Student Need Form

As a member of the graduating class of 2016 at Burncoat High School, I care deeply about its students and their wellbeing. I am currently enrolled at Smith College, and in my sociology class we read a book titled, “Dude You’re a Fag,” by C. J. Pascoe. This book has brought to my attention many problems regarding gender and sexuality in high schools. That being said, I am concerned about institutionalized heterosexuality1 and homophobia2 and their effects on the student population at Burncoat. During my four years at Burncoat High, I witnessed many instances of blatant homophobia with absolutely no intervention from anyone in a position of authority. This must be changed. The curriculum must be updated and new rules must be enforced.

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

Monroe Woodbury, know for its school pride, has always tried to accommodate their environment to meet those of the students. Nationality and Culture are commemorated during Multicultural Week and other events, but one’s sexual orientation and/or gender identity have always been left out, until recently. We have held a LGBT Conference for two years, which GLSEN has been a part of, and hold other events during the school day to promote LGBT issues, ranging from Day of Silence to Ally week. Due to financial constraint, we are limited in what our GSA can do. Our school district is very accepting, yet refrains from speaking about LGBT issues other than bullying. It’s a topic not mentioned and largely ignored

I researched different types of experiences that LGBT parents have had while sending their children to school. I tried to recognize any patterns or key factors that played a role in causing some families any frustrations or discriminations. I also researched if there were any policies or methods that schools had implemented that worked well when working with their LGBT families. From this research, I then began to create two separate documents where there were solutions or suggestions, which would make the overall experience for the LGBT parents, the school, and the children involved, better. The next step was to have a focus group with members of a school faculty and members of the LGBT community to discuss and go over these documents to ensure that everyone has a clear idea of how to handle any situation. By creating a dialogue between groups, this will hopefully benefit future LGBT parents, children, and

Students who identify as members of the LGBTQ2-S community may experience academic, social, and emotional challenges, both within and outside of the walls of school (Harrison & Thomas, 2014). Therefore, as a school psychologist and advocate for students, one should promote for “changes in policies through brief conversations and suggestions with teachers, staff, and administrators; this process may be effective in shaping the school climate toward acceptance of LGBT youth” (Heck, Flentje, & Cochran, 2011, pp. 169-170). However, for a school psychologist to be successful in doing so, one must strive to be culturally competent. It is for that reason, that a school psychologist must

Even so, a lot more remains to be done. The first phase of my research aims at identification of the LGBT issue at hand. Change has to start with educators before it can realistically begin to take place with students. The central aim of the second phase of the work is building educators' cultural competence—their ability to form authentic and effective relationships across differences. In this phase, schools assess and, where necessary, transform the way they carry out instruction to become more responsive to diversity. For teachers, this means examining pedagogy and curriculum, as well as expectations and interaction patterns with students. It means looking honestly at outcome data and creating new strategies designed to serve the students whom current instruction is not reaching. For school leaders, this often means facing the limits of their own knowledge and skills and becoming co-learners with teachers to find ways to transform classroom

Principles used (for example, number and understanding of concepts referred to, their influence on the structure of this paper, number and correct citations of references, use of appropriate jargon)

This is a scholarly journal by Elizabeth Marshall, a professor in the Department of Education. Marshall introduces a primary objective of modifying teacher certification programs by implementing LGBTQ awareness into them. She also notes that teachers should embrace sexual diversity in their classrooms by incorporating LGBTQ issues into their curriculum. I will be using this source to defend my argument on how critical is it to address other sexualities in school, especially in health courses for adolescents.

Eighty six percent, that is the percent of LGBT youths who report being harassed in school because of their sexual orientation or their gender identity, this is a shocking statistic compared to the twenty seven percent of students who report being harassed in school. This isn’t the only place that members of the LGBT community face. LGBT stands for lesbian, gay, bisexual and transgender and around four percent of the American population is self classified as LGBT. While this may seem like a small percent, this means that nearly 12,156,000 people in the United States are LGBT. The LGBT community faces a large margin of inequality, facing discrimination not only in the workplace, but also in schools and in the healthcare system and also face

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A recent issue about transgender students has been occurring all over the United States. Whether or not transgender students should be allowed to use the bathroom at school of the sex they identify with not the sex they were born into. Everyday around the United States it is a constant source of humiliation for transgender students not being able to use the bathroom of the sex they identify with. During my interview with Ryan Foss, he said “it felt like a slap in the face,” when he was told that he could no longer use the men’s restroom at school. Over the past few years there have been more and more talk about whether or not it is against transgender students to be told they cannot use the bathroom of the sex they identify with.

Principles used (for example, number and understanding of concepts referred to, their influence on the structure of this paper, number and correct citations of references, use of appropriate jargon)

The prevalence of heteronormativity in school education paired with the lack of LGBT+ information is a serious problem, as it puts pressure on LGBT+ students to find information by themselves and sets them apart from their peers. For instance, my personal experience growing up in France was

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

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