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The purpose of this study is to examine the situation of lesbians, gays, bisexuals, transgender, queer and asexual (LGBTQA+) youth in Spain, pre-examining the links between the people they live with, their support networks and their perception of being a burden.

This study traces some brushstrokes through the preliminary results of the LGBTQA+ population between 13 and 21 years old (n = 445). These data are part of a larger project with 2,800+ respondents.

This study’s data highlight the connections between places of cohabitation, support and vulnerability in a crisis situation. In general, gender identity, age, support and feelings of acceptance have been key variables in identifying psychosocial factors related to the health of this population. Lastly, the authors offer some future guidelines to improve the situation of young people in the face of new situations of confinement, incorporating good practices for children and youth services.

The use of the snowball technique for data collection may limit the representativeness of the sample. In the same way that data collection is used through access to an online questionnaire, it can limit access to certain people.

Address the psychosocial needs of LGBTQA+ youth, especially in crisis situations. With our data, we can improve services for future situations of confinement due to coronavirus, planning actions that include the youngest members of this population group, as well as those with non-normative sexualities and identities.

Encourage and diversify support for LGBTQA+ youth from their families, peers, teachers and other professionals working in the youth field. This support would be congruent with the anti-discriminatory and trans-specific legislation existing in most Spanish regions. Furthermore, it would propose a social change that not only benefits LGTBQA+ people, as it allows for a more inclusive cultural change for all in terms of gender and sexuality.

New data obtained within the time frame of the state of alarm are provided, concerning a social group that has been little researched and that finds itself in an unprecedented health crisis.

Purpose: The goal of Volume 21 of Advances in Medical Sociology, entitled Sexual and Gender Minority Health, is to showcase recent developments and areas for future research related to the health, well-being, and healthcare experiences of LGBTQA+ (Lesbian, Gay, Transgender, Queer, Asexual, and related communities that do not identify as heterosexual) persons and communities.

Approach: In this introduction to the volume, we trace the historical development of research on sexual and gender minority (SGM) health, discussing how priorities, theories, and evidence have evolved over time. We conclude with brief suggestions for future research and an overview of the articles presented in this volume.

Findings: Research on SGM health has flourished in the past two decades. This trend has occurred in conjunction with a period of intense social, political, and legal discourse about the civil rights of SGM persons, which has increased understanding and recognition of SGM experiences. However, recent advances have often been met with resistance and backlash rooted in enduring social stigma and long histories of discrimination and prejudice that reinforce and maintain health disparities faced by SGM populations.

Value: Our review highlights the need for additional research to understand minority stress processes, risk factors, and resiliency, particularly for those at the intersection of SGM and racial/ethnic or socioeconomic marginality.

The main purpose of this work is to uncover and identify the issues that academic librarians consider important in the attainment of work–life balance. This work will focus on exploring their experiences with different dimensions of burnout.

The topic of burnout is explored by analyzing the results of a survey based on the Maslach Burnout Inventory (MBI), which was distributed among librarians at a group academic institutions that are members of the Association of Southeastern Research Libraries (ASERL).

The findings of this study do not demonstrate evidence of burnout among the sample population. However, the results do present plenty of opportunities for further exploration such as the relationship between burnout and personal factors, including LGBTQA + status and race or ethnic minority status.

Further exploration of the topic of burnout should be followed up with more qualitative studies, especially those employing interviews.

Improvement of human resource practices, which reduces the incidence of burnout among academic librarians, is something that can only be accomplished at the organizational level. Human resource practices can create a work environment that enhances productivity by improving the quality of life of employees.

This work explores and assesses academic librarian burnout, among those working in academic institutions in the southeastern United States. To date, no study has been undertaken that looks at burnout across broad types of work performed by academic librarians and librarians at different institutions.

Through scholarly personal narrative (Nash, 2004), this chapter outlines a multifaceted approach to creating safer brave spaces for queer and trans students within a predominantly Hispanic-serving, public research university with a mainly commuter student population in South Florida. All spaces require courageous acts of authenticity on the part of its occupants. Thus, the creation of safer brave spaces is acknowledged as a practice since safety is an ideal to be worked toward especially for those with less power and privilege, such as queer and trans people as opposed to straight and cisgender people. Experiences of heterosexism and cisgenderism are positively associated with psychological distress among queer and trans college students (Goldberg, Kuvalanka, & Black, 2019; Sue, 2010; Woodford, Kulick, Sinco, & Hong, 2014). Research suggests empowerment and the acquisition of power is a positive coping mechanism for resisting and overcoming experiences of heterosexism and cisgenderism (Mizock, 2017; Nadal, Davidoff, Davis, & Wong, 2014; Todoroff, 1995). Administrators are called upon to mindfully create spaces that empower queer and trans students. Quick tips throughout the chapter highlight that queer and trans students should be given opportunities to determine their own risks, choose their own mentors, create their own spaces, have their own voices centered, realize their own solutions, fail and learn from setbacks, and deconstruct systems of power. At the University level, administrators should work to educate and change policies that further support students' opportunities to courageously exist and persist authentically in spaces across the university as a whole and not just in designated centers.

This chapter focuses on ways libraries can ensure the services and collections they provide do not exclude bisexual people and indulge in the “bi erasure” that is otherwise so prevalent in society. The authors share best practices for public, academic, and school libraries to add bisexual/pansexual titles to their collections, as well as provide programmatic tips that include the larger bisexual/pansexual community. Most importantly, the authors highlight community partners, advocacy organizations, or non-profits that can serve as potential collaborators as librarians brainstorm programming for bisexual/pansexual patrons. This chapter also contains staff training guidelines and resources for creating a more welcoming environment for bisexual/pansexual patrons. The chapter concludes with a list of resources that will help librarians make more inclusive collections’ decisions and resource guides. It’s purpose is to help libraries better serve bisexual/pansexual patrons who are undoubtedly already library users.

This chapter introduces the role that libraries play in promoting and fostering human rights and social justice within the communities they serve. In describing this role, it highlights the different ways in which information intersects with human rights and social justice.

This chapter offers a brief review of the existing body of literature related to human rights and social justice in the field of library and information science (LIS). After articulating the need for this edited volume, we introduce the four sections in this book: Conceptualizing Libraries as Institutions of Human Rights and Social Justice; Library Services to Marginalized Populations; Human Rights and Social Justice Issues in LIS Professions; and Human Rights and Social Justice Issues in LIS Education.

The social roles and responsibilities of libraries have expanded greatly in recent years. These roles and responsibilities, however, are not often framed within the discourse of human rights or social justice. Together, the chapters in this book—written by researchers, educators, and professionals—paint a comprehensive picture of the broad range of roles and contributions of libraries in human rights and social justice.

This chapter introduces a book that explores the current efforts of libraries to meet a wide range of community needs (including education, employment, social services, civic participation, and digital inclusion) through the lenses of human rights and social justice.