LGBTQ+Issues



The major issue facing LGBTQ students today is the rampant homophobia found in school. This issue is reflected in the title of the report, //[|Every Class in Every School][|The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools Final Report - May 2011]//.

Researchers surveyed over 3700 students from across Canada between December 2007 and June 2009 though both an open-access online survey and through in-school sessions conducted in twenty randomly selected school districts in all regions of Canada.


 * A Few Key Findings**


 * 70% of all participating students, LGBTQ and non-LGBTQ, reported hearing expressions such as “that's so gay” every day in school and almost half (48%) reported hearing remarks such as “faggot,” “lezbo,” and “dyke” every day in school.


 * **Almost 10% of LGBTQ students reported having heard homophobic comments from teachers daily or weekly**


 * 74% of trans students, 55% of sexual minority students, and 26% of non-LGBTQ students reported having been **verbally harassed about their gender expression**.


 * 37% of youth with LGBTQ parents reported being **verbally harassed about the sexual orientation of their parents**.


 * 21% LGBTQ students reported being **physically harassed or assaulted due to their sexual orientation**.


 * Youth of colour, both LGBTQ and non-LGBTQ, are far less likely to know of any teachers or staff members who are supportive of LGBTQ students (48% knew of none, compared to 38% of Aboriginal and 31% of Caucasian youth, LGBTQ and non-LGBTQ combined).


 * Almost two thirds (64%) of LGBTQ students and 61% of students with LGBTQ parents reported that they feel unsafe at school. **LGBTQ youth were significantly more likely to see hallways, the cafeteria, classrooms, the library, stairwells/ under stairs, the gymnasium, Phys. Ed. change rooms, the school grounds, washrooms, school buses, and travelling to and from school as unsafe. Additionally, many non-LGBTQ participants also recognized these places as being unsafe for LGBTQ students.


 * Conclusions **
 * LGBTQ students are exposed to language that insults their dignity as part of everyday school experience and youth with LGBTQ family members are constantly hearing their loved ones being denigrated.
 * LGBTQ students and students with LGBTQ parents experience much higher levels of verbal, physical, sexual, and other forms of discrimination, harassment, and abuse than other students.
 * Most LGBTQ students and students with LGBTQ parents do not feel safe at school.
 * The situation is worse on all counts for female sexual minority students and youth with LGBTQ parents and even worse for trans students.
 * Many students, especially youth of colour, do not have even one person they can talk to about LGBTQ matters.
 * Many schools have a well-developed human rights curriculum that espouses respect and dignity for every identity group protected in the Canadian Charter of Rights and Freedoms except for LGBTQ people.
 * Teachers often look the other way when they hear homophobic and transphobic comments and some of them even make these kinds of comments themselves.

From //[|Every Class in Every School][|The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools Final Report - May 2011]//

Just like the hidden curriculum we have discussed previously in this course, there are other aspects of school that are hidden. GLBTQ students and children of GLBTQ parents are often called the invisible minority. Unlike other minorities, they cannot be easily identifed by characteristic aspects such as skin colour, ethnic dress, or accents. While we routinely study and celebrate Canada's multicultural society, how well do our schools, our curricula, and our resources reflect our GLBTQ students? What do you or could you do in your classroom to reflect your GLBTQ students? media type="custom" key="11199310" width="120" height="120"
 * Missing Mirrors**
 * Do You See Me?**

**I WILL BE EDITING THIS VOICETHREAD - CYNTHIA**

 * Strategies for Including GLBTQ Students (CYNTHIA WILL EDIT AND ADD TO THIS)**

Current school curricula and practice built on heteronormativity --"the belief that the archetypal human is straight" (p.362) -- denies inclusive education to those with differing sexual orientations. The author points out that the social studies curriculum used to reflect the superiority of the white Anglo-Saxon male. While it now reflects the multicultural, multiethnic, multi-religious, and of course female aspects of American society, official curriculum still ignores gay, lesbian, bisexual, and transgendered individuals. Thornton says, ‘“Educators must answer the question, “Does everybody count as human”’ (p. 363)?

Social studies curriculum is supposed to embrace change and reflect contemporary society. Its curriculum offers many opportunities to combat heteronormativity. One strategy is to integrate study of the contributions of and issues faced by important historical figures who were gay or lesbian into topics already taught in schools. Another is the issue of human rights. While the denial of human rights to women in Muslim countries is frequently discussed in schools, the denial of those same rights to gay men is not.

Educators must also work to counteract the “hidden curriculum everybody sees” (p. 364) which ignores or tacitly condones homophobic behaviour. At-risk LGBTQ youth should be able to count on teachers and librarians for support and educational inclusion, especially in the face of anti-gay pressures from some parents and religious groups. Teachers can choose to use gay-themed materials to support curricular outcomes, not only to be inclusive of all students but to show respect for families with gay or lesbian parents. Either we change how we teach or take the risk that students will go from kindegartne to grade 12 learning from only the prejudicial curriculum.


 * References**

Hoheb, M. L. (1999). Missing mirrors: Literacy experiences of adolescent lesbians. (Doctoral dissertation). Retrieved from Dissertations & Theses: Full Text. (AAT 9952918)

//[|Every Class in Every School][|The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools Final Report - May 2011]// (I WILL EDIT THIS - CYNTHIA)

Thornton, S. (2009). Silence on gays and lesbians in social studies curriculum. In D. J. Flinders & S. J. Thornton (Eds.), //The curriculum studies reader// (3rd ed., pp. 362-367). New York: RoutledgeFalmer.