Sexual Diversity In Schools: Movie Analysis

[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

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

In Canadian society, there are certain things that are expected to happen. Any type of public hatred against the LGBTQ+ community, or any other cultural, or religious group, is completely not acceptable. As well as sexual education is to be taught in the school system. Beginning September of 2015, the Ontario school system implemented an upgrade to the province’s sexual health education curriculum. The updated curriculum contains a more progressive outlook than the old curriculum, which had not been updated since 1998 Today’s society is sexually explicit, and because of this, Ontario has tapered their sexual education towards this fact. This essay will explore the differences in how the curriculum has been received, and how the sexual education

After reading week 13’s article by Coiser (2009) I agreed with the teachers who were served that said they would intervene if a queer student felt a problem was arising at school. The sad thing is that Coiser (2009) states that students from queer families do not feel confident that their teachers would intervene if a problem arises. This made me think back to my previous comment about how I am unaware of the queer families at

In my paper I will be discussing homophobia in schools and how it affects students and even teachers. Homophobia in schools is the leading cause of suicide and depression among teenagers and young adults. I believe that this is a crucial situation and needs to be addressed both at home and in school. School officials must be permitted and comfortable with addressing issues of homosexuality and homophobia that students may have. This is crucial in not only enabling a LGBT teenager to get an education that is in a non-hostile environment, but also in enabling the student to become a strong confident adult.

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.

Oliver’s next line sums up why we need accurate and authentic comprehensive sex education in schools: “Kids have good questions that need good answers.” Oliver goes on to deliver startling statistics such as only 22 states have laws in place to mandate sex education and with only 13 of those states requiring the curriculum being taught to be medically accurate (LastWeekTonight, 2015; Avery, Carvell, Gondelman, Gurewitch, Haggerty, Maurer, Oliver, Sherman, Tracy, Twiss, Weiner, 2015). Oliver continues to spew forth important reasons why abstinence only sex education can be detrimental to adolescence. Some abstinence only sex education programs compares people that engage in pre-marital sex as “used toothbrushes” or “chewed up gum” (LastWeekTonight, 2015; Avery et al. 2015). A video clip of Elizabeth Smart, a well-known rape survivor, discussed how detrimental abstinence only education affected her mentally because all she could think of was being a piece of chewed up gum even though it was not her choice to have sex before marriage (LastWeekTonight, 2015; Avery et al. 2015). Before signing off with a celebrity filled sex education video, Oliver articulates another quote that is difficult to argue against; “Human sexuality, unlike calculus, is something you actually need to know about” (LastWeekTonight, 2015; Avery et al.

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

In the article “Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators” by Michael Sadowski, Sadowski discusses the issues and research on LGBTQ+ in education and a school environment. He focuses on both the students’ and teachers’ behavior towards LGBTQ+ situations. For students, more often than not, there are many forms of verbal harassment that take place such as slurs and derogatory language. For teachers, it is the lack of intervention when this harassment takes place, “38.6 % of the students…indicated that their teachers never intervened when they hear students use homophobic language…44% indicated that teachers intervened only ‘sometimes’.”

I really felt a strong connection with this week’s readings. I am a heterosexual female however, I believe as an educator it is my duty to create a safe and inclusive environment for all my students. Goldstein (2007) discusses LGTBQ inclusion in schools, which should be integrated all over the school and

The article, “We must celebrate gender and sexual diversity in our schools”, published by The Conversation in 2016, written by Lucy Nicholas argues that the Safe School’s Coalition is out of touch with the science of sex and gender identity. Essentially, Nicholas claims that the Safe Schools Coalition needs to be updated and modernized to suit young LGBTI students. She explains that the only way to effectively tackle homophobic bullying is to go beyond tolerance and actually change the attitude of the wider school population.

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

Until the 20th century, education in the United States was gender-specific. Coeducation progressively came into the American educational landscape in the late 1800s, and since that time, same-sex education primarily has been confined to exclusive and denominational schools. Beginning in 2002, after the No Child Left Behind Act was passed, single-sex education has been growing in popularity. According to the National Association for Single Sex Public Education, the United States has over 95 single-sex public schools and more than 445 public coed schools offer single-sex classrooms (Novotney, Amy). With the popularity on the rise, many questions have been asked as to whether this divide in the classroom is academically ailing to a child’s learning or if it is not. By examining the successes of single-sex classrooms, school districts and parent’s can more fully understand that single-sex classes can implement changes to enhance students learning abilities.

Across generations, we contend that education needs to be queered and queried in ways that disrupt normative presumptions regarding sexuality and that questions

This paper offers a research proposal to deal with the topic of counseling homosexual students. Gay, lesbian, bisexual and transgender individuals (GLBT) attended school at some point in their lives. Its main concern is how school counselors approach the needs of these students. This paper seeks to establish if counselors ignore GLBT students’ needs or if they influence their institutions to implement policies that cater for these students’ unique needs. It will describe why research into this topic is necessary; discuss the rationale and justification of the study, then review the literature that it forms its basis. Finally, the paper will detail a thoroughly proposed research design using the selected topic.