Learning Targets:
Readers will be able to list different methods to support LGBT students
Readers will be able to identify multiples ways in which school support affects LGBT students
Readers will be able to explain how teacher support has affected Matthew and Sarah
Probably not. This is Bayard Rustin, the man responsible for one of the most important events in Civil Rights history: MLK’s March on Washington (Gates, 2013). Yet, like many LGBT people, he is mostly forgotten. LGBT people have a long history of being excluded, forgotten, and discriminated against; this continues in the classroom today which is why it is important that teachers actively support LGBT students.
Some resources for LGBT inclusive curriculum include: We Teach NYC and GLSEN's curriculum guides!
Even when they do not explicitly fear discrimination, they often feel forced to hide due to a lack of support and representation as Matthew and Sarah do; but, teacher support can be extremely valuable. As the American Psychological Association notes, lack of understanding about LGBT individuals, “breeds prejudice and discrimination”(Accredited Schools Online); so, it is our responsibility as educators to educate ourselves first so that we can combat this and be responsible allies. Throughout my research, the most successful methods of support were assisting student organizations like GSA’s, incorporating LGBT curricula into lessons, standing against discrimination, and openly showing acceptance. One study reported that of all these methods, “supportive educators have the strongest effect for LGBTQ student academic success and wellbeing” (Horn et. al, 2019). Teachers can make a huge difference in the lives of their LGBT students!
Review Quiz:
What percent of LGBTQ students say all their teachers support LGBTQ people?
a) 10%
b) 15%
c) 42%
d) 5%
2. LGBT inclusive curriculum can be used in _____
a) Any classes
b) Only history classes
c) Only language arts classes
d) Only high school classes
A 2. B
References
Accredited Schools Online. Teachers as LGBTQ Allies. (2020, November 24). Retrieved February, 2021, from https://www.accreditedschoolsonline.org/education- teaching-degree/lgbtq-youth/
Boesen, M. J. G., Greytak, E. A., Palmer, N. A., & Kosciw, J. (2013). The 2013 National School Climate Survey. https://www.glsen.org/research/2013-national-school-climate-survey.
Gates, H. L., Jr. (2013, September 19). Who Designed the March on Washington? Retrieved February, 2021, from https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/who-designed-the-march-on-washington/
Horn, S. S.,Johns, M. M., Poteat, V. P., & Kosciw, J. (2019). Strengthening our schools to promote resilience and health Among LGBTQ Youth: Emerging evidence and research priorities from the state of lgbtq Youth health and wellbeing symposium. LGBT Health, 6(4), 146–155. https://doi.org/10.1089/lgbt.2018.0109
Human Rights Campaign. (2018). 2018 LGBTQ Youth Report. Retrieved February, 2021, from https://www.hrc.org/resources/2018-lgbtq-youth-report
PFLAG NYC. (n.d.). Statistics you should know about gay & transgender students. Retrieved February, 2021, from http://www.pflagnyc.org/safeschools/statistics
Watson, R. J., Grossman, A. H., & Russell, S. T. (2016). Sources of social support and mental health among LGB Youth. Youth & Society, 51(1), 30-48. doi:10.1177/0044118x16660110
