EDSS 442 LGBTQ CULTURAL PRESENTATION RATIONALE
CRAIG M BLACK
The rationale for our presentation was, in my opinion, to help our fellow teachers understand, recognize and stand up for the rights of their students to be safe at school.
These rights are for all students, not just the LGBTQ group that we covered. What prompted me to research this group and this topic was the fact that as a child I was brutalized, and beat up for being smart, quiet and possibly effeminate. I am not gay but I lived their struggle and no child should have to live or learn in fear.
My goals for the lesson were the same as my group: Awareness of injustice and statistics that support the reality of what these kids face, the ability to support, Recognize and create Safe spaces where students can feel sanctuary from the cold world of the high school halls, And have some skills in regards to dealing with intolerance and homophobia
In their own classrooms and schools.
Our into was a bit strong and possibly offensive to some but I feel we got the point across. I was responsible for the outcome of our vocal bashing session. I do defend what I was attempting to do, which was to expose the sheer volume of deviant slurs aimed at gay and transgendered people. A sense of awareness of just how far it can go gives teachers some guidelines of what to look for and be aware of in their schools.
I also feel that I was successful in addressing the goals of acceptance vs tolerance and how we as new teachers will be at the front lines of creating diverse and safe environments for learning. In retrospect, probably more editing of the terms used. Maybe more focus on what we were looking to communicate to our fellow teachers in regards to how LGBTQ students navigate the "scary" parts of a school.
Our through was much more about becoming teachers who are aware that these conditions do exist . Also how we can make our classes’ safe havens that teach trust and awareness of diversity and it's benefits to all students, teachers, faculty, and community that help make up a school.
Our Through and Beyond was a powerful mix of statistics, poignant video imagery and vital discussion. We prompted these activities with class discussion and small focused group work including a strong jigsaw. It is a shame that we had so many issues with the technology, but Erik had worked many hours to create a flawless PowerPoint to support the whole segment. SSU needs to repair that Smartboard.
By ending the presentation with a pledge to act we asked our colleagues to ask themselves” Am I committed to diversity and creating a safe school?”
I feel that our interactive blog has become a treasure trove of connections, facts, current events and information which will be a great resource for anyone who reads it and follows the many links.
I am very proud of my group and feel we worked as a team to create a great presentation for all, INTO, THROUGH AND BEYOND.
I know that I will be an ally to any and all students who need me, not just LGBTQ. My room will be a safe haven where all types of people can feel comfortable and equal in my eyes, and my presence.
I’m glad I was able to be a part of such meaningful work, Change can happen if people are engaged.
Thursday, April 30, 2009
MULTICULTURAL ACTION PLAN -CMB
EDSS 442 MULTICULTURAL ACTION PLAN
SUSAN HIRSCH LGBTQ- CRAIG M BLACK
Craig M Black –Philosophical statement:
My approach to multicultural education is that I want to create an environment where diversity is celebrated not segregated. Students will know from my actions and attitudes that I care about them and I value individuality. Because I am an Art teacher it is my responsibility to expose my students to works of Art from many cultures, ethnicities, geographic locations, religions, historical times and movements, past and present.
10 ways to apply the above philosophy:
!.) Incorporate many visual examples of Art from a very diverse pool of sources that represent many cultures. Art History began with cavemen.
2) Use vocabulary terms that are important and clear to describe goals and objectives. Clarify terms and definitions with class.
3) Assignments are challenging, interesting, and appropriate for all students in the class. Encourage risk taking, trying something new.
4) Write out assignments on white board, have students copy into Journals and /or planners. Read through with class, and then confirm understanding
5) Provide hands on visual demonstrations that show students step by step how to complete the project. Make expectations clear and concise.
6) Allow students to evaluate their own work, in writing, based on many areas of honest self-assessment. Encourage self awareness and rewards of accomplishment.
7) Gather for group critiques where the students show and discuss their work while the class provides positive feedback, suggestions and Ideas.
8) Base my expectations as a teacher on what I know or understand about each student’s needs and skills. Set attainable goals for success. Ask questions and respect the student’s answers.
9) Give positive and constructive criticism to all students both as a class and individually. Make considerate suggestions to encourage improvement for all students. Avoid making judgments about good and bad.
10) Practice what I preach, be a good example to all students. Be fair and considerate of each student’s feelings and try to accept that everybody can have a bad day. “The Sun will come out tomorrow”
If I can follow this list I will be the best Educator I can be!
SUSAN HIRSCH LGBTQ- CRAIG M BLACK
Craig M Black –Philosophical statement:
My approach to multicultural education is that I want to create an environment where diversity is celebrated not segregated. Students will know from my actions and attitudes that I care about them and I value individuality. Because I am an Art teacher it is my responsibility to expose my students to works of Art from many cultures, ethnicities, geographic locations, religions, historical times and movements, past and present.
10 ways to apply the above philosophy:
!.) Incorporate many visual examples of Art from a very diverse pool of sources that represent many cultures. Art History began with cavemen.
2) Use vocabulary terms that are important and clear to describe goals and objectives. Clarify terms and definitions with class.
3) Assignments are challenging, interesting, and appropriate for all students in the class. Encourage risk taking, trying something new.
4) Write out assignments on white board, have students copy into Journals and /or planners. Read through with class, and then confirm understanding
5) Provide hands on visual demonstrations that show students step by step how to complete the project. Make expectations clear and concise.
6) Allow students to evaluate their own work, in writing, based on many areas of honest self-assessment. Encourage self awareness and rewards of accomplishment.
7) Gather for group critiques where the students show and discuss their work while the class provides positive feedback, suggestions and Ideas.
8) Base my expectations as a teacher on what I know or understand about each student’s needs and skills. Set attainable goals for success. Ask questions and respect the student’s answers.
9) Give positive and constructive criticism to all students both as a class and individually. Make considerate suggestions to encourage improvement for all students. Avoid making judgments about good and bad.
10) Practice what I preach, be a good example to all students. Be fair and considerate of each student’s feelings and try to accept that everybody can have a bad day. “The Sun will come out tomorrow”
If I can follow this list I will be the best Educator I can be!
Wednesday, April 29, 2009
response to our common reading
As a group, we chose a reading from "the English Journal" 2009, an article by Nicole Sieben and Laraine Wallowitz entitled; "Watch What You Teach": A First Year Teacher refuses to play it Safe..
What I felt was the most interesting about this article was the fact that as a new teacher,Nicole felt that her students could not only handle but rationalize very strong subject matter. This is part of the issue with teaching adolescents: How much can they handle? How far can we as educators go without crossing that thin line of what is appropriate materials for this age group?
I don't think she could have gotten away with what she did in Petaluma. Maybe because it was New York the media saturation level there is so intense that teens are assumed to be more adult.
Again it boils down to what amount of sexual openness and reality will the students and parents tolerate before they want that teacher's head on a platter?I liked the statement that: "Every student comes to school with a backpack full of books,emotions and opinions. It is our responsibility as educators to help students unpack their backpacks."
I don't know about you but I would assume that most students don't want a teacher within 10 feet of their backpack , so this is an interesting dichotomy of meaning and symbolism.
The three questions she, Nicole poses to these high school students provoked thought but most seemed to react based on existing conditions and laws:
"We value diversity in America" we're getting there...
"We value sexual diversity in America" In very few areas in big cities I would assume
" We provide options for sexual diversity in America"Not many and not without a fight
"Is your sexual orientation something you will keep secret in your choice profession?'
As a lighter note the authors include the "Heterosexual questionnaire"
I'm not sure if Petaluma is ready for queer theory , but starting from a point of allies and safe space is definately a good beginning.
CMB
What I felt was the most interesting about this article was the fact that as a new teacher,Nicole felt that her students could not only handle but rationalize very strong subject matter. This is part of the issue with teaching adolescents: How much can they handle? How far can we as educators go without crossing that thin line of what is appropriate materials for this age group?
I don't think she could have gotten away with what she did in Petaluma. Maybe because it was New York the media saturation level there is so intense that teens are assumed to be more adult.
Again it boils down to what amount of sexual openness and reality will the students and parents tolerate before they want that teacher's head on a platter?I liked the statement that: "Every student comes to school with a backpack full of books,emotions and opinions. It is our responsibility as educators to help students unpack their backpacks."
I don't know about you but I would assume that most students don't want a teacher within 10 feet of their backpack , so this is an interesting dichotomy of meaning and symbolism.
The three questions she, Nicole poses to these high school students provoked thought but most seemed to react based on existing conditions and laws:
"We value diversity in America" we're getting there...
"We value sexual diversity in America" In very few areas in big cities I would assume
" We provide options for sexual diversity in America"Not many and not without a fight
"Is your sexual orientation something you will keep secret in your choice profession?'
As a lighter note the authors include the "Heterosexual questionnaire"
I'm not sure if Petaluma is ready for queer theory , but starting from a point of allies and safe space is definately a good beginning.
CMB
Tuesday, April 28, 2009
Lesson Plan Rationale
In creating a lesson on LGBTQ students, we have to ask ourselves: What is it like to be LGBTQ and what additional challenges do these students face? What can we do as teachers to help LGBTQ students rise above these challenges? How do we address homophobia at school and in our classrooms?
We live within the confines of a rigid, heterosexual hegemony. This fact alone causes LGBTQ individuals to experience negative pressure on their self concept and self esteem. The outcomes are sad, but familiar: homelessness, drug abuse, poor scholastic achievement. Sound familiar? LGBTQ-related issues are interconnected with the issues described by the other cultural group presentations. One of my personal goals for our lesson was making these connections explicit so that other groups might feel a greater responsibility to create safe spaces in their classrooms. Safe spaces benefit not only LGBTQ students, but others who are perceived to be LGBTQ, and really everyone in general.
Once we are all aware of the challenges facing LGBTQ students, and can identify hateful, homophobic or transphobic behavior we are ready for the next step: taking action. We may know what inappropriate behaviors look like, but taking the necessary actions or reactions can be difficult. We want to make suggestions for reacting to homophobic or transphobic behaviors, while realizing that there is often no right answer or perfect solution. Having our fellow peers sign “The Pledge to Act” and printing out a “Safe Zone” pink stop sign are small steps that we hope will have a huge impact on ALL students.
Common Reading: "Watch What You Teach": A First-Year Teacher Refuses to Play It Safe
Dealing with sexuality issues in the classroom setting can seem controversial and daunting all in the same breath. Confronting these issues is often put off by teachers in fear of offending someone or dealing with issues in the wrong way. Nicole Sieben and Laraine Wallowitz discuss these issues in their article that we chose to read for our cultural project about LGBTQ. Nicole chose to teach about homosexuality in her first year of teaching, but approached it in a very professional way. After reading this article it has given me some ideas about how to deal with these issues when I get my own class.
Although Nicole was cautioned to play it safe during her first year of teaching she went for it and confronted sexuality issues head on. She gives a lot of credit to the students and I wonder how seriously they all took her class. I feel like a lot of high school students would have trouble grasping serious issues like homosexuality and sexual discrimination. It sounds like that Nicole was successful in her efforts to educate students about respecting all people. The main point when dealing with issues of homosexuality is learning about acceptance and that homosexuals are people who deserve equal rights.
Dealing with sexuality in the high school classroom is intimidating and confusing in many ways. How do we approach these topics in a sensible way without offending anyone and being sensitive to all students? Mostly I have more questions after reading this article, but the authors make some very good points and give good suggestions on how to deal with these issues in the classroom.
Although Nicole was cautioned to play it safe during her first year of teaching she went for it and confronted sexuality issues head on. She gives a lot of credit to the students and I wonder how seriously they all took her class. I feel like a lot of high school students would have trouble grasping serious issues like homosexuality and sexual discrimination. It sounds like that Nicole was successful in her efforts to educate students about respecting all people. The main point when dealing with issues of homosexuality is learning about acceptance and that homosexuals are people who deserve equal rights.
Dealing with sexuality in the high school classroom is intimidating and confusing in many ways. How do we approach these topics in a sensible way without offending anyone and being sensitive to all students? Mostly I have more questions after reading this article, but the authors make some very good points and give good suggestions on how to deal with these issues in the classroom.
Annotated Citation List
GLSEN.ORG
This was a big one for our group. We got a whole bunch of materials off the GLSEN website. They provide resources for educators to help create safe spaces in their classroom. We used a plan for our through and beyond from the GLSEN site. There is a lot of valuable information on the whole site including how to create a safe space, so we decided to cite the whole site.
Youtube.com
We included two videos from Youtube into the Through part of the lesson plan. We also used a Youtube video during the INTO. There are a lot of valuable things out there on Youtube, although you have to look carefully to make sure the message is correct. Craig and Michael found the two videos for the Through and they both send a strong message. We are trying to be realists for this project and we are confronting the issues with the rawest perspective we could find.
Positive Images
The field trip to Positive Images was eye-opening and very informative. The director, Jim, handed each of use multiple resources to look at. We have pamphlets, flyers, and informational statistics that we will be showing to the class during our presentation. Each of these pieces of information helps create a fuller understanding of the LGBTQ experience although it would be impossible to know what it is like unless you live it.
Common Reading: Sieben, Nicole and Laraine Wallowitz, “’Watch What You Teach’: A First-Year Teacher Refuses to Play It Safe.” English Journal, National Council of Teachers of English, Vol. 98 No. 4, March 2009, pg. 44-49.
This reading comes from the English Journal that Professor Hirsch so kindly gave us to look at. The article discusses the choices of a first-year teacher who chooses to not play it safe and tackle the issues head on. It is really a great article to check out for beginning teachers.
This was a big one for our group. We got a whole bunch of materials off the GLSEN website. They provide resources for educators to help create safe spaces in their classroom. We used a plan for our through and beyond from the GLSEN site. There is a lot of valuable information on the whole site including how to create a safe space, so we decided to cite the whole site.
Youtube.com
We included two videos from Youtube into the Through part of the lesson plan. We also used a Youtube video during the INTO. There are a lot of valuable things out there on Youtube, although you have to look carefully to make sure the message is correct. Craig and Michael found the two videos for the Through and they both send a strong message. We are trying to be realists for this project and we are confronting the issues with the rawest perspective we could find.
Positive Images
The field trip to Positive Images was eye-opening and very informative. The director, Jim, handed each of use multiple resources to look at. We have pamphlets, flyers, and informational statistics that we will be showing to the class during our presentation. Each of these pieces of information helps create a fuller understanding of the LGBTQ experience although it would be impossible to know what it is like unless you live it.
Common Reading: Sieben, Nicole and Laraine Wallowitz, “’Watch What You Teach’: A First-Year Teacher Refuses to Play It Safe.” English Journal, National Council of Teachers of English, Vol. 98 No. 4, March 2009, pg. 44-49.
This reading comes from the English Journal that Professor Hirsch so kindly gave us to look at. The article discusses the choices of a first-year teacher who chooses to not play it safe and tackle the issues head on. It is really a great article to check out for beginning teachers.
Individual Lesson Plan Rationale
This project was a lot of fun and it was very interesting to learn about the LGBTQ cultural group. I have learned a lot and know a lot more about LGBTQ teens situations in the schools. Craig, Michael, and I collaborated on the focus for the lesson plan. We wanted to let our classmates know what they can do when they get their own class. Our lesson provides multiple opportunities for interaction with other classmates to gain perspective on other’s viewpoints.
Because the issues facing LGBTQ teens are largely ignored in society, we wanted to make the issues known and figure out how to get teachers involved. Because the nature of this issue is sensitive, I realize that each classmate may have a different viewpoint on the issues regarding LGBTQ teens. The fact is that it is not a choice and some kids are like this. The basic underlying issue here is civil rights and LGBTQ teens deserve the same rights as a heterosexual student.
During our presentation we will present some information, but the majority of the time should be spent talking with other classmates and figuring out how you feel individually. It will also provide opportunities for class members to voice their concerns or opinions on the proper course of action when trying to serve the LGBTQ student population. I hope that the majority of my classmates will take something from our presentation and use it when they get their own classroom. There is no place for hate in the schools and we as teachers can be proactive in stopping hate before it starts.
Lesson Plan
STEP ONE: TOPIC/STANDARDS ARTICULATED
- LGBTQ (Lesbian, Gay, Bisexual, Transexual, and Queer)
- Providing future teachers with a interactive foundation in which they can create a safe space for all students in their classroom.
STEP TWO: GOALS & OBJECTIVES
- Teachers will understand the injustices felt by LGBTQ teens in the school setting.
- Teachers will know what a safe space is and how to create one in their classroom.
- Teachers will know how to deal with/react to harassment in the classroom/school.
- Theme: How to create a safe space?
STEP THREE: MATERIALS
- Paper, Smartboard, Whiteboard, Pens, Pencils, Powerpoint, Videos from Youtube.com, students with an open mind…
STEP FOUR: PROCEDURES & STRATEGIES
INTO: Gay Bashing Activity
- Make everyone feel really uncomfortable, check.
- Students thinking about prior experiences with gay bashing
THROUGH:
- Intro group, review the blog and objectives (5 min)
- Megan talks about field trip(2min)
- Video-Youtube-Racism and Gay Bashing (5 min) (Craig) (Start at 3:12 end at 6:09)
- Hand Out Two Sheets of Statistics- Positive Images and GLSEN (Craig)
-Half of class gets one sheet, half the other, split them into groups (3-4 per…6 groups)
-Read statistics and highlight important stats (5 min)
-Report out on important or shocking statistics, short discussion (5min)
- Jigsaw paragraphs in groups report out with spokesperson(10 min)
- Mike will split up paragraphs
- Questions Group Activity (approx. 20 min maybe less)—intro w/ second Youtube(Mike)
1. How would you address students concerns about LGBTQ people holding certain jobs or positions?
2. How would you react to students making anti-LGBTQ jokes?
3. What about staff members making anti-LGBTQ jokes?
4. As a teacher, how would you address student fears of LGBTQ people influencing others to become homosexual?
5. How would you respond to a student being bullied or harassed about their sexual orientation?
6. What would do if a student came to you and said “I think I’m gay,” would you suggest that they see a therapist? What if they said, “I think I’m transgender.”
BEYOND:
- Hand out Pledge to Act(Safe Zone Pledge)—Megan reads “THE PLEDGE TO ACT”
- Powerpoint-Name it, Claim It, and Stop it—Erik
- Direct Classmates to the blog for Safe Zone sticker…
- Citations—GLSEN, Positive Images, Youtube.com
STEP FIVE: ASSESSMENT
- For future teachers, its up to you how you use this information in your classroom, we can only make suggestions, but you must do what you feel is right as well as what you are comfortable with.
STEP SIX: ADDRESSING CONTENT LANGUAGE &ACADEMIC LITERACY/LANGUAGE
- We will post links online to vocabulary sheets for various terms regarding the LGBTQ community and their allies.
Questions, Comments, Concerns…
Monday, April 27, 2009
URGE your Congressman to pass this Legislation
Dear Educators,
I write to you on this Monday morning to bring you an important message from GLSEN. Please take the time to read this important message and take action. Urge congress to support the Hate Crimes Legislation to help protect LGBT students.
-Justin
URGE CONGRESS TO SUPPORT THE Hate Crimes Legislation
Action Needed: Monday through Wednesday!
The Local Law Enforcement Hate Crimes Prevention Act (H.R. 1913) expands the coverage of existing hate crime laws to include not only victims of crime based on race, color, religion, and national origin, but also bias-motivated crimes based on the victim's actual or perceived sexual orientation, gender, gender identity, or disability. H.R. 1913 also provides for federal involvement in prosecuting hate crimes in states where current law or local actions are inadequate.
At GLSEN, we know that students are not immune from these kinds of hateful attacks. A recent study documented that at some point three percent of all students nationwide have experienced physical assault because of their gender, three percent because of their sexual orientation, three percent because of their gender expression, and three percent because of their disability - the four categories that LLEHCPA would add to existing hate crimes law. Research shows that lesbian, gay, bisexual and transgender (LGBT) students may be at even greater risk. In a 2007 survey of self-identified LGBT students, 9.2% percent reported being physically assaulted during the past academic year because of their gender, 22.1% because of their sexual orientation, 14.2% because of their gender expression, and 4.5% because of their disability.
Hate crimes cut across all of our communities and H.R. 1913 is needed to ensure that all people have the right to be safe and free from physical harm and intimidation.
Call your representative toll-free at 866-346-4611, Monday-Wednesday, April 27-April 29. You will need to tell the operator the name of your Representative. You can click here and enter in your zip code to find the name of your Member. Once you are connected with your Representative’s office, tell the staffer who answers the phone that you live in the Representative’s district and explain that you would like to urge the Representative to support H.R. 1913 to fight hate crimes and provide safety and security for all people.
The GLSEN Safe Space kit
http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/000/000/294-3.PDF
40 pages of great stuff to help you be a safe space creator at your school
40 pages of great stuff to help you be a safe space creator at your school
New act before congress!!!
To read about the Safe Schools Improvement Act, go to:http://www.opencongress.org/bill/110-h3132/text
Sunday, April 26, 2009
Wednesday, April 22, 2009
Tuesday, April 21, 2009
What's up in Michigan???
Research Shows Alarming Rates of LGBT Student Victimization in Michigan
| Media Contact: Daryl Presgraves 646-388-6577 dpresgraves@glsen.org Apr 10, 2009 |
|
NEW YORK, April 9, 2009 � Michigan schools are unsafe places for LGBT (lesbian, gay, bisexual and transgender) youth, according to a new GLSEN research brief released as Michigan students prepare for the 13th annual National Day of Silence on April 17.
Inside Michigan Schools: The Experiences of LGBT Students, a report based on findings from 217 Michigan students who participated in the Gay, Lesbian and Straight Education Network�s 2007 National School Climate Survey, shows that Michigan LGBT students face extreme levels of harassment and assault, skip school at alarming rates because of feeling unsafe and perform poorer in school when they are more frequently harassed.
Nearly nine out of 10 Michigan LGBT students experienced verbal harassment in the past year because of their sexual orientation, almost a half said they had been physically harassed and a fifth said they had been physically assaulted.
�As Michigan students prepare for the National Day of Silence to bring attention to anti-LGBT bullying and harassment, we learn just how pervasive the problem is in Michigan schools,� GLSEN Executive Director Eliza Byard said. �Despite several opportunities to pass a comprehensive anti-bullying law, Michigan has lagged behind other states in taking the simple and effective steps to begin addressing anti-LGBT bullying and harassment. Michigan and all its schools need to commit to making sure that schools are safe for all students.�
A comprehensive anti-bullying law that included a list of categories often targeted for bullying � such as race, religion, sexual orientation and gender identity/expression � died last year in the Senate Education Committee, despite having passed the House. A similar bill has been introduced in the Senate this year.
Enumerating categories is particularly important in protecting LGBT students from bullying. The 2007 National School Climate Survey found that having a general policy is about as effective for protecting LGBT students as having no policy at all.
"GLSEN has done a great service for all who care about the safety of our kids in school. While no student should be bullied, it is clear from their research that LGBT students are desperately in need of better school policies and practices for their basic safety needs,� Michigan Equality Co-Director Julie Nemecek said. �Michigan Equality encourages the representatives and senators of Michigan to read the research brief and act accordingly to bring clear and unambiguous protection to these very vulnerable children. No child should have to overcome constant harassment and bullying to get an education."
That sentiment is the spirit behind the Day of Silence, an annual student-led event across the country during which students take some form of a constitutionally protected vow of silence. Students from more than 329 Michigan middle and high schools registered as participants in 2008 out of more than 7,500 across the country.
The full Michigan research brief can be found at THIS LINK.
Major Findings
97% of Michigan LGBT students regularly (sometimes, often or frequently) heard the word gay used in a negative way in school, such as �that�s so gay.� 97% LGBT students regularly heard homophobic remarks, such as �faggot� or �dyke,� from other students in school.
87% of LGBT students were verbally harassed, 45% were physically harassed and 21% were physically assaulted in the past year because of their sexual orientation.
More than two-thirds (68%) of LGBT students were verbally harassed, 31% were physically harassed and 13% were physically assaulted because of their gender expression.
66% of LGBT students who were harassed or assaulted in school never reported it to school staff. Only 29% of students who did report incidents said that reporting resulted in effective intervention by school staff.
34% of LGBT students had skipped class at least once in the past month because they felt unsafe, and 32% had missed at least one entire day of school for this reason. Students who were more frequently verbally harassed because of their sexual orientation were more than twice as likely to miss days of school because they felt unsafe than students who were less frequently harassed (45% to 22%).
The grade point average of LGBT students who were more frequently physically harassed because of their sexual orientation was a half grade lower than of students who were less frequently harassed (2.3 vs. 2.9).
Michigan is one of 43 states that does not explicitly protect students from bullying and harassment on the basis of sexual orientation and gender identity/expression. Only 18% of LGBT students reported that their school had this type of comprehensive anti-bullying policy.
About the National School Climate Survey
The National School Climate Survey is a biennial report examining the experiences of LGBT middle and high school students in U.S. schools. The report, which was first released in 1999 and is the only national survey of its kind, documents the anti-LGBT bias and behaviors that make schools unsafe for many of these youth. The full 2007 sample consisted of a 6,209 LGBT secondary school students, from all 50 states and the District of Columbia, between the ages of 13 and 21.
10 ways to promote good Adult/teen relationships,DOESN'T JUST APPLY TO GLBTQ
®
10 Ways for Adults to Create Healthy Youth-Adult Partnerships
LSEN encourages adults involved in safe schools organizing at the
local, state or national level to create and maintain healthy and
positive youth-adult partnerships. A major part of that is recognizing that
adultism—the oppression of, prejudice toward or discrimination against
young people because of their age—is alive and well in this society. Being
aware of adultist assumptions and behaviors—as well as adult privilege—as
you engage with youth as partners in this work will create healthy and
effective youth-adult partnerships. Youth or students, as defined by
GLSEN, includes anyone in middle school or high school, although most of
these tips could also be applied to work with all people, regardless of age.
Please read below for some great ideas on how to effectively include youth
in your organizing efforts!
1. Involve young people from the start
It’s important that when you begin working with students you provide them with significant
leadership roles. Have them involved in your planning from the start, and take their
suggestions seriously, just as you would with other adults. Not only is it important that you
listen to young peoples’ voices, but also provide them with the opportunity to create change
and be an active member of the team.
2. Listen
Provide students with a space where they are comfortable, safe
and supported. It’s important to listen carefully and try to
understand their perspectives. Allow them to realize the
strength of their voices and opinions, by not only listening, but
also involving them in decision-making opportunities.
3. Remember—everyone has potential
Because of adultism, many young people tend to be ignored and not given the opportunity
to express their ideas. Always remember that you can learn something from each person
you work with, regardless of their age! Allow students to find their own answers and make
mistakes. Provide them with the opportunity to demonstrate their strengths while
supporting and nurturing their challenges.
4. Be a role model
As the old saying goes, “Practice what you preach!” Be consistent in your actions and in
what you say. Always remember, even when you think they are not watching, students may
be observing your every move and learning from you. As a trusted adult, you must remain
appropriate and know your limits when working with young people. Remember, you are not
their friend nor their peer – but someone they can learn from and model after.
5. Share your wisdom and experiences
When working with young people, it’s important for everyone involved to share relevant
experiences and wisdom. Provide students with a sense of why you do the work you do and
what keeps you going, and ask that they share the same with you! Remember, you don’t
always need to have all the answers; you are allowed to make mistakes. Students will
appreciate your honesty and the fact that the partnership is a constant learning experience
for all those involved.
© 2007 Gay, Lesbian & Straight Education Network 90 Broad Street, 2nd Fl. New York, NY 10004
tel: (212) 727-0135 fax: (212) 727-0254 email: glsen@glsen.org web: www.glsen.org
G
© 2007 Gay, Lesbian & Straight Education Network Page 2
6. Don’t be afraid to say “I Don’t Know”
As you continue to build relationships with young people, many
will begin to trust you. At times, they will share situations that
might surprise you or leave you speechless. When asked for
advice, don’t be afraid to say “I don’t know what to say right
now, but I will try to help you find the resources you need.” As
a trusted adult, you should seek resources that will help the
student with whatever they are facing. This student is putting
their trust in you, so get back to them as soon as possible with
any suggestions or referrals you offer. For those acting as
representatives of GLSEN, remember, we are not a direct
service organization, but we can certainly refer people—be they youth or adults—to
organizations that provide that direct support.
7. Develop the 3 G’s: guidelines, goals and growth
It is important to set GUIDELINES. Remember to make sure the work that you do, what
you speak of, and how you interact with youth is age-appropriate. These guidelines need to
be set to make the safest environment possible for all students involved. Set GOALS.
Remember, don’t aim too high, or failure might be inevitable; don’t aim too low, or it’s proof
that you are not trusting the student’s potential. Create these goals together, as a
partnership. Encourage GROWTH. This process will be a growing experience for everyone
involved. Allow the space to make mistakes, share achievements and develop your skills.
Create a system where you can hold every team member accountable and provide
assistance if things are not going as planned.
8. Be a resource
As a member of a safe schools campaign or local/national organization, you may have
access to resources that young people might not have (although the opposite may also be
true!). Whether it’s connecting them with a local community organization, or providing
them with the resources necessary for them to complete their tasks, encourage students’
success by providing them the necessary support.
9. Provide an opportunity for reflection
Some of the work you regularly engage in might be new to many young people, and new
experiences can be intense for people of any age. Remember to take the opportunity to
process and reflect on the work you are doing. Don’t allow the students to become
overwhelmed or feel unsupported. As an adult in a leadership role, it is your responsibility
to create a forum where they can share their experiences and re-energize for the work to
come. Create journals, write about your experiences and share your challenges and
achievements. And remember, these opportunities for reflection can be useful for everyone
involved in safe schools work, not just young people!
10. Finally, have fun!
ALWAYS, remember to have fun! The
work that we do is not easy, so make sure
you make it as fun as possible. Once you
are done with your project or you sense
spirit is down, celebrate your successes
and all your hard work by having a pizza
party, a bowling trip, or something that is
fun and demonstrates your appreciation of
the students’—and adults’— hard work!
Avoid burn out and create a fun,
productive and working atmosphere!
10 Ways for Adults to Create Healthy Youth-Adult Partnerships
LSEN encourages adults involved in safe schools organizing at the
local, state or national level to create and maintain healthy and
positive youth-adult partnerships. A major part of that is recognizing that
adultism—the oppression of, prejudice toward or discrimination against
young people because of their age—is alive and well in this society. Being
aware of adultist assumptions and behaviors—as well as adult privilege—as
you engage with youth as partners in this work will create healthy and
effective youth-adult partnerships. Youth or students, as defined by
GLSEN, includes anyone in middle school or high school, although most of
these tips could also be applied to work with all people, regardless of age.
Please read below for some great ideas on how to effectively include youth
in your organizing efforts!
1. Involve young people from the start
It’s important that when you begin working with students you provide them with significant
leadership roles. Have them involved in your planning from the start, and take their
suggestions seriously, just as you would with other adults. Not only is it important that you
listen to young peoples’ voices, but also provide them with the opportunity to create change
and be an active member of the team.
2. Listen
Provide students with a space where they are comfortable, safe
and supported. It’s important to listen carefully and try to
understand their perspectives. Allow them to realize the
strength of their voices and opinions, by not only listening, but
also involving them in decision-making opportunities.
3. Remember—everyone has potential
Because of adultism, many young people tend to be ignored and not given the opportunity
to express their ideas. Always remember that you can learn something from each person
you work with, regardless of their age! Allow students to find their own answers and make
mistakes. Provide them with the opportunity to demonstrate their strengths while
supporting and nurturing their challenges.
4. Be a role model
As the old saying goes, “Practice what you preach!” Be consistent in your actions and in
what you say. Always remember, even when you think they are not watching, students may
be observing your every move and learning from you. As a trusted adult, you must remain
appropriate and know your limits when working with young people. Remember, you are not
their friend nor their peer – but someone they can learn from and model after.
5. Share your wisdom and experiences
When working with young people, it’s important for everyone involved to share relevant
experiences and wisdom. Provide students with a sense of why you do the work you do and
what keeps you going, and ask that they share the same with you! Remember, you don’t
always need to have all the answers; you are allowed to make mistakes. Students will
appreciate your honesty and the fact that the partnership is a constant learning experience
for all those involved.
© 2007 Gay, Lesbian & Straight Education Network 90 Broad Street, 2nd Fl. New York, NY 10004
tel: (212) 727-0135 fax: (212) 727-0254 email: glsen@glsen.org web: www.glsen.org
G
© 2007 Gay, Lesbian & Straight Education Network Page 2
6. Don’t be afraid to say “I Don’t Know”
As you continue to build relationships with young people, many
will begin to trust you. At times, they will share situations that
might surprise you or leave you speechless. When asked for
advice, don’t be afraid to say “I don’t know what to say right
now, but I will try to help you find the resources you need.” As
a trusted adult, you should seek resources that will help the
student with whatever they are facing. This student is putting
their trust in you, so get back to them as soon as possible with
any suggestions or referrals you offer. For those acting as
representatives of GLSEN, remember, we are not a direct
service organization, but we can certainly refer people—be they youth or adults—to
organizations that provide that direct support.
7. Develop the 3 G’s: guidelines, goals and growth
It is important to set GUIDELINES. Remember to make sure the work that you do, what
you speak of, and how you interact with youth is age-appropriate. These guidelines need to
be set to make the safest environment possible for all students involved. Set GOALS.
Remember, don’t aim too high, or failure might be inevitable; don’t aim too low, or it’s proof
that you are not trusting the student’s potential. Create these goals together, as a
partnership. Encourage GROWTH. This process will be a growing experience for everyone
involved. Allow the space to make mistakes, share achievements and develop your skills.
Create a system where you can hold every team member accountable and provide
assistance if things are not going as planned.
8. Be a resource
As a member of a safe schools campaign or local/national organization, you may have
access to resources that young people might not have (although the opposite may also be
true!). Whether it’s connecting them with a local community organization, or providing
them with the resources necessary for them to complete their tasks, encourage students’
success by providing them the necessary support.
9. Provide an opportunity for reflection
Some of the work you regularly engage in might be new to many young people, and new
experiences can be intense for people of any age. Remember to take the opportunity to
process and reflect on the work you are doing. Don’t allow the students to become
overwhelmed or feel unsupported. As an adult in a leadership role, it is your responsibility
to create a forum where they can share their experiences and re-energize for the work to
come. Create journals, write about your experiences and share your challenges and
achievements. And remember, these opportunities for reflection can be useful for everyone
involved in safe schools work, not just young people!
10. Finally, have fun!
ALWAYS, remember to have fun! The
work that we do is not easy, so make sure
you make it as fun as possible. Once you
are done with your project or you sense
spirit is down, celebrate your successes
and all your hard work by having a pizza
party, a bowling trip, or something that is
fun and demonstrates your appreciation of
the students’—and adults’— hard work!
Avoid burn out and create a fun,
productive and working atmosphere!
Are you a homophobe???
 |  | | |||||||
The term "homophobia" has gained currency as a one-word summary of this widespread problem. Since the early 1980's, scientists attempting to measure homophobia have developed a number of different homophobia scales and questionnaires. In 1996, as part of his study on homophobia, Dr. Henry Adams and his colleagues at the University of Georgia developed their own "Homophobia Scale" by modifying scales used by other researchers in earlier studies. It's a 25-item questionnaire "designed to measure your thoughts, feelings and behaviors with regards to homosexuality." The instructions stressed: "It is not a test, so there are no right or wrong answers." Below, FRONTLINE has reproduced this "Wright, Adams, and Bernat Homophobia Scale." It is not a perfect measure of anti-gay feelings or ideas, and is not a predictor of potential for anti-gay violence. [Though this scale was used in a research project designed to test the theory that homophobia is a manifestation of repressed homosexual desire, the scale is not a measure of homosexuality.] This questionnaire is designed to measure your thoughts, feelings, and behaviors with regards to homosexuality. It is not a test, so there are no right or wrong answers. Answer each item by checking the number after each question as follows:
1 = Strongly agree
| |||||||||
Subscribe to:
Comments (Atom)