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My attempt to destabilize students' perceptions of gender with Written on the Body by Jeanette Winterson.
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Gay Straight Alliances are student run clubs that focus on issues affecting LGBTQ students. The activities of the club differ depending on the focus of the club. The GSA Network outlines three different models for GSAs: Support, social, and activist. The purpose of each of these clubs is different, however there is no reason why one club cannot expand to include multiple models. · The support GSA functions to provide LGBTQ students a safe place where they can confidentially discuss any LGBTQ related issues that they are experiencing. · The social GSA functions to provide a network of other LBGTQ students and allies. · The activist GSA works towards educating the school community about LGBTQ specific issues. LGBTQ youth are usually thought of as an “at risk” population because statistically they exhibit disparities in participation in dangerous behaviors, such as substance abuse and self-harm, and outcomes, such as homelessness or suicide (Walls 4). For this reason, the need for a “safe space” has motivated the creation of many GSAs. In Destabilizing Anti-Gay Environments through Gay-Straight Alliances: Possibilities and Limitations through Shifting Discourses the authors discuss the benefits and limitations of the “safe space” model, asserting that it allows an easy rationale for the existence of clubs to members of the school community, while not critically examining the underlying reasons such a club is necessary (57). The “safe space” rationale is safe for administrators who are absolved from having to deal with challenging the heteronormative environment of their schools. Despite having to fit into a heternormative context, GSAs have a largely positive impact on the students that participate in them. Students involved reported feeling less isolated with a stronger social support network. Additionally, they reported to feeling a stronger sense of affiliation and engagement in their school community. Destabilizing Anti-Gay Environments through Gay-Straight Alliances: Possibilities and Limitations through Shifting Discourses includes testimonials from some students who attend school more frequently because they look forward to the activities of the GSA (57). So, while GSAs might not always provide the opportunity for destabilizing understandings of gender and sexuality, their other functions are important too. While school administration might not be openly supportive of critical discourse regarding any of the “-isms,” enabling students to critique the norms of society is a crucial aspect of culturally responsive pedagogy. According to Alfred Tatum, facilitating this kind of thinking places learning in a meaningful context for students (80). Starting a GSAAlthough GSAs are for the most part student led, there are some things you should consider when making a commitment to students. I had a three-year reign of terror as my high school’s GSA president. From that experience I can honestly say that it’s important to give students a sense of direction for their GSAs, as well as a certain level of support with planning. If you don’t, prepare to deal with a chaotic gathering of students that like to lie on the floor of your classroom while discussing their possible existential crises and to plan a substantial amount of bake sales. While there’s not really anything wrong with that, assuming everyone involved likes cupcakes and has access to a lint brush, there are definitely more constructive ways for you and your students. Cupcakes and existential crisis are best enjoyed in moderation. So, if you’re not scared off by the prospect of having to devote some extra time to planning and the occasional tray of cookies, or you just recognize the value of a good GSA advisor to students there are several steps you can take to form a GSA in your school. First you’re going to want to talk to administration and tell them your plans. In some circumstances you might be faced with resistance. However, as mentioned in previous blog entries, if your school has any other extra curricular clubs, they can legally not prevent you from forming a GSA. Although, a school district in Texas did respond to the prospect of having to allow a GSA under the Equal Access Act by shutting down all extra curricular activities, that was an extreme response. It is unlikely you will be met with that kind of fierce resistance, and if you are, your friends at the ACLU have got your back. After speaking to administration, you should just have to (carefully) follow any other standard school protocols for creating a club. The GSA Network suggests keeping a copy of all documentation and a log of all appointments with administration in case a resistant administration attempts to restrict your GSA with a technicality relating to protocol formalities. Once your GSA is formed, there are a number of things you should do. First, you should consider registering with GLSEN and encouraging your student president to do the same. They usually send out free resources for events such as Ally Week and Day of Silence, which are observed by most high school GSAs. GSA members should vote on student roles. Once those are designated, they can decide on what model they want their club to follow and a mission statement. The types of activities you plan will be dependent on this, but both GLSEN and the GSA Network have a lot of ideas and resources. Additionally, GLSEN and the GSA Network both have advisor handbooks. If you choose to utilize one of them, I urge you to be critical of some of the practices they encourage. The GSA Network handbook suggests not allowing students to willingly disclose their sexuality and gender identity because it could alienate allies. I think the proper response to that would be, “Whose allies?” but I’ll digress. An endnote, as an advisor it is your job to make sure that administration addresses the issues faced by your students. If you approach a vice principal to discuss something that is unacceptable, they are more likely to take you seriously than a group of students. The best thing to do might be to approach your administrator first, and then help facilitate a dialogue between them and your students. As a student, it is unbelievably frustrating to watch the same things occur over and over again with no response from administration and minimal support from your advisor. (Pro tip: The appropriate response to swastikas drawn on a GSA bulletin board that you know it took your students hours to create is not white out, telling them it won’t happen again and then not doing anything.) GSAs provide an important opportunity for LGBTQ students, their allies, and their school community to come together and discuss issues pertinent to the lives of students. For some students, GSA provides the only space where they can freely talk about their gender identity and sexuality. If your school doesn’t have a GSA, you should in inquire about becoming an advisor. If your school has an existing GSA, you should make it apparent that you support it by participating in events, and meetings if invited to do so. Visibility of teacher allies is important. ResourcesThe GSA Network's, "How to Have a Kick Ass GSA" Dealing with Hostility towards your GSA GLSEN's GSA Fact Sheet Register your GSA with GLSEN Works CitedCurrie, Sean, Maralee Mayberry, and Tiffany Chenneville. "Destabilizing Anti-Gay Environments Through Gay-Straight Alliances: Possibilities and Limitations through Shifting Discourses." The Clearing House 85 (2012): 56-60. Print.
Tatum, Alfred W. Teaching Reading to Black Adolescent Males: Closing the Achievement Gap. Portland, Me.: Stenhouse, 2005. Print. When I was a freshman in high school, I was escorted from class into the school psychologist’s office. I was the last of four of us to arrive. The four of us being, “the lesbians.” One of the girls was my girlfriend at the time; the other two girls were our good friends, who were also in a relationship. The school psychologist, who was joined by the vice principal sat us down and informed us that the school had received a parental complaint about all of us regarding public displays of affection. We were informed that these public displays of affection violated the school’s code of conduct, and unless we stopped being “inappropriate,” all of our parents would be notified. The despicable, inappropriate, PDA that the complaint was referring to was our unbelievably graphic handholding, and hugging. Oh, and the other couple used to sit on each other’s laps outside after school. It didn’t matter that all of us weren’t equally involved in these horrendous offenses; we were all dating someone of the same gender, and therefore seen as equally guilty. It also didn’t matter that specific codes of conduct were not equally applied to the school’s straight couples. We sat there pleading with them not to tell our parents. Our reactions, and the fact that none of our parents knew, only reinforced their threat. The psychologist was very understanding of our anxiety regarding the possibility of being outed to our parents, expressing we were lucky to have gotten a warning. She stated, “Like a sexy top, if a girl comes in wearing it we’ll tell her not to do it again. If she wears it again, we call home.” The vice principal then informed us security had been notified of the discussion, and would be reporting us if necessary. Shockingly, administration had a change of heart when an outraged teacher got the American Civil Liberties Union (ACLU) involved. Unfortunately, in many cases students are unaware that they are entitled to certain legal protections. In some circumstances, administrators are also unaware. However, sometimes administrators are aware of existing laws and protections, and choose to ignore them, figuring that students will not realize their rights are being violated. Additionally, most legal protections only extend to students in schools that receive federal funding, which jeopardizes the well being of LGBTQ students in private schools. PrivacyAccording to the ACLU, the outing of an individual by school personnel violates the Fourth Amendment rights to privacy. The ACLU supports this claim, citing an instance in 1997 when an adolescent commit suicide after police informed him they were going to disclose his sexuality to his parents. However, more recently in 2013 the Court of Appeals for the Fifth Circuit (a federal court with jurisdiction over courts in parts of LA, MS and TX) ruled that issues relating to sexuality are not protected by the Fourth Amendment, following an instance where a sixteen year old’s sexuality was disclosed to her mother by her high school’s softball coaches. There is a discrepancy over what specific protections exist for LGBTQ students under the Fourth Amendment, however it is the job of teachers to empower all of their students, and therefore be knowledgeable about these issues and the resources available. In these circumstances, the ACLU urges students to defend themselves by contacting an their local ACLU affiliate, or the ACLU LGBT Project. Protecting LGBTQ students from involuntary outing is enormously important for a number of reasons. Many people have very valid reasons for not coming out, or waiting for a specific time to do so. A 2012 study conducted by the Williams Institute found that 40% of homeless youth identify as LGBTQ. The study found that LGBTQ youth become homeless because they are often forced out of their homes and rejected by their families. This is just one example out of the many possible negative outcomes LGBTQ youth who are put at risk for when they are outed. Schools are supposed to protect the health and safety of their students, not endanger it. Equal AccessAnother issue for LGBTQ youth involving school administration is the reluctance to grant permission for clubs such as Gay Straight Alliances (GSA). Clubs such as GSAs are an asset for a number of reasons. Unfortunately students (and teachers) have repeatedly faced significant difficulties in getting approval for club formation and activities that events that are often part of them, such as the Day of Silence, or Ally Week. Although my high school technically had a GSA my freshman year, it was inactive. When a group of us tried to organize a Day of Silence without the support of a club, we were told by administration that we would have to wait until after our Middle States Accreditation observations were finished. The administration did not want the observers from the Middle States commission to get the wrong idea… I’m not even going to begin to unpack that. §4071 of Title 20 of Education Law, “The Equal Access Act,” declares that it is illegal for a public school (or an institution receiving federal funding) that has “noncurriculum related student groups,” to prohibit the meeting of any group based on “religious, political, philosophical, or other content.” This means that if a public school has any club that is not related to the curriculum of a specific class, they legally cannot prohibit other student groups from forming and meeting on school grounds. Additionally, all clubs are supposed to have equal access to privileges such as bulletin board space and PA system usage (Lambda Legal). For issues with administration pertaining to forming a GSA, students and school personnel are encouraged to first discuss “The Equal Access Act” with school administration, and if problems persist, to contact the ACLU or Lambda Legal for additional support. Equal ProtectionI expressed a certain amount of dismay regarding the effectiveness New York’s DASA laws in an earlier blog. We know that LGBTQ students are subjected to harassment, bullying, and physical harm at alarming rates, which not only (as DASA focuses on), interferes with their academic achievement, but endangers their overall well-being and safety. Many of the specific protections against bullying and harassment are state specific. This means that different types of discrimination and harassment are not disciplined equally. Some laws do not explicitly prohibit discrimination on a basis of sexuality. However, on the federal level, Title IX of the Education Amendments requires schools to respond to discrimination based on sex in educational institutions. Title IX aims to eliminate hostile educational environments by addressing issues of sexual violence, discrimination against pregnant students and discrimination against women in STEM programs. It also protects students against discrimination based on “real or perceived sex” which provides legal protection for transgender students, as well as students who are victimized because of their gender expression (Know Your IX). Teachers and school personnel should be familiar with the existing laws that address discrimination and bullying in their states, and act on them accordingly. In order for the protections of Title IX to be utilized, all instances of harassment and discrimination must be reported and documented. Students should be made familiar with the laws and regulations to enable them to better defend their rights. Additionally, Title IX, which has very specific enforcement guidelines, requires complaints regarding enforcement to be reported to the DOE. When institutions violate Title IX, instances of sex based discrimination become grounds for legal action (Know Your IX). Too often, disciplinary actions taken by schools are inconsistent. Schools must be held accountable for providing equal protection for students, whether or not they are required to do so legally. While the existence of certain laws and regulations may provide some motivation for schools, ethical obligations concerning the well being of students alone should provide sufficient motivation for all. Freedom of Speech/ExpressionSince Title IX provides protection against discrimination based on gender expression, and the First Amendment provides individuals with the right to free expression, students legally have the right to wear clothing consistent with their gender identity, rather than sex assigned at birth. Students’ clothing should only be restricted when it is not complaint with school dress codes (another interesting point of debate), which should be gender neutral. This right has been upheld by in courts numerous times (SPLC). According to the ACLU, schools are only entitled to restrict students’ freedom of speech and expression in circumstances where a students’ expression causes significant disruption, or is obscene. As a result, students are entitled to participate in events such as the Day of Silence, symbolically express political beliefs and opinions, bring a student of the same sex/gender to prom and other school events, be open (if they chose to do so) regarding their sexuality and gender. The rights LGBTQ students are often illegally violated by public schools. The best way to prevent this from continuing is to be aware of their rights, and to make them aware of their rights. When confronting a noncompliant administration with these issues it is best to be objective and well informed. When this approach fails, there are numerous legal resources fully devoted to protecting civil rights that will provide support. In many cases, school districts have faced serious legal consequences for illegally violating students’ rights. However, without the necessary support or empowerment, the unequal treatment of LGBTQ students will continue. ResourcesACLU Letter on Student Privacy Lambda Legal's Out, Safe & Respected Freedom of Speech/Expression Q&A GLSEN: Trans Students Rights GSA Network: Legal Resources Works Cited20 U.S. Code Chapter 52, Subchapter VIII - §407, “The Equal Access Act” Bolger, Dana. Title IX: The Basics. Know Your IX, n.d. Web. 11 Dec. 2014. <http://knowyourix.org/title-ix/title-ix-the-basics/>.
"Coaches Who Outed Gay Student Did Not Invade Her Privacy, Court Rules." Huffpost 7 June 2013. Web. Durso, L.E., & Gates, G.J. (2012). Serving Our Youth: Findings from a National Survey of Service Providers Working with Lesbian, Gay, Bisexual, and Transgender Youth who are Homeless or At Risk of Becoming Homeless. Los Angeles: The Williams Institute with True Colors Fund and The Palette Fund. Know Your Rights! A Guide for LGBT High School Students. American Civil Liberties Union, 24 Nov. 2014. Web. 11 Dec. 2014. Lhamon, Catherine E. "Questions and Answers on Title IX and Sexual Violence." United States Department of Education. Office for Civil Rights, 29 Apr. 2014. Web. 11 Dec. 2014. LGBT Rights. American Civil Liberties Union, n.d. Web. 11 Dec. 2014. <https://www.aclu.org/lgbt-rights>. "Out, Safe and Respected: Your Rights at School." Lambda Legal. Lambda Legal, 2008. Web. 11 Dec. 2014. <http://www.lambdalegal.org/publications/out-safe-respected>. Students: Know Your Rights. Southern Poverty Law Center, n.d. Web. 11 Dec. 2014. Students Rights -- Free Speech. American Civil Liberties Union of Vermont, n.d. Web. 11 Dec. 2014. <https://acluvt.org/pubs/students_rights/speech.php>. GLAAD released this video earlier today in recognition of Transgender Day of Remembrance (TDOR). TDOR takes place annually on November 20th, during Trans Awareness Week. The date is meant to recognize Rita Hester, who was murdered 16 years ago in an act of transphobic violence on November 28th of 1998. It is meant to honor the memories of all transgender individuals who have been the victim of violence as a result of their gender expression. TDOR is also a day meant to call attention to the often ignored, atrocious acts of violence against trans individuals. Events for TDOR are often organized by community groups, LGBTQ centers, school clubs such as GSAs, and college groups. These events include: marches, vigils, poetry slams/readings, art exhibitions, public forums and discussions on transphobic violence, and movie screenings (GLAAD). It is important for these events to be held by school groups because they will help broadcast the message that transphobic violence is horrific and needs to stop to all members of school communities. Another reason it is crucial that these events take place in schools is trans students are often targeted both inside and outside of school by their peers, and this needs to change. Additionally, it is important for targeted students to be know that they are important, and supported within their school community. Works Cited"Transgender Day of Remembrance Resource Kit for Journalists." GLAAD. Web. 20 Nov. 2014.
Yesterday I completed DASA training, which is a graduation requirement for all of Hunter College’s School of Education students. DASA training is a component of the Dignity for All Students Act (often referred to as “The Dignity Act”), which is part of New York’s Education Laws . This act was signed into law in September of 2010, originally became effective in July of 2012, and was amended to its current state in July of 2013. DASA’s purpose is to create a school environment that is “safe” and “supportive,” as well as free from “discrimination,” “intimidation,” “taunting,” “harassment,” and “bullying” on the basis of (but not limited to) “race, color, national origin, ethnic group, religion, disability, sex, sexual orientation, gender, and weight,” all of which are explicitly defined in §11 of Article 2 of NYS Education Law. DASA changed education law in several ways, aside from providing some of the first school focused protections against bullying and harassment:
So, this seems like a really good idea, right? A state law that requires school districts and administration to protect students from all of these negative behaviors that are too often dealt with in ineffective ways, or simply ignored. That is something that every teacher could get behind, right? Something that benefits the well-being of students, while improving classroom climate and learning outcomes… That’s what I had thought anyway, another case of me being too optimistic, I suppose. The NYSED put forth a DASA training syllabus which includes a description, objectives, and an outline of the training. Going into DASA training yesterday, I had a very similar attitude to everyone else. I was bitter about spending six hours of my precious Saturday at Hunter. I was bothered that I was required to complete several assignments specifically for DASA on top of the work I already had for my 18 credits worth of classes. I was annoyed that the School of Education was requiring me to spend $150 I didn’t have on something that I wouldn’t be required by the state to complete for another year. I naively thought, that like me, people’s objections to completing the training were largely based around the time and effort involved, rather than a general apathy towards the content covered. The first half of the training was a lecture based on the specific components of the law and different types of bullying and harassment. The second half was group work that focused on some of the ideas of encompassed in the assignments that were completed in preparation for the course. During the lecture component of the training, many of the people surrounding me were on their phones as the lecturer explained that many of the components and changes implemented by DASA have gone largely ignored by many school districts and school officials. The group work section involved constant active participation. We were given a packet of activities, the first entitled “Personal Survey.” After filling it out, we were asked to reflect on our responses in a "speed dating" exercise, sharing with multiple members of the group. The second activity was focused on an article we read entitled, Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change. This article discussed what being an ally entailed, and why it was empowering to introduce students to these ideas. The third and final activity focused on case studies of different types of bullying that we had to access and respond to. These activities had potential to be beneficial. Through the first activity, people got caught up in the distinction between “sex” and “gender,” as well as “sexual orientation” and “sexuality.” This could have served as an opportunity to clarify this for a number of people who were confused, however the facilitator simply stated, “Sex is biological.” still leaving many confused as to what this meant. I’m still skeptical of the distinction she made between sexual orientation and sexuality because it’s not one I’ve ever encountered. I’m more concerned about gender however, because many educators (and people in general) still have misconceptions about gender and are expected to be able to be attentive to the specific needs of their transgender students. Additionally, when reflecting on the questions, such as, “Of the identified characteristics, which do you feel has assisted you in reaching your life goals?” many were unable to think of anything that has possibly served as an advantage to them. When I responded to this by saying that, “being middle class, cisgender, and white” has allotted me privilege and access to certain opportunities,” I had to explain explicitly what I meant to the majority of people I spoke with. During the second activity, my two group members discussed how “stupid” and “pointless” the article on creating allies was. They focused more on the colloquial phrasing than the point it was attempting to make. Instead of engaging with the ideas of the article, or even productively discussing them, they complained about being required to complete the DASA training, and DASA in general. At one point one of my group members outright said, “Fuck the DOE. Am I right?” I inquired about what his content area was, to which he informed me he doesn’t teach, but that he is the Dean of Discipline at his school, a position largely affected by DASA. The case study activity my group was assigned defined the subject as being the victim of anti-white racism. Nobody in my group wanted to hear my explanation of how the “isms” infer a degree of political power, therefore they don’t apply to hegemonic groups, or the major difference between oppression and prejudice. I fear that the misuse of terminology ,which happened quite frequently during the workshop only further clouded understandings. The first concern I had was when I read §11’s definition of gender, being, “Gender" shall mean actual or perceived sex and shall include a person's gender identity or expression.” While it does include gender identity and expression, the fact that in includes “actual or perceived sex”not only blurs the distinction between sex and gender, but delegitimizes non-cisnormative identities. How are school personnel supposed to address the diverse needs of their students if they do not even understand their identities, or the social/political/economic factors affecting them? If they don’t understand why it’s necessary for them to? If a dean of discipline, whose primary job involves maintaining the safety and well-being of students, doesn’t think that DASA should have been implemented because “the bullying thing is blown out of proportion,” then how do we even begin to help our students? In the documentary Bully, Kirk Smalley, the father of an 11 year old boy who commit suicide states, “We’re simple people, we’re nobodies. I guarantee if some politicians kids did this because he was getting picked on in a public school, there’d be changes made tomorrow. We’re nobody, but we love each other, and we loved our son.” DASA is an example of the type of change described by Smalley, and unfortunately without the active implementation required by all parties, it’s still not going to be productive enough. If districts continue to ignore the major changes DASA requires to protocol, and teachers refuse to acknowledge that DASA training is presenting them with topics that are relevant to their students, and DASA training coordinators continue to give a completion certificate to everyone that shows up regardless, rushing through material stating, “I don’t want to be here either.” nothing is going to change. Students will continue to suffer as a result of our own ignorance and apathy. According to the CDC, suicide is the third leading cause of death among adolescents, and those who reported being bullied are at a higher risk. The negative outcomes of bullying, as described by the CDC, “may include depression, anxiety, involvement in interpersonal/sexual violence, substance abuse, poor social functioning, poor school performance including lower grade point averages, standardized test scores, and poor attendance.” There is evidence to support that LGBTQ youth are at a significant increased risk for bullying, and the negative outcomes associated with it (Youth Bullying). The discussion of the experience of LGBTQ youth is required in the DASA training syllabus, it was not discussed during the training session I attended (nor were many of the other required topics, or objectives). I don’t understand how, with this information readily available, people who have the potential to directly affect outcomes can remain apathetic about doing so, especially when now in some states action is required by law. This leaves me wondering, what other sort of indication of a problem are some people waiting for to take action? Additional ResourcesWorks CitedDignity for All Students Act, NYSED § 10-18 et seq. (2013). Print.
Youth Bullying. Center for Disease Control, 22 Oct. 2014. Web. 16 Nov. 2014. <http://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/>. Planned Parenthood serves as a resource for a myriad of health related topics, sex education is one of them. Planned Parenthood calls for the implementation of medically accurate, “comprehensive sex education” in all grades, from kindergarten through graduation from high school. The comprehensive instruction they call for does not only cover sexual intercourse and the topics immediately related to it, including contraception, pleasure, safer sex, abstinence, reproduction, pregnancy, and STIs, but also covers sexual attitudes, behaviors, and values, body image, gender, sexuality, relationships, anatomy and physiology, as well as growth and development. These topics are introduced systematically in stages when “developmentally appropriate” to students’ through grades K-12 to foster their health and well-being. This education is meant to serve as a supplement to information students receive from parents/guardians, who Planned Parenthood views as the most important source of information regarding sexual health. Schools are often able to provide students with resources, as well as a non-judgmental, positive context to learn and ask questions about these topics, which is not always possible in other settings (Implementing Sex Education). Numerous groups that advocate for comprehensive sex education, including the American School Health Association, Advocates for Youth, and the American Association for Health Education came together in 2011 and produced guidelines and a model timeline for implementation of comprehensive sex education curriculum entitled “National Sexuality Education Standards: Core Content and Skills, K-12” (NSES), which was released by the organization Future of sex education Initiative (FoSE). These standards are guidelines for curriculum which detail what information and topics are developmentally appropriate to teach students corresponding with their grade levels. These are guidelines, which sometimes mistakenly are viewed as a mandatory part of the common core state standards (CCSS). The content of sex education is controversial and therefore widely varied around the United States, depending on how individual school districts interpret the diverse state laws dictating what sex education is appropriate or necessary, as well as if parental consent is necessary for student participation. Getting any or non-abstinence-only-until-marriage sex education into some states and school districts presents ample challenges by itself. For this reason, some might argue that calling for positively framed LGBTQ inclusive sex education curriculum, either at this point in time, or in general, is outrageous. However, when fighting for the health, safety, and well-being of students, it is crucial to do so on behalf of all of them. While there are many schools currently met with high amounts of resistance to the cis/heteronormative affirmative sex education curriculum they are trying to implement, there are others with successful sex education classes or programs that are still failing to include LGTBQ inclusive material, which is unacceptable. Estimates of New HIV Infections in the United States for the Most-Affected Subpopulations, 2010Populations composed of MSM, WSW, and transgender individuals experience many types of health disparities. Not educating LGBTQ youth on issues pertaining to sexual health will only worsen existing disparities. MSM contract sexually transmitted diseases at disproportionate rates in comparison to MSW. Additionally, LGBTQ youth are more likely to be involved in abusive relationships than heterosexual peers (Adamo). According to a study conducted in 2011, LGBTQ youth rely on the Internet for information pertaining to their sexual health because the information is not provided in sex education programs (Magee 1). A significant number of participants in the study reported that they only researched sexually transmitted diseases online after fearing they might have one (Magee 6). Were sexual education curriculum presented in a way that was relevant to LGBTQ students, they wouldn’t need to rely on the Internet for information. They would be exposed to information on safer sex practices which might decrease the likeliness of them putting themselves in situations where they could potentially contract sexually transmitted diseases. I spoke with Liz, a recent graduate of Yorktown High School regarding her experience with sex education. The schools sex education classes are part of a five month health course that covers a myriad of topics pertaining to health. She commented on the fact that many forms of birth control and sexually transmitted diseases were covered, which she felt was positive. However, in regard to how these issues were framed she expressed dissatisfaction, stating, “I feel like they played on fear a lot. Pregnancy and STDs were taught as something to be afraid of rather than as problems with solutions. It was kinda like just avoid these possibilities at all costs, otherwise you’ll die of crabs.” She also commented on the fact that these things were only discussed in ways that pertained hetero/cisnormative sex. “Dental dams were not discussed, preventing STDs while using toys wasn’t touched on. We didn’t talk about people of different sexualities or genders, there was no mention of intersex.” I also spoke with Pheonix, who currently attends high school in the midwest. Xe commented on the fact that while xir health teacher was very accepting, he also only explained sex education topics in a hetero/cisnormative context. In addition, not only did he exclude any discussion of sex/gender, he used the terms interchangeably. This is particularly problematic because it perpetuates the common misconception that sex and gender are the same thing to students, which is damaging to many members of the queer community. Pheonix also expressed frustration at the lack of content on sexual attraction, stating “I feel like he didn't take the fact that some people might not want sex into account.” Xe calls attention to the hugely important fact that even if LGBTQ inclusive sex education curriculum is implemented, work will still need to be done to make sure that queer and non-binary and diverse sexualities, such as asexual identities, addressed and not even further marginalized. Both Liz and Pheonix touch on major problems of already existing non-abstinence based sex education curriculums. One of the reasons Liz is now able to critically examine her sex education experience is because she is taking a college course on sex and gender, which has educated her on some of the issues she brought up. However, not everyone is able to, or wants to pursue higher education, and even if they do, many people graduate from college without ever entering a class related to gender or sexuality. It cannot be assumed that LGBTQ individuals will have access to correct information, resources, or even competent health care providers, once (if) they finish high school or that LGBTQ individuals are the only people who need access to it. Additionally, many of the topics being excluded or only covered in higher education become relevant for an individual while they are in high school, or middle school. Therefore, not covering these issues, or delaying covering them, is doing a great disservice not only to LGBTQ students whose health is at risk, but all students, who would benefit from being made aware of existing concerns in a context that has the potential to de-stigmatize them. Further, by not making the general population aware of these topics, ignorance of them will be replicated through future generations. The idea implementation of the comprehensive sex education model as suggested by Planned Parenthood would in many cases successfully include LGBTQ topics into the curriculum, and queer some of the already addressed topics. Additionally, it would touch on other topics that are often neglected such as components of healthy relationships and sexual behaviors, which might impact the prevalence of sexual violence and teach students to avoid or remove themselves from potentially harmful situations. In the Adolescent Health and Safety course required by Hunter’s school of Education, we viewed the Icelandic film FÁÐU JÁ! which translates to “Get the Yes” or “Get Consent.” Although the film does have some faults, it is a good example of comprehensive sex education and how it can be inclusive in a way that isn’t othering, while touching on sensitive topics that are often avoided. Comprehensive sex education is a necessary component in providing all students with an equitable education. [T/W: rape, violence] http://faduja.is/fadu-myndina/ Additional ResourcesPlanned Parenthood: Tools for Educators Advocates for Youth: Resource Center Sexuality Information and Education Council of the United States IMPACT Queer Sex Education Program Queering Sex Ed Tumblr (written by and for queer youth) Works CitedAdamo, Colin. Young People and Dating Violence. Advocates for Youth, Mar. 2014. Web. 6 Nov. 2014.
Implementing Sex Education. Planned Parenthood, n.d. Web. 6 Nov. 2014. Magee, J C., L Bigelow, S Dehaan, and B S. Mustanski. "Sexual health information seeking online: a mixed-methods study among lesbian, gay, bisexual, and transgender young people." Health Education & Behavior (2011). Ebsco. Web. 5 Nov. 2014. "National Sexuality Education Standards: Core Content and Skills, K-12 ." Future of sex education Initiative. The George Gund Foundation, 2012. Web. 6 Nov. 2014. The reasons that teachers don’t incorporate queer curriculum, whether it be inclusive or queer theory, into their classrooms are numerous and complex. Some of them are personal reasons, including misconceptions, fears, and prejudices, while others are out of their control, including push back from both parents and legal guardians, as well as administration. Many teachers are under the impression that when it comes to controversial issues in their classrooms, the best thing to do is, in fact, nothing. They don’t see their classrooms as the appropriate venue for the discussion (or debate) of topics that might leave some students uncomfortable. Nicole Sieben and Laraine Wallowitz introduce the idea of a “neutral” classroom (in which teachers avoid controversial subjects which might include race, gender, sexuality, and class) in their essay, “Watch What You Teach”: A First-Year Teacher Refuses to Play It Safe” in which they argue such a classroom does not exist. They support this idea by stating that teachers’ “neutrality” or silence regarding hegemonic norms is perceived as their condoning of the “behavior of the oppressor” (44). The idea of “classroom neutrality” in order to maintain the comfort/safety of students is problematic because it wrongly assumes that the content being presented to students is also neutral (and it is viewed that way because it adheres to hegemonic norms), and that their students’ identities are reflected within the normative content. By assuming students are represented by normative, teachers absolve themselves of accountability and responsibility to provide otherwise (45). At what cost are we maintaining the “comfort” of some of our students who might view LGBTQ identities as disagreeable? While some teachers won’t include LGBTQ related content or ideas into their lessons for reasons relating to either their desire to remain “neutral” or personal prejudices they might have, there are also a number of teachers that simply aren’t sure how to. Many teachers don’t believe that LGBTQ content is available in their curriculum. They are not sure of the difference between inclusion and queering and the different implications of each.
Inclusion, directly inserting LGBTQ books/characters/content, into curriculum presents even more challenges. In his essay, “Literacy, Sexuality, and the Value(s) of Queer Young Adult Literature,” William Banks introduces the unfortunate truth that LGBTQ young adult literature (YAL) is usually viewed as being majorly composed of coming out stories. While issues like coming out can be discussed, they’re harder to examine critically than heterosexism, for example (35). It is true that a lot of LGBTQ themed YAL is composed of coming out stories, but it is not the case for all of it, and that can be attributed to the fact that publishers of YAL often seek out coming out stories because the conflicts they present are intriguing (36). Now this presents a whole separate issue for teachers regarding how to introduce LGBTQ themed YAL texts in a way that is not voyeuristic, or perceived by students to be encompassing of all LGBTQ identities and experiences (34). This in itself is a reason that many teachers shy away from the direct inclusion of this type of text, which is intensified by the idea that YAL does not belong in the classroom as something other than a bridge for English language learners or students’ with learning disabilities. However, YAL is valuable for a multitude of reasons, not just as a reward or a bridge, but as the focus of a unit. There is a huge debate in the field regarding straying away from the canon, but examining text complexity, content, style, and ability to meet the demands Common Core State Standards can provide an adequate rationale for its usage. Teachers who do not see YAL as an option for their classrooms, or who do not realize what types of YAL are available to them may feel that they lack the option of inclusion. I interviewed a ninth grade English teacher from Yorktown High School who stated, “I think teachers are fine with [inclusion]. It’s just that there’s not much literature that we currently have that deals with it.” Banks also writes that many teachers who do attempt to provide LGBTQ inclusive curriculum make the mistake of looking for the “best” or “most powerful” LGBTQ book, as if that is even possible (34). While the resources necessary to create either a curriculum that includes LGBTQ identities both literally and through encouraging students’ critical thinking exist, doing so sometimes presents complications that teachers don’t view as worthy of their time, or that they’d prefer to avoid all together. It makes sense that some teachers would rather avoid conflict that advocate for LGBTQ content because in some circumstances the risks of doing so are substantial. They include losing one’s job, backlash from parents, administrators, and other teachers, as well as censorship. One of the teachers I interviewed was hesitant to even speak to me for this blog once he realized what it was about because he doesn’t have tenure. Some wrongly assume that students aren’t willing or mature enough to engage with complex ideas that challenge hegemonic social norms such as feminism, and critically examining racism, classism, and heterosexism, or the existence of oppression as something that manifests through systems of privilege and disadvantage (Sieban and Wallowitz 44-45). Teachers might also jump to conclusions and assume that administrators and parents won’t support them or openly embrace their decisions, which isn’t always the case. While the personal beliefs and apprehensions of teachers sometimes serve as enough discouragement regarding venturing into the land of LGBTQ inclusivity, there are other obstacles for those who persist. In many cases, parents are concerned with what their children are learning in schools, especially when the content does not reflect their own values. They sometimes don’t understand the critical approach that can be taken to certain books or topics, or the process that teachers go through in determining what is important to teach students (Kauer 56). In many cases school districts are not properly equipped to deal with parental requests calling for censorship, or they honor the requests to avoid outside scrutiny and media coverage which such issues have been known to gain (Lent 65). One of the English teachers I interviewed stated, “I would think on the surface the administration says that they are embracing incorporating LGBTQ themes in the classroom, but I think it would scare them to death.” The fear of districts and administration to include LGBTQ content is logical for a school that is not prepared to deal with backlash, which is why it is necessary to formulate a plan or protocol to do so. Some districts have specific guidelines and procedures for dealing with censorship. Schools that enforce these procedures have less issues with parents, and have a plan to deal with whatever issues that might come up (Kauer 58). Additionally, these guidelines serve as a tool for teachers who may be unsure as to how to advocate for including controversial material into their classrooms. There are several things that teachers who desire to include LGBTQ themes into their classroom can do to combat resistance. First, they can educate themselves on queer theory and how it works as a tool for thinking critically about oppression. This will help them figure out how to frame issues that might be considered controversial in a productive way and encourage student engagement with them. Recognizing that oppression persists because of silence is also important, and should serve as motivation against potential obstacles. Additionally, teachers should be fully aware of, and take advantage of, the resources available to them. While some schools do have a mandatory booklist, this is not always the case and with the support of a strong rationale (and maybe some outside funding from an organization like Donors Choose) it is absolutely possible to have the addition of new books approved by administration. It cannot be denied that incorporating LGBTQ topics and themes into classrooms poses several risks to the teacher, however the implications of not doing so are too severe to ignore. With persistence and the right resources, the queering of a classroom will prove beneficial to all involved. Works CitedBanks, William P. "Literacy, Sexuality, and the Value(s) of Queer Young Adult Literature." The English Journal 98.4 (2009): 33-36. JSTOR. Web. 10 Oct. 2014.
Kauer, Suzanne M. "A Battle Reconsidered: Second Thoughts on Book Censorship and Conservative Parents." The English Journal 97.3 (2008): 56-60. JSTOR. Web. 3 Oct. 2014. Lent, ReLeah C. "Facing the Issues: Challenges, Censorship, and Reflection through Dialogue." The English Journal 97.3 (2008): 61-66. JSTOR. Web. 3 Oct. 2014. Sieben, Nicole, and Laraine Wallowitz. ""Watch What You Teach": A First Year Teacher Refuses to Play It Safe." English Journal 98.4 (2009): 44-49. JSTOR. Web. 7 Oct. 2014. I plan on covering LGBTQ issues of coming out in later blogs, but in honor of National Coming Out day, I will leave you with an informal blog regarding it. The first National Coming Out Day took place on October 11, 1988, a day that marks the one-year anniversary of the march on Washington for Gay and Lesbian rights. The day was meant to show the public that gays and lesbians (and now more broadly LGBTQ) individuals were everywhere. The increased visibility that coming out provided was seen as essential to gaining equal rights and treatment. Showing people that LGBTQ identity is everywhere, as well as claimed by diverse groups of people could provide a humanizing view of LGBTQ identities to those with negative impressions regarding them.
Trans* visibility issues are both distinct from and related to LGB visibility issues. The trans* community has been excluded from many of the actions and changes that have benefited the LGB population. While National Coming Out Day is currently seen as inclusive to most LGBTQ identities, and a day for anyone who identifies as such to embrace their identities, this has not always been the case. The movement for gay rights has been exactly that, meaning that while some might view “gay rights” as an umbrella term for all LGBTQ issues, it is not, and never has been. The movement has a history of excluding the inclusion of identities that may be perceived as affecting the success towards gay and lesbian equality, such as when trans* individuals were considered detrimental to the success of the Gay Liberation Front in the 70s and therefore removed. Among those excluded are trans* individuals, bisexuals, who may benefit from certain gay and lesbian rights, but are otherwise erased and rendered invisible resulting in a different myriad of problems, and lastly other queer-identified individuals. Unfortunately, this type of exclusion does still happen currently within movements but arguably there is now more support for the inclusion of rights and protection for trans* and queer-identified individuals in both LGBTQ identified organizations, as well as what many perceive to be third wave feminism. One organization infamous for this type of exclusion is the Human Rights Campaign, an organization that attempts to maintain the appearances of working towards full equality for the entire LGBTQ community, while actively and repeatedly acting in ways that exclude not only the trans* community, but also LGBTQ people of color, you can read about them here and here. Visibility in the classroom for an LGBTQ educator presents several complex issues, which I will address in this video blog: In my previous blog entry I included information from GLSEN's Climate Survey. I included the findings from the 2011 Climate Survey, however the results of the more recent 2013 survey will be available later this month. In addition to the release of the findings, GLSEN's research department will be hosting a free webinar to discuss their findings.
The webinar will take place on Wednesday, October 22nd at 4:00 PM EST. While the event is free, you do need to sign up, which can be done here. There are several reasons that teachers should consider including LGBTQ inclusive topics and discussions into their everyday instruction. Just to name a few:
There are two proposed methods for incorporating LGBTQ identities into the classroom environment, and mixed opinions regarding both. In their essay, Analyzing Talk in a Long-Term Literature Discussion Group: Ways of Operating Within LGBT-Inclusive and Queer Discourses, authors Mollie Blackburn and Caroline Clark propose both inclusive curriculum, and “queering” the approach to curriculum (223). Both of these methods have a variety of pros and cons, and for that reason they should be used in conjunction. A more inclusive curriculum would require the introduction of new material displaying diverse identities. This could be very useful for teachers having difficulty finding relevant non-fiction texts (which are now stressed by the common core state standards) because there is a lot going on with LGBTQ activism in the news, as well as a wide variety of personal narratives and memoirs available. However, an inclusive curriculum runs the risk of reinforcing heteronormativity, which is the belief that heterosexuality is normal, and all other sexualities are therefore “abnormal or inferior.” Heteronormativity coexists with homophobia in ways that are not as obvious, but equally damaging (Blackburn and Smith 625). Depending on the way that an inclusive curriculum is presented, it could be very othering, especially if the educator is not knowledgeable when it comes to LGBTQ identities. A high school senior from North Carolina argues that if we educated teachers on different identities, they’d be able to teach more inclusive lessons. For her, this would be beneficial in a number of ways, including the fact that more inclusive lessons might help questioning students to navigate better their identities, or simply dispel the notion that biological sex is synonymous with gender expression and identity, which is often wrongly reinforced in certain contexts, such as biology classes. She stated that a more inclusive curriculum would “normalize different identities, instead of leaving straight cis students to see other identities as “weird” or wrong.” This idea is very important, and one of the driving forces for an inclusive curriculum. Another student, a sophomore (who uses gender neutral pronouns) attending a high school in the Midwest agrees that it would be positive for teachers to be more aware of the diverse variety of identities that exist. They argue that, “Teachers are meant to help students through their childhood and adolescent years; knowing that there are more options than cisgender and heterosexual might aid them in understanding and helping students.” They also brought up the idea that while educating teachers might lead to a positive change, it also runs the risk of leading to further mistreatment of those with already marginalized identities from teachers that are not accepting. The other approach to including LGBTQ identities in the classroom is called “queering.” This approach is useful for several reasons, including that it allows students to interrogate structures such as homophobia and heteronormativity, evaluate how they are affected by them, and be critical of them. This approach can be used on a more intersectional level to evaluate systems of privilege and disadvantage. Further than just homophobia, and heteronormativity, students will be able to think critically about “notions of family” and how attraction works (Blackburn and Smith 625). The queering approach does not present specific LGBTQ identities, as the inclusive approach does, which can often reinforce existing ideas and stereotypes about the LGBTQ community, and in turn simplify complex identities. This approach may be favored by teachers that are hesitant to incorporate new texts and materials, because they can continue to use the materials that they are used to, they just need to reframe discussions and assignments. Some might ask why this shift is necessary now, and to them I would say, “well, for starters, it’s 2014” or maybe, “there’s no time like the present…” or perhaps, “because we’ve been drastically under serving our LGBTQ students for years, they’re literally dying and nobody is doing anything but tell them “Oh, it gets better, hang in there!” It is the job of teachers not only to educate students, but to look out for their best interest, and in many cases we don’t even have the proper policies to protect them.” I’d stick with any of those responses, I think it’s an issue of knowing your audience. According to GLSEN’s 2011 climate survey, 80% of transgender students do not feel safe at school and nearly 59% reported that they were harassed (XIX). Nearly 64% of students reported feeling unsafe because of their sexuality (XIV). Many students also reported that they did not report incidents to school staff because they knew nothing would be done to help them, only 10% of students reported that their schools had policies specifically regarding LGBTQ safety (XIX). I interviewed two teachers, both consider themselves advocates for LGBTQ students, in preparation for this blog, Mr. DelCasale, a music teacher for both middle school and high school, and Ms. Castro, a third grade classroom teacher, both in Peekskill, New York. When I asked if specific policies, or training existed regarding the safety and inclusion of LGBTQ students, Mr. DelCasale was unaware if anything existed. Ms. Castro informed me that new teachers receive the new statewide Dignity for All Students Act (DASA) training which deals with the prevention and intervention in situations involving bullying and harassment. This is a seven hour class that only teachers with newer certifications are required to take, meaning that teachers that have been in the classroom for years are unaffected by it. Another issue is that many students begin navigating their multiple identities once they reach middle school, and most districts, if they provide any, do not provide resources to students in grade levels below high school. Mr. DelCasale informed me that Peekskill’s high school has a GSA club, but the middle school does not. Additionally, the high school has a designated safe space area in the cafeteria for students. Middle school students do not have access to either of these, when it is crucial to provide a support system for them. Middle school students are also less likely to advocate for themselves and demand that they receive resources out of fear of further ostracism. Adequate resources should be available to students of all grade levels. They should be able to walk into their school’s library and find books and accurate information where they see their lives and identities reflected. Many times on school’s networks, any website with LGBT themes is blacklisted. These need to be filtered and sorted more carefully so that they are not all just grouped together and blocked. According to GLSEN’s 2011 climate survey, 17.7% of students in inclusive environments missed school because of the way they were treated by peers and faculty, compared to the nearly 35% that missed days of school in schools with no inclusive curriculum. Additionally, students with access to inclusive environments reported that they had a “greater sense of connectedness” within their school community (XVI). Teachers and students alike should know whether or not there are policies to protect LBGTQ students in their districts. If there are not, teachers and students need to advocate for these policies. Staff should be trained in both sensitivity and intervention, and students should be fully aware of what resources are available for them. Through a change in policies, attitudes, and curriculum, we could make schools a much safer, desirable environment for a lot of students, something that some of them might not have access to otherwise. Works CitedBlackburn, Mollie V., and Caroline T. Clark. "Analyzing Talk in a Long-Term Literature
Discussion Group: Ways of Operating Within LGBT-Inclusive and Queer Discourses." JSTOR. N.p., 2011. Web. Blackburn, Mollie V., and Jill M. Smith. "Moving Beyond the Inclusion of LGBT-Themed Literature in English Language Arts Classrooms: Interrogating Heteronormativity and Exploring Intersectionality."Journal of Adolescent & Adult Literacy 53.8 (2010): 625-34. JSTOR. Web. 22 Sept. 2014. Grant, Jaime M., Lisa A. Mottet, Justin Tanis, Jack Harrison, Jody L. Herman, and Mara Keisling. Injustice at Every Turn: A Report of the National Transgender Discrimination Survey. Washington: National Center for Transgender Equality and National Gay and Lesbian Task Force, 2011. Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. (2012). The 2011 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN. "Lesbian, Gay, Bisexual, and Transgender Health." Centers for Disease Control and Prevention. CDC, 25 Mar. 2014. Web. 20 Sept. 2014. |