Teaching Homosexuality And The School System

Schools should follow the rules or schools could do anything, as in teaching the students nothing of use results in a bad education. There is a good reason for a board of education and certain standards for learning is so that children will get the best out of their time in school and not be unjustly ruled out of a school because they are LGBTQ. Following a religion is important but destroying discrimination based on what they feel their gender should be is a just a bit more important. As the LGBTQ students have a right to be in the religious schools, the schools also have a right to follow their religions and it comes down to the points they make to support their

[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

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

Imagine that you were in a classroom full of your gender how would you feel? Well, if you feel that you're not ok with that well, In school year 2004-05 122 public schools offered single sex classes and 34 public schools were single sex classes mandatory according to “Old Tactic Gets New Use: Public Schools Separate Boys and Girls.” Article. Close to 70% of kids in single sex classes raised their math and reading scores in “Old Tactic Gets New Use: Public Schools Separate Boys and Girls.” Article. Although this may seem bad and shouldn't happen it's really not. Kids in single sex classes will have more of a chance to succeed than students in non single sex class because of most kids have no problem with this in their school, less discipline, and most of all higher grades.

A privilege is any unearned advantage available to a particular person or group of people. As McIntosh had described, privileges are invisible, weightless knapsacks containing special provisions, maps and passports (White Privilege). The privileged rarely see themselves as the oppressor, but instead take the majority of their rights for granted, which protects them from many kinds of hostility, distress, and violence. In the following paper, I describe the hardships associated with disability and homosexuality through the perspective of Connie Panzarino, as portrayed in her memoir The Me In The Mirror. I will then relate her experiences to class readings and describe how able-bodied and heterosexual privileges are threats to those who do not fit into either category.

GSA groups have been around since the 1980’s and according to the Gay-Straight Alliance Network there are currently over 4,000 school based groups throughout the United States (Currie, Mayberry, and Chenneville, 2012; Tommey, Ryan, Diaz, and Russell, 2011). GSA groups came out of the Gay Rights Movement during the late 1960’s and early 1970’s. Adolescents identifying as lesbian, gay, bisexual, transgender (LGBT) or align within the context of this spectrum have been victims of bullying, discrimination, prejudice, persecution, and hate within the school system. For one decade, between 1999 and 2009, the Gay, Lesbian, and Straight Education Network (GLSEN) in the United States asking students to describe their high school milieu. According to the findings, 61% of LGBT students feel unsafe, 72% report hearing degrading comments, 85% are verbally harassed, and 40% are physically harassed (Fetner, Elafros, Bortolin, and Drechsler, 2012). The statistics for minority high school students including Latinos and African Americans had slightly elevated rates in both verbal and physical harassment. It was not until the realization that LGBT adolescents, like other adolescents, spend the majority of their time within the confines of the American public education system and suffer, did acknowledgement of creating a safe space for LGBT students develop (Toomey et. al, 2011).

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

There are a number of discourses surrounding women’s sexualities that make sexual agency difficult to achieve. I will discuss how sexist norms make practices of sexual assertiveness difficult in relation to the double standard of women’s sexuality, the LGBTQ community, and educational institutions. The following aspects demonstrate this: first, a double standard exists for women’s sexualities in the way that both “slutty” and chaste behaviours are judged and punished. Second, while women’s bisexuality is exploited for men, heteronormativity and a gender binary remain expected in relationships. Third, educational institutions use a number of tactics (e.g., victim blaming) to keep sexist norms in place. These pervasive sexist norms must continue to be questioned and systematically dismantled for both men and women to enjoy sexual autonomy.

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

Slurs and derogatory terms have influenced America’s adolescents, and weak parental figures have also acted as a cause in the nonexistent correction concerning this issue. In addition, if America does not begin to recognize that 9 out 10 LGBT students are being publicly harassed, both mental and physical, then the already high suicide rate will witness another increase. Parents need to start caring for their children's well-being. The emergence of communities built around

inspired by this and launched a multipronged education campaign to fight the use of anti-gay language and bullying. In the cases previously discussed there has been a constant repetition of how the principals react to the bullying. No matter how many complaints the mothers of these children filed, no solution even resulted. The schools never made an effort to do anything to stop this. The fact that this can continue on is unacceptable considering that it is the schools’ responsibility to care for all their students.

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).

even though sexuality can be considered universal, the sexual behaviors affiliated with it offer different attitudes in various communities. Sexuality is aligned to sexual attraction where individuals can identify themselves with a broad range of sexuality that is bisexual, gay or being lesbian. Sexuality can change over time in a person depending on the circumstances surrounding him or her. It may be affected by the social circle and emotional imbalances that may occur in an individual. Interestingly there exists sexual inequality among many societies in the world. As observed, many societies encourage men to have multiple sex partners but forbid it in women. Moreover, pre-marital sex is promoted in men, but women are flaunted if they participate in pre-marital sex. Across the globe, Western Europe has embraced certain norms in sexuality such as homosexuality whereas African society embraces a negative attitude towards the same.

Homosexuality is genetic! How can this statement be true? It is indeed true in the precise fact that Romans 3:23 points out, “for all have sinned and fall short of the glory of God,” Humanity has been cursed with being genetically embedded with sin and a sinful nature. The current worldview is that homosexuality and multiple sexual orientations come from nature, and not nurture. This viewpoint is correct in that it is human nature to sin and seek out one’s own selfish desire. However, No one is prescribing a remedy for this sin. “Become sober-minded as you ought, and stop sinning; for some have no knowledge of God. I speak this to your shame.” (1 Corinthians 15:34) What the world has done is celebrated this sin and deceive youth through their much-wanted desire for acceptance and identity. There is a copious amount of research out there, along with world definitions of each orientation, and a call for acceptance of others’ orientations. There is also the other side of the argument and the fundamental truths that come from the word of God. Various resources are available to help youth leaders, teachers, parents and pastors to have a higher understanding of this cultural issue and the solutions and treatments available for youth struggling in this area. Spiritual leaders in the home, church, and schools ought to be prepared to teach on these topics readily, since this world, in which many youth are daily immersed, will readily present its own point of view with utter