34 Crim. Just. Stud. 1 (2021)

handle is hein.journals/cjscj34 and id is 1 raw text is: CRIMINAL JUSTICE STUDIES Routledge 2021, VOL. 34, NO. 1, 1-15 https://doi.org/10.1080/1478601X.2020.1786281 Taylor & Francis Group ARTICLE What staff need to know: using elements of gender-responsive programming to create safer environments for system-involved LGBTQ girls and women Lindsay L. Kahlea and Jill Rosenbaumb aDepartment of Sociology and Anthropology, West Virginia University, Morgantown, WV, USA; 'Division of Politics, Administration, and Justice, California State University, Fullerton, CA, USA ABSTRACT KEYWORDS Lesbian, gay, bisexual, transgender, queer and/or questioning gender-responsive (LGBTQ) youth and adults are disproportionately in contact with programming; queer the juvenile and criminal justice systems. Despite disproportionate responsive programming; representation, the system is ill-equipped to attend to the needs of LGBTQ youth these populations. While one of the greatest contributions of fernm inist criminology was gender-responsive programming, assuming that all girls and women share the same struggles and needs renders non-heterosexual and non-gender binary identities invisi- ble. The purpose of this article is to focus on training staff in two primary elements of gender-responsive programming, developing cultural appropriateness and competence, and responses to sexism and homophobia, in order to provide safer environments for sys- tem-involved LGBTQ girls and women. Over the past several decades, feminist criminology has pioneered a change in theory and practice, and how criminology can adequately focus on and address the needs of women and minorities. Gender-responsive programming (GRP) is one of many important con- tributions, and has been particularly useful in helping girls and women in the criminal justice system. According to Bloom and Covington, gender responsiveness consistently acknowledges, 'the realities of women's lives, including the pathways they travel to criminal offending and the relationships that shape their lives' (Bloom, Owen, & Covington, 2003, p. 75). It is important to remember, however, that all girls and women are not the same. As Bloom, Owen, and Covington outline, there are vast differences in women across class membership, age, race and ethnicity, as well as sexual orientation. Gender-responsive programming highlights that such differences must be a centralized focus when providing policies and programs that concentrate on the needs of women. By using and expanding the framework of GRP, the purpose of this paper is to emphasize the differences in the needs of (and training of staff in contact with) system-involved girls and women who identify as members of the lesbian, gay, bisexual, transgender, queer and/or questioning (LGBTQ) community. CONTACT Lindsay L. Kahle ® lindsay.kahle@mail.wvu.edu O Department of Sociology and Anthropology, West Virginia University, Morgantown, WV, USA © 2020 Informa UK Limited, trading as Taylor & Francis Group

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