Dbq Inclusion In Education

[The Gay-Straight Alliance (GSA) organization at my high school, which meets twice per month, generated a list of concerns that they shared with school administration. The focus was specifically about gender identity, the lack of support from school staff, and the daily scrutiny they face as a result of their sexual orientation and gender identity. Through collaboration with my colleagues it was evident that there had been an increase in teacher and student referrals surrounding gender identity. The feedback from GSA clearly identified that as a school we are not meeting the needs of our LGBT students and those struggling with sexual orientation. Members of the GSA clearly feel that teachers ignore negative comments like “gay” and “faggot” when they hear them in class, that teachers may not clearly understand gender neutral language, and that our Lesbian, Gay, Bisexual, and Transgender (LGBT) students do not feel safe and protected in school. Students needed support advocating for their right to use a restroom, correct pronoun, etc., requiring district, community, parent, and colleague

gay, lesbian, bisexual, and transgender students; part-time and full-time students; students with and without disabilities; and students of different races and national origins," it says. The guidance goes on to say that schools are obligated to "respond appropriately" to complaints of

People in the Renaissance had many opinions on what mankind was like and it was all varying between good expectations and reality. Petrus Paulus Vergerius who wrote “The New Education” talks about the expectation that all men should practice virtue and wisdom and that it should be passed down to be able to keep the knowledge alive (Document H). Many other people such as Juan Luis Vivies and Christine de Pizan had more of a negative look at mankind saying that man is fable and play and that not all opinions of men are based on reason (Document I and F). There were also people in the Renaissance who had singular opinions on how people should act. People should have beauty, grace, and talent according to Giorgio Vasari and with these qualities,

In the documentary, Noah, an 18 year old male to female transgender, many people in school ask question about her gender over and over again. Because of the harassment, many tend to drop out from school. “Harassment and bullying lead almost one-third of LGBTQ (lesbian, gay, bisexual, transgender, questioning) students to drop out of high school” (T Salazar). For most of them dropping out from school means working at a lower wage. Or even worse they became homeless. Some people argue that we should create a separate school of lesbian, gay, bisexual, and transgender (LGBT) students. However critics say that it means of “segregation or shielding the youth from the real world.” Giving a class about LGBT people in schools might be the solution, since students then will be aware of it. Education about LGBT people teaches not only students, but also the whole generation. Therefore, schools should be the primary targets to teach the society about LGBT

The Progressive Era from 1890-1920, was the response to the issues and injustices created by industrialization and modernization. The country had made sweeping advancements in the previous years, yet neglected to address the downfalls of the time period. However, during the late nineteenth and early twentieth century, the United States as a whole, worked together towards achieving effective reform. Two of the main goals were restoring economic competition and making the government more effective and democratic. Although a lot of reform efforts were enacted, a large portion of those efforts fell short of fully achieving their purpose. Overall, the progressives did not effectively achieve their goals in regard to the economy and government.

Education is an important factor in life in order to thrive, but LGBT students face harassment in school due to their identity. According to a Human Rights report conducted in 2001, two million American students in the LGBT

Week 13’s readings and conversations with my peers challenged my thinking about sexual minority students. I think what challenged me the most was how unaware I was of any sexual minority students at my school. It was not until after this discussion bored I found that there is a set of parents at my school who are Queer. I was honestly just mad at myself for not taking the time to better understand the families represented at my school. Just because I am not Queer does not mean it does not exist around me.

Yet another strange phenomenon is the ever-expanding spectrum of gender identity. A small group of America’s youth are creating new genders to fit their own beliefs. This has spurred the creation of the LGBPTTQQIIAA+ community, which encompasses the LGBT community plus the genders unrecognized by main stream

In Michael Sadowski’s article, More Than a Safe Space, he briefly discusses three separate schools in different areas of the eastern portion of the United States and the ways that they have created “safe space” for LGBTQ students. At Amherst Regional High School located in Massachusetts, there is a specific elective course dedicated to LGBTQ literature. This course also specifically touches on issues affecting transgender people and LGBTQ people of color, which is an extremely important way to be inclusive of minority groups within the LGBTQ community. Decatur High School in Georgia runs a group LGBTQ counseling session with a teacher leading who is openly gay. This has further ensured that students at the school know that they have somewhere

Supported by my high school principle, I researched the topic, created and presented a multimedia workshop to the Roslyn School District faculty discussing positive interventions for LGBTQ youth facing discrimination. The purpose of the training was to increase awareness of LGBTQ youth, to identify language that supports inclusion, and to offer interventions that address bias and discrimination in school settings.

In “We must celebrate gender and sexual diversity in our schools” published in The Conversation, February 16 2016, Lucy Nicholas argues that the current commentary on the LGBTI (Lesbian, Gay, Bisexual, Transgender and Intersex) community against schools and the SSC (Safe Schools Coalition) is extremely out of touch. Many of youths already understand their sexuality, whether it be heterosexual, homosexual or bisexual.

Emily: I chose to attend the LGBTQ Education Conference in Seattle, WA. This conference was primarily directed towards educators and administrational support staff within academic settings, and was hosted by the SAFE Schools organization of Washington State. The objective that SAFE Schools sought in this conference was to introduce educators and school support staff to the history of the LGBTQ community, as well as to offer a tool box of skills that they can pull from to create the safest learning environment possible for students who align with a LGBTQ orientation (Safe Schools, n.d.). During the conference, a panel of educators discussed current issues their schools are facing, and how they

For my award, I decided on the topic of the LGBTQ+ community, and specifically helping students who are in the community. This topic has, I believe, become even more important with recent current events. Despite whatever alternative facts that may be presented, members of the community, especially the young ones, are scared and worried for their future and what may happen to their rights. I am planning a number of things to help out, the most important being the panel that will take place in May. For this event, I will be inviting the eighth graders from North’s sending districts. I tried to directly help out at CTMS, but was ultimately turned away. I may also be helping to start up a group for LGBTQ+ students outside of school, with the help of a former

Sexual orientation and gender identity are two things that members of the LGBTQ community often fear opening up about. They fear that they will be rejected or harmed because of who they are, and it is important that we make all aspects of our society a safe place for every human being, regardless of their sexual orientation or gender identity. As School-based risk and protective factors for gender diverse and sexual minority children and youth: Improving school climate explained, “64% of students feel unsafe at school because of sexual orientation prejudice, and 44% feel unsafe at school because of gender expression” (American Psychological Association). Therefore, schools in America should be making a conscious effort to make their buildings a safe, comfortable place for members of the LGBTQ community. Schools can do several things to promote the

Along with verbal abuse, LGBTQ youth also experience physical violence in schools across the country everyday. Back in the 1980’s and 1990’s sociologists such as Joyce Hunter thought that much of the physical abuse happening towards the LGBTQ population stemmed from the stigma and fear that came from the AIDS epidemic that was spreading rapidly among the gay community in that time. In a study as recent as 2003, 60% of LGBTQ youth had reported being assaulted physically due to their sexual orientation (Chesir-Taran, 2003) These physical actions towards the gay and lesbian youth has caused many to fear going to school. In fact, many LGBTQ students avoid school in order to escape the physical harassment. This drop in attendance has detrimental effects on the student’s academics (American Educational Research Association).