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.
· 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).
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 GSA
Although 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.)
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.
Resources
The 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
Dealing with Hostility towards your GSA
GLSEN's GSA Fact Sheet
Register your GSA with GLSEN
Works Cited
Currie, 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.
Tatum, Alfred W. Teaching Reading to Black Adolescent Males: Closing the Achievement Gap. Portland, Me.: Stenhouse, 2005. Print.