GLBTC
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
GLBTC-- gay,lesbian,bisexual, and transgender community.
Taken from the SIECUS Report, Volume 29, Number 4 - April/May 2001
Sexual Self-Concept, Orientation, and Identity
- Sexual self-concept is an individual’s evaluation of his or her sexual feelings and actions1
- Developing a sexual self-concept is a key developmental task of adolescence
- During adolescence, young people tend to experience their first adult erotic feelings, experiment with sexual behaviors, and develop a strong sense of their own gender identity and sexual orientation3
- Gender identification includes understanding that a person is male or female as well as understanding the roles, values, duties, and responsibilities of being a man or a woman4
Sexual Orientation during Adolescence
These statistics are from a report written by the Safe Schools Coalition of Washington that describes several other studies:
- In Seattle, of 8,406 respondents in the ninth to twelfth grades, 4.5 percent of respondents described themselves as gay, lesbian, and bisexual (GLB). Ninety-one percent described themselves as heterosexual. Another four percent indicated that they were “not sure�? of their orientations.
- In Massachusetts, of 3,982 respondents in the ninth to twelfth grades, two percent of the students described themselves as GLB and 3three percent reported that they had same-gender sexual experience
- In Vermont, of 8,636 respondents in the ninth to twelfth grades, 5.3 percent of young men and 3.4 percent of young women reported having engaged in same-gender “sexual activity�?
- In Minnesota, of 36,254 respondents in the seventh to twelfth grades, 1.1 percent of students described themselves as “bisexual,�? “mostly homosexual,�? or “100 percent homosexual.�? Same-gender sexual attraction and anticipated future same-gender sexual experience was reported by 5.1 percent, and same-gender sexual fantasy was reported by 2.8 percent of respondents.
- Uncertainty about sexual orientation declined with age, from 25.9 percent of 12-year-old students to five percent of 17-year-old students6
- In San Francisco, of 1,914 respondents in the ninth to twelfth grades, 0.2 percent of respondents reported same-gender sexual intercourse
- Of 13,454 American Indian youth in the seventh to twelfth grades at reservation schools throughout the nation, 1.6 percent of students described themselves as “bisexual,�? “mostly homosexual,�? or “100 percent homosexual.�? Same-gender sexual experience was reported by 1.3 percent of respondents. Same-gender attraction and anticipated future same-gender sexual experience was reported by 4.4 percent and same-gender sexual fantasy by 4.4 percent of respondents.
Equity and Social Justice
The students groups must first realize that change of a schools culture is going take time. We have come to understand more deeply that change is a slow process that requires equal parts of patience and persistence (Casper, 1996). This cannot be done without the assistance of teachers, parents, and administrators. We must become more aware of how our behavior, with both children and adults enable students to act. We must listen more carefully, and work consciously to create a social atmosphere that recognizes everyone (Casper, 1996). The student groups need to understand and articulate their position as it concerns the issues of democracy, morality, discrimination, equity, civil rights, and the support. The NEA (1999) affirms that the exclusion of GLBTQ from the curriculum perpetuates misunderstanding, myths, and stereotypes, surrounding gay and lesbian staff and students (Macgillivray, 2000). This can only be achieved if everyone is one the same page. Several studies reveal that teachers have little knowledge about homosexuality. Sears (1992) found 48% of the high school students reported knowing few teachers who were supportive of homosexual students. Another 47% had no idea of their teachers’ view on homosexuality. Only 8% of the students reported that their teachers had ever discussed homosexuality within the context of a classroom discussion (Mathison, 1998).
[edit] Application in classrooms and similar settings
In addition to research and curriculum, principals need to create a safe space that enables LGBT students to thrive in academic environment without the fear and isolation that traditionally accompanies them. Without such programs we can continue to experience such startling statistics as it concerns LGBT students:
- Lesbian and gay youth commit 30% of the completed suicides annually with suicide being the leading cause of death.
- 28% of gay/lesbians high school students in a national study were seen to have dropped out of school because of harassment resulting from their sexual orientation.
- 45% of gay and 20% of lesbian reports having experienced verbal harassment and or physical violence as a result of their sexual orientation during high school (Youth Pride Inc.1997)
Dropout:
28% of gay/lesbian high school students in a national study were seen to have dropped out of school because of harassment resulting from their sexual orientation.
Suicide: 30% of the completed youth suicides are committed by lesbian and gay youth annually and suicide is their leading cause of death.
Violence: 45% of gay and 20% of lesbians report having experienced verbal harassment and/or physical violence as a result of their sexual orientation during high school
Homelessness: 26% of gay and lesbian youth are forced to leave home because of conflicts with their families over their sexual identities.
Student Attitudes: 97% of students in public high schools report regularly hearing homophobic remarks from their peers.
Isolation: 80% of lesbian, gay and bisexual youth report severe isolation problems. They experience social isolation, emotional isolation and cognitive isolation.
Principals must also be willing to be the catalysts for changing schools into learning organization rather than managers of school agendas. This change should include all students by implementing multicultural education. The goal is to foster human rights and respect for difference and promote and understanding of alternative life choices (Udavari-Solner & Thousand, 1995). Furthermore, principals must give teachers the necessary support to implement the programs. Educators can use the following guidelines for the success of all students:
- Create a safe environment
- Provide positive role models
- Select curriculum materials and activities supportive of LGBT students
- Provide information and training
- Secure library holdings about gay and lesbian issues
- Focus attention on gay and lesbian students in ones research (Koerner, 1996
[edit] Evidence of effectiveness
[edit] Critics and their rationale
[edit] Alternative explanations due to Diversity considerations
[edit] Signed life experiences, testimonies, and stories.
There are many different types of families that do not reflect what soceity defined families as. As a teacher I had never had the experience of having children in my class who had two mommies or two daddies. When I did, I learned alot about myself as well as the child. The child had two mommies and he would call both of them mom. They were as involved as any parent would be in their child's education and there was no difference. Teachers need to become aware and be supportive of all parents.
C. Unzicker
Getting Clubbed Over a Club.
Students have been trying to establish a Gay /Straight Alliance since the mid-1990’s. There was a small group of parents who objected to the GSA, claiming that the club would promote illegal and immoral behavior. When the school board considered the request for the GSA, legal council informed the board the board that they could not deny the group’s request. The State Attorney General’s Office called for a special (closed) meeting to discuss the GSA. Based on the Open and Public Meetings Act, they could not have a closed meeting to discuss public issues. A senator stated that “Under existing law, legislators could close the a meeting to discuss existing litigation, pending litigation or possible litigation (McCeary, 2001). The senate was willing to do whatever it took to stop gay and lesbian clubs in public schools. The district was willing to go as far as eliminating all of the school non-curricular clubs, which it eventually did. The group of students began legal action that was headed by the ACLU and the Lambda Legal and Educational Fund. They would argue that the board was violating the 1984 Equal Access Act that allowed pray clubs in public schools. They would also use Mergans’ Decision that stated that if even one non-curricular club was allowed then the school must allow others (Luggs, 2001). They would also argue that the state was violating the students first amendment right of free speech. This action provoked a large outcry and anger, and much of it was directly aimed at the GSA students (Robinson, 2001). Some time later, a state lawmaker approved SB104, prohibiting public school employees from promoting illegal activities, including homosexuals, making it difficult to gain support from the adults. The students would once again feel the political backlash when trying to appear at the school assembly. The school administrator approved the application, but all future assemblies would be limited to ethnic groups and groups of specific geographic regions. Schoolteachers and administrators need to be aware of the law, as it exists. Many education professionals are not aware the rights of students and faculty-The laws that prohibit discrimination based on sexual orientation. These laws are commonly known as civil rights law or human rights law (Buckel, 2000). This should be paramount when it comes to the welfare and safety of our students. But as we see in the article Getting Clubbed Over a Club, this is not always the case. Students were ridiculed, mocked, and threatened. This type of environment is not conducive to learning. Another example of this can be seen in the Nabonzy case. The legal team would use the Equal Protection Clause of the United Stated to fight his case. Under this clause, public schools cannot pick and choose which students will be safe and which students will not be safe (Buckel, 2000). Nabonzy was taunted by his peers, beaten up by bullies, and not supported by his teachers. Furthermore, the administration did nothing to help him, with the exception of asking him to leave the school. Nabonzy did take the later advise and dropped out, once again adding to the very large number of gay teens who are experiencing violence and discrimination. The school did not protect the student’s civil right. Who is there to make sure that this will not happen? Who has the control to see that the laws are being carried out to protect all students?. According to Wirt, state politics control local school policies. Any reform movement that attempts to change at the local level will only have marginal impact. This makes a look at the political implication that decisions are a product of conflict among educational interest groups (school board, ACLU, Lambda) and between educational interest groups and state agencies (the senate, and state attorney generals office) (Spring, 2000).
Does it matter to students, teachers, administers, and the larger community if students and or faculty is gay? We can be very accepting when we do not have to think about the issues of LGBT’s, but when the movement begins to infringe on the heterosexual agenda and distribution of power, it becomes a political nightmare. Each side has the right to speak out (or do they?) against their opposition, but when does this affect the LGBT students and staff. Gay students and teachers have been fighting to ensure that they are receiving the best quality education our public schools have to offer. School districts around the country have been caught up in the political battles of conservatives’ ideologies and liberal agendas as it concerns gay rights. These rights would be the focus of the nineties and continue into the 21st century as marginalized groups fight for their rights to be treated fairly and equitably. The politics involving the conflict have legal and social implications that impact all of us. The issues have also brought tension among the groups ranging from but not limited to school organizations, firing of gay faculty, to students having a “safe space??. So I guess it does matter. We see all theses issues, (legal implications, equity and social, moral and ethnical tensions), addressed in the article Getting Clubbed Over a Club.
Principal Perspective . Taking the lead has never been inherent in the nature of the school enterprise. Schools respond to the political dictates of the groups in power; they do not usually shape or lead our social vision for the future (Bennett, 1995), but this does not have to be the case. School educators and principals need to examine the bigger picture. Principals must ask themselves, how can we be the most affective in reaching all of our students. There are currently between 1 million and 5 million lesbian mothers, 1 million to 3 million gay fathers, and an estimated 6 to 14 million children that have a lesbian or gay parent. Not to address this issue in school would be to deny yet another minority group their human rights as taxpayers, teachers and students. If I were the principal, I would eagerly begin the implementation of administrative research; expand the cirriculum and creating a safe space for the learning community.
Administrative research could influence the theory and practice in schools. Administrators and other educators need to understand more clearly how sexuality intertwines everyday experiences in schools with all students. We need to know creative and effective ways the sexual culture and structure of schools can reinforce, resist, reproduce, and disrupt unequal power relations (Capper, 1998).
I think that using describing words like "gay" as an insult is the most common and blatantly offensive thing said in schools today, and teachers really need to crack down on it. Gay jokes were rampant throughout my time in jr. high. My 8th grade english teacher was the one who really opened my eyes though, by actually talking about it in a lesson. "Why is there so much gay bashing in the hallways? Why do you guys call each other gay? Do you guys realize what you're saying?" she asked. Nobody really had an answer.
More recently, I decided pretty quickly in my brief stint as a substitute teacher last fall that I was going to have two rules in my classes: 1)Be respectful and follow the rules, and 2)Don't use "gay" as an insult. From the frequency with which kids called each other and things "gay" in the middle school I worked at, even after I told them not to, it became pretty clear that no teachers really cared when this went on. --Steve Hetzel
Commenting on the previous, I try to teach my sister not to use the word but I found myself using it in a humourous manner and I consider myself and ally of the gay community. So, not to be a hypocrite, I watch what I say very carefully. But my question is, Why is the derogatory use of the word dismissed? How can more people be aware of what they say and how it is said? Ty Martin
Until I came to college, I was almost utterly unaware of the GLBT community. Now I consider myself an ally. Like the previous poster, I too am careful of my language choice and often encourage my siblings to not use the word as well. College doesn't see nearly as much discrimination as high schools do, in my experience. If schools seek to provide not only an academic but a life education, this will become a much larger issue. -Matt Munley
In my class syllabus and posted on the wall of my classroom is the rule: "Never use potentially aggressive verbage--even in a joking manner--when describing someone or how you feel." I go on to explain never to use "gay" to mean "stupid" or to insult another student; never to use "retarded" to describe someone or a bad situation. My explaination is that these are aggressive words, and discriminatory words that must be phased out of their vocabulary. One never knows who has a gay brother, or because most gay people aren't "obvious" to the general population gay themselves; one never knows who has a mentally handicapped sister. When it is used, if the student's first offense, I say "Of course you mean that algebra test was either HAPPY or HOMOSEXUAL, yes? Which was it?" The student typically blushes and apologizes. Second offense and each time after it is a detention. My room--and many others in the school--is a hate-free zone. As a sidebar, 3 of the past 4 homecoming kings have been openly gay young men. I think that attitudes about homosexual students BETWEEN other students are getting better. I see most of the problems among parents or the teachers.
The reason that there is a public education system is so that we can educate the nations youth, and every youth has a fair and equal opportunity to be in a learning community. Personal opinions aside we need to embrace all of the children that walk into our schools equally. Our job is to educate them. The students need to know that regardless of their race, gender or sexuality we are here to protect them and their education.
[edit] References and other links of interest
[edit] References:
Advocates for Youth is an excellent resource for book recommendations, other websites, school advocacy programs and there is a nice focus on inclusion and normalcy rather than separatism. http://www.advocatesforyouth.org/youth/health/pamphlets/glbresources.htm
Creating Safe Schools for Lesbian and Gay Students: A resource guide for school staff, April 1997, Youth Pride Inc. Retrieved Oct. 15, 2003 from Multiculturalism, Education, History of Encyclopedia Britannica. Retrieved Nov. 30, 2003 from Encyclopedia Britannica premium service. http://www.britannica.com/eb/article?.cu=1083367
Gayteens Resources: An international site for GLBT young adults. http://www.gayteens.org
Lawrence et al. v. Texas: Certiorari to the court of appeals of Texas, Fourteenth District. Oct. 2002 Term Opinions of the court. Retrieved Nov. 30, 2003 from Supreme Court of the United States http://www.supremecourtus.gov/opinions/02slipopinion.html
Lugg, Catherine A., Feb. 2003, Sissies, Faggots, Lezzies, and Dykes: Gender, Sexual Orientation, and a new politics of education? Educational Administration Quarterly Vol.39, No.1 pp95-134
McCreary, Jason B., Winter 2001, Getting Clubbed Over a Club, Journal of Cases in Educational Leadership, Vol. 4, No. 1
Resenbrink, Carla W., Summer 1996, What differences does it make? The story of a lesbian teacher. Harvard Educational Review Vol.66, No.2
Supreme Court Strikes down Texas sodomy Law, Nov. 18, 2003, Retrieved Nov. 30, 2003 from CNN.com http://www.cnn.com/2003/LAW/06/26/scotus.sodomy
USA Sodomy Law Map, Retrieved Nov. 30, 2003 from Sodomy Laws http://www.sodomylaws.org/usa/usa.htm
Letts W. & Setes J. 1992, Advancing the dialogue about sexualities and schooling.
Woog, Dan, 1998, School’s out: The impact of gay & lesbian issues at an American school.
Lugg, Catherine A., Feb. 2003, Sissies, Faggots, Lezzies, and Dykes: Gender, Sexual Orientation, and a new politics of education? Educational Administration Quarterly Vol.39, No.1 pp95-134
