My attempt to destabilize students' perceptions of gender with Written on the Body by Jeanette Winterson.
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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>. |