Vo - SLWK 603 - Implementing Strategies for Social Justice

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1 Implementing Strategies for Social Justice Paper Michelle Vo School of Social Work, Virginia Commonwealth University SLK 603: Power, Privilege, and Oppression Cory Tolliver December 6, 2023

2 Introduction Bullying, harassment, and victimization against LGBTQ+ students within their school environments are a persistent issue that needs to be brought to attention. These challenges that these students face is often rooted in systemic oppression, where these students face discrimination based on their sexual orientation, gender identity, or expression of self. Social workers working with LGTBQ+ students facing bullying, harassment, and victimization in their school environments have many ethical issues to consider. It is important for social workers to engage with and contribute to existing literature, research, and practices relating to LGTBQ+ students. Schools should also strive to create and foster a supportive environment for all students no matter of their race, gender, sexual identity, or other personal characteristics to ensure a safe learning environment. LGTBQ+ students often experience extreme challenges, such as loneliness, alienation, hopelessness, substance abuse, self-injury, risk of suicide, and sexual risk- taking due to experiencing discrimination and oppression in their school environments (Wallstead, 2021). All of these factors should be taking into consideration by everyone, not just social workers, to work toward fostering a more inclusive and healthier school environment for LGTBQ+ students. LGTBQ+ students in schools face a multitude of needs and concerns, including bullying, harassment, and victimization based on their sexual orientation or gender identity. A hostile school environment can impact their academic success and mental well-being. LGTBQ+ students who experience discrimination and oppression at their schools have been seen to exhibit poorer educational outcomes, reflected in lower grade point averages, and compromised psychological mental states (Goodboy, 2018). The exposure to bullying can hinder the developmental processes of LGBTQ+ students and potentially lead to health issues due to heightened levels of stress.

3 Studies show that LGTBQ+ students experience additional stress related to their sexual identity while also experiencing stressors from their daily life and school. (Gower, 2018). LGTBQ+ students are more likely to face harassment and victimization from their peers in the form of physical bullying, such as hitting, kicking, or threats of violence, relational bullying, such as social exclusion or spreading rumors, verbal bullying, such as name calling, or even cyber bullying, such as over social media or text chats (Heubner, 2018). Unfortunately, there is a lack of discussion about LGTBQ+ students in their classes due to discriminatory curriculum and outdated school perspectives. This lack of exposure leads to ignorance among other students about the LGTBQ+ community which contributes to bullying of LTGBQ+ students in a physical, emotional, or online aspect (Wallstead, 2021). Overview of Population LGTBQ+ students face higher rates of bullying, harassment, and victimization compared to their heterosexual and cisgender counterparts. Incidents of homophobic bullying are strongly linked to adverse impacts on academic performance, mental well-being, and physical health, which could lead to school absences, physical injuries, psychological distress, substance use, or suicidal ideation. According to Robinson (2012), LGTBQ+ identified students are 3.3% more likely to contemplate suicide, 3.0) more likely to attempt suicide, and 1.4% more likely to skip school when compared to the school’s heterosexual students. Along with these challenges that LGTBQ+ students face at school, there is also a lack of educator training focused on LGTBQ+ students that may cause these students to feel a sense of isolation and a lack of adult figures to confide in regarding these issues (Wallstead, 2021).

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4 A common element of oppression is the denial of the right to define a person’s reality. For LGTBQ+ students who are experiencing oppression, this is shown through their sexual identities being invalidated or suppressed. Bullying, harassment, and victimization toward these students target the core aspects of their identity, which could further lead to these students feeling marginalized and unwelcome in their school environments. This aspect of oppression manifests itself through derogatory language, exclusion, or even physical violence from other students based on their sexual orientation or gender identity. This oppression can also come from the school’s teachers, administrators, or peers through harmful stereotypes or failing to address incidents of discrimination toward these LGBTQ+ students and the hostile school environment (Fantus, 2021). This element of oppression creates a toxic school environment that has the potential to hinder the personal and academic growth of LGTBQ+ students. Research has shown that structural interventions and changes need to be implemented to help reduce the amount that LGBTQ+ students get abused, bullied, harassed, discriminated, and victimized and to ensure that their school can be a supportive, protective, and secure learning environment for these students (Dominguez-Martinez, 2019). One social justice strategy that can be implemented for LGTBQ+ students and their advocates could use to overcome the effects of bullying, harassment, and victimization could be advocacy and activism. Activism can take place through organizing events, creating safe spaces, support networks, and advocating for policy changes within the school system that will promote better treatment of their LGTBQ+ students. The appropriateness and effectiveness of advocacy and activism can depend on various factors. These factors could include the school’s culture and the level of support these LGBTQ+ students receive from the school’s teachers and administrators. Activism can help raise awareness, challenge oppressive norms, and encourage a sense of solidarity among LGTBQ+

5 students. However, activism for LGTBQ+ students may face resistance in the form of conservative environments and a lack of support from the institution and their comprehensive changes. The creation of safe spaces and support networks can be very supportive toward LGTBQ+ students depending on their school environment. These safe spaces and support networks can help empower LGTBQ+ students while also offering a sense of community and support for them to help counter the oppression they face. Description of the Plan A plan to help reduce the oppression that LGTBQ+ students face through bullying, harassment, and victimization would be to help school’s implement comprehensive anti-bullying and inclusion programs to help promote these LGTBQ+ students. These school programs would include educating both the students at the schools and the teachers and administrative staff about LGTBQ+ issues, fostering empathy, and creating a supportive environment for everyone. While these school programs are being implemented, there should also be clear policies against discrimination established in the school environments. These school programs aim to create a safer and more inclusive school environment for LGTBQ+ students by addressing the root causes of oppression while also fostering a culture of respect and acceptance for everyone (Goodboy, 2018). One important aspect of this plan involves educational initiatives that are aimed toward raising awareness and promoting the understanding of issues around LGTBQ+ students. Raising awareness and promoting this understanding of these issues could be done through incorporating the LGBTQ+ history, perspectives, and contributions into the school’s curriculum. Adding these things to the curriculum could lead to the creation of a more inclusive learning environment for

6 the LGTBQ+ students. Another aspect to the plan would include training sessions for the teachers and administrative staff to educate and enhance their cultural competence while also providing tools to address the discriminatory behaviors that occur against LGTBQ+ students. The training sessions for the teachers and administrative staff could incorporate guest speakers and workshops to contribute toward a more beneficial and informed school community that fosters empathy for all students (Wallstead, 2021). Other aspects of the plan that will help incorporate a better and inclusive environment for LGBTQ+ students would be policy development, implementing support structures, and increasing community engagement. The school could promote policy development through creating anti-bullying policies that explicitly address the discrimination and bullying that LGTBQ+ students face on a daily basis. These policies will have clear consequences and punishments for any students, teachers, or staff that participate in any bullying, harassment, or victimization based on a student’s sexual orientation or gender identity. These new policies being implemented will also help advocate for the inclusion of LGTBQ+ rights and protection of these LGTBQ+ students within the schools, ensuring there is a strong stance against discrimination and bullying (Gower, 2018). Support structures can also play a critical role in this plan to help prevent and abolish the oppression that LGTBQ+ students face in their school environments. The creation of support structures can help foster a safe environment for LGTBQ+ students that face bullying, harassment, and victimization in their schools. One key component of these support structures would be the creation of safe spaces in schools for students to escape to if they are experiencing oppression of their sexual orientation or gender identity. These safe spaces would be places inside or outside their schools where LGTBQ+ students can feel secure, accepted, and safe from

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7 fear of judgement or discrimination or bullying they are facing. These safe spaces in the school could be designated rooms or areas where these students can gather together to share their experiences, express themselves authentically, and help each other with their circumstances. This safe space can also act as a support group for these students as they can confide in each other about their experiencing with discrimination, oppression, and bullying from their sexual orientation and gender identity. The support group can be led by students willing to share their experiences to help others or by a faculty member to touch on topics such as self-acceptance, coping strategies for bullying and discrimination, and how to navigate through the student’s challenges due to their sexual orientation or gender identity. These support groups and safe spaces will help create a community and safe environment where LGTBQ+ students can find solidarity (Domínguez-Martínez, 2019). Advocacy is a social justice strategy that can be employed through this plan on helping prevent discrimination, oppression, and bullying of LGTBQ+ students in their school environments. Advocacy involves actively supporting and promoting the rights and well-being of the marginalized LGTBQ+ students by challenging discriminatory norms, influencing policy changes, and fostering a more inclusive school culture (Levy, 2009). The aspects of the plan that align with the social justice strategy of advocacy and activism include positive changes to help support LGBTQ+ students in their school environments. Advocating for the well-being and rights of LGTBQ+ students would help with policy changes by developing and implementing anti-bullying policies that address the discrimination, oppression, and bullying that LGTBQ+ students face in their schools by their peers or faculty. (Robinson, 2012). These policies will help serve as a commitment by the schools to create a safe environment and educating the masses about this ongoing issue in schools by challenging stereotypes and biases while also fostering a

8 culture of acceptance and understanding for everyone in schools. The rationale for using the strategy of advocacy to help prevent discrimination, bullying, harassment, and victimization for LGTBQ+ students in their school environments is to help bring systemic changes. Advocacy can help influence policies, attitudes, and societal stereotypes within the school communities. Advocacy can also help empower students, teachers, and the community to be active members to support this plan. Critique of the Plan This plan to help promote advocacy for LGTBQ+ students facing discrimination, oppression, bullying, harassment, and victimization in their school environment can have strengths, weaknesses, and ethical dilemmas. Some strengths to the plan would be focuses on systemic changes, and inclusivity through the educational system. Advocating for changes in anti-bullying policies and the inclusion of LGBTQ+ rights through the school system will help create a new foundation that focuses on the acceptance and inclusion of everyone in schools no matter their sexual orientation or gender identity. The incorporation of LGTBQ+ history and information into the school’s curriculum and hosting training sessions for the staff will also promote the school’s commitment to make sure that all students feel included and safe at school. The resources needed to ensure success would be financial resources to support the implementation of support groups and training sessions and collaboration with the community to promote these new changes in schools (Wallstead, 2021). Some weaknesses that this plan may face could be resistance and opposition to the new systemic and school changes to include the LGTBQ+ community. Some students, teachers, or administration staff may hold conservative views or have internal biases against the LGTBQ+

9 community. This would conflict with the plan of advocacy of LGTBQ+ students due to the opposition from these people. Ethical dilemmas of the plan could be balancing inclusivity and cultural sensitivity as some people may hold certain perspectives on the LGTBQ+ community that would prevent this plan from being implemented (Heubner, 2015). One ethical dilemma that may occur is the issue of privacy and confidentiality as well. To ensure the success of this plan, confidentiality must be held for any LGTBQ+ student that may confide in others while also fostering a safe and sure space.

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10 References Fantus, S., & Newman, P. A. (2021). Promoting a positive school climate for sexual and gender minority youth through a systems approach: A theory-informed qualitative study. American Journal of Orthopsychiatry, 91 (1), 9– 19. https://doi.org/10.1037/ort0000513 Goodboy, A. K., & Martin, M. M. (2018). LGBT bullying in school: Perspectives on Prevention. Communication Education , 67 (4), 513–520. https://doi.org/10.1080/03634523.2018.1494846 Gower, A. L., Rider, G. N., McMorris, B. J., & Eisenberg, M. E. (2018). Bullying Victimization among LGBTQ Youth: Current and Future Directions. Current sexual health reports , 10 (4), 246–254. https://doi.org/10.1007/s11930-018-0169-y Huebner, D. M., Thoma, B. C., & Neilands, T. B. (2015). School victimization and substance use among lesbian, gay, bisexual, and transgender adolescents. Prevention science: the official journal of the Society for Prevention Research , 16 (5), 734–743. https://doi.org/10.1007/s11121-014-0507-x Levy, D. L. (2009). Gay and Lesbian Identity Development: An Overview for Social Workers. Journal of Human Behavior in the Social Environment , 19 (8), 978–993. https://doi.org/10.1080/10911350903126866 Robinson, J. P., & Espelage, D. L. (2012). Bullying Explains Only Part of LGBTQ–Heterosexual Risk Disparities: Implications for Policy and Practice. Educational Researcher , 41 (8), 309-319. https://doi.org/10.3102/0013189X12457023

11 Domínguez-Martínez, T., & Robles, R. (2019). Preventing transphobic bullying and promoting Inclusive Educational Environments: Literature Review and implementing recommendations. Archives of Medical Research , 50 (8), 543–555. https://doi.org/10.1016/j.arcmed.2019.10.009 Wallstead, Mandy K. (2021). The Effects of Bullying and Solutions to Bullying of LGBTQ+ Students in Schools. Culminating Experience Projects . 84. https://scholarworks.gvsu.edu/gradprojects/84

Vo - SLWK 603 - Implementing Strategies for Social Justice

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