education for all: addressing issues of sexual orientation and sexual identity in our schools ucea...

Education for All: Education for All: Addressing Issues of Sexual Orientation and Sexual Addressing Issues of Sexual Orientation and Sexual

Identity in our SchoolsIdentity in our SchoolsUCEAUCEA

October 31, 2008October 31, 2008

• Key Concepts• Key Findings on Student Experiences in School• Key Findings on LGBT Resources and Support

in School

OverviewOverview

• Orientation• Behavior• Identity

Sexuality:Sexuality:

Herdt & Boxer

(1993)[1]

D’Augelli & Hershberger (1993)[2]

Rosario et al. (1996)[3]

Savin-Williams(1997)[4]

D’Augelli (1998)[5]

Age of first awareness

(Orientation)

9.6 9.8 10.9 8.0 10.1

Age of first same-sex activity

(Behavior)

13.1 14.9 13.3 14.1 15.0

Age of identification/self-labeling

(Identity)

16.0 14.8 14.7 16.9 15.3

Maguen et al.

(2002)[6]

11.0

16.0

17.0

Summary: Age of Coming OutSummary: Age of Coming Out

Students Identifying as Gay, Lesbian, or BisexualStudents Identifying as Gay, Lesbian, or Bisexual

Source: Harris Interactive & GLSEN (2005)

Conscious Prejudice

Homophobia:Homophobia:

Unconscious bias“unearned privilege”/ “invisible advantage”

Heterosexism:Heterosexism:

• Sex—male/ female based on reproduction biology

• Expression—masculine/ feminine based on behavior perceived by others

• Identity—self-perception

Gender IssuesGender Issues

An umbrella term for anyone whose gender identity or expression does not conform to what is socially

expected based on their biological sex.

Transgender:Transgender:

Student Experiences in SchoolStudent Experiences in School

* Remarks Heard By StudentsRemarks Heard By Students

Source: “From Teasing to Torment,” GLSEN/Harris Interactive, 2005.

Question: At your school, how often do you hear students making the following types of remarks?

Physical Appearance and Sexual OrientationPhysical Appearance and Sexual OrientationAre Most Frequent Types of HarassmentAre Most Frequent Types of Harassment

At your school, how often are students bullied, called names or harassed for …?

% Very Often/Often

Seriousness of Harassment at School – Teachers’ ViewsSeriousness of Harassment at School – Teachers’ Views


Question: How serious of a problem is bullying, name-calling or harassment at your school?

Homophobic Remarks are the Homophobic Remarks are the

Most Common Type of Biased Language Most Common Type of Biased Language

Source: NSCS GLSEN, 2007

General Student Population Reports Similar Rates General Student Population Reports Similar Rates of anti-LGBT Language in Schoolsof anti-LGBT Language in Schools

Source: Penn & Schoen, 2004

How often do you hear the following words and phrases at School? All Boys Girls

% (%) %% Frequently + OftenThat’s so gay 81 79 83Fag 63 66 60Faggot 46 51 42Homo 46 49 43Queer 38 38 38Lesbo 37 34 39Dyke 32 26 37


Which of the following words and phrases have you personally used? All Boys Girls

% (%) %% Frequently + OftenThat’s so gay 68 64 72Fag 47 59 36Faggot 32 40 25Homo 28 32 24Queer 27 34 20Lesbo 26 27 25Dyke 24 22 25

Most students admit that they personallyMost students admit that they personallyuse anti-LGBT language at schooluse anti-LGBT language at school

Most students are not deeply bigoted Most students are not deeply bigoted towards LGBT peopletowards LGBT people


Those who agree with the following statements:

Fencesitters- “It doesn’t bother me as long as they leave me alone”

Hostile- “I don’t really like gay people”

Supportive- “I respect and admire gay people”

School Staff Were Least Likely to Intervene in Remarks School Staff Were Least Likely to Intervene in Remarks About Gender Expression and Homophobic Remarks About Gender Expression and Homophobic Remarks


LGBT Students Reported High Levels of LGBT Students Reported High Levels of Harassment Because of Sexual OrientationHarassment Because of Sexual Orientation


LGBT Students Reported High Levels of LGBT Students Reported High Levels of Harassment Because of Gender ExpressionHarassment Because of Gender Expression


• The majority (60.8%) of students never reported incidents of harassment or assault to school staff

Most common reason for not reporting to school staff:

Doubted that staff would effectively address situation (32.8%)

“I feel nothing will be done about it. Most just don’t care...” (Male student, 12th grade, SD)

Reporting Incidents Reporting Incidents of Harassment & Assaultof Harassment & Assault


Most common responses by school staff when students did report: Nothing (31.3%)

“All they said was they’d watch to see what was happening. They never did, no one ever did anything to prevent me being bashed.”(Transgender student, 8th grade, AZ)

Responses of School Staff to Reports of Responses of School Staff to Reports of Harassment & AssaultHarassment & Assault


Responses of School Staff to Reports of Harassment & AssaultResponses of School Staff to Reports of Harassment & Assault

Effectiveness of Reporting Incidents of Victimizationto a Teacher or School Staff Person

“When I reported it, they talked to the student and the kid knocked it off for a while, but it started up again. It will never stop, never.”

(Female student, 9th grade, WA)


High Severity (Often, Frequently)

Harassment Contributes to Absenteeism in SchoolsHarassment Contributes to Absenteeism in Schools

Severity of In-School Harassment andMissing days of School for safety Reasons

Perc

en

tage M

issi

ng A

t Le

ast

On

e D

ay

Verbal Harassment

Low Severity (Never, Rarely, Sometimes)


Harassment Contributes toHarassment Contributes toLowered Academic AchievementLowered Academic Achievement

Severity of Harassment andAcademic Achievements

Mean R

eport

ing G

PA

Verbal Harassment Physical Harassment


Harassment Contributes toHarassment Contributes toLowered Educational AspirationsLowered Educational Aspirations

Severity of In-School Harassment andEducational Aspirations

Perc

en

tage N

ot

Pla

nnin

g t

o P

urs

ue

Post

-Seco

ndary

Ed

uca

tion

Verbal Harassment

Low Severity (Never, Rarely, Sometimes) High Severity (Often, Frequently)


LGB students were three times more

likely to have been threatened or injured

with a weapon in school in the past year than other

students

Source: Massachusetts Youth Risk Behavior Survey, 2005

Disproportionately at Risk for Victimization by OthersDisproportionately at Risk for Victimization by OthersPhysical harassment/Victimization

LGB students Heterosexual students

Seriously considered suicide

34% 11%

Making a suicide plan 21% 5% Actually attempting suicide

29% 7%

Of requiring medical attention for a suicide attempt

18% 3%

At Risk for Self EndangermentAt Risk for Self EndangermentSuicide: Much more likely among LGB YouthSuicide: Much more likely among LGB Youth

Source: Massachusetts YRBS: Goodenow, 2006; Goodenow, et al., 2006

Higher lifetime rates of using…

LGB students

Heterosexual students

Marijuana 69% 47% Cocaine 33% 7% Anabolic steroids 25% 4% Injected drugs 22% 2%

.

At Risk for Self EndangermentAt Risk for Self EndangermentDrug Use: Much more likely among LGB Youth

Source: Massachusetts YRBS: Garafalo et al., 1998

Key Findings on LGBT Resources Key Findings on LGBT Resources and Support in Schooland Support in School

• Policy explores the school’s official stance with regard to harassment and discrimination, diversity, curriculum, student clubs, and staffing;

• Programming takes a look at curricular and extracurricular practices including classroom lessons, library collections, staff development, athletic programs, student clubs, health/guidance programs, college/career counseling, social functions, and family education;

• Practice examines the overall attitudes and behaviors that characterize the school, such as use of anti-gay language, responses to anti-gay harassment, visibility and comfort level of LGBT people, and relationship to LGBT organizations and service agencies external to the school community.

The “3 P’s”The “3 P’s”

The Hostile School Characterized by absence of policies and programming

The Resistant School Characterized by individuals changing their practice but finding resistance from those who make policy and program decisions

The Passive SchoolCharacterized by changes but a lack of implementation efforts

The Inclusive SchoolCharacterized by changes and implementation efforts

Schools and LGBT Issues:Schools and LGBT Issues:A Development ContinuumA Development Continuum

Institutional PracticesInstitutional Practices

Efforts Teachers Believe Will Help Create Efforts Teachers Believe Will Help Create Safer Schools for LGBT StudentsSafer Schools for LGBT Students

Source: Harris Interactive & GLSEN, 2005

Source: GLSEN, NSCS 2005

Having a Comprehensive Safe School Policy Curtails Having a Comprehensive Safe School Policy Curtails Anti-LGBT Harassment in SchoolsAnti-LGBT Harassment in Schools

Verbal Harassment re: Sexual Orientation and Type of Safe School Policy

Perc

en

tag

e o

f S

tud

en

ts

Rep

ort

ing

Hig

h S

everi

ty

of

Hara

ssm

en

t (O

ften

or

freq

uen

tly)


Having a Comprehensive Safe School Policy IncreasesHaving a Comprehensive Safe School Policy IncreasesFaculty/Staff Intervention re: Homophobic RemarksFaculty/Staff Intervention re: Homophobic Remarks

Faculty/Staff Intervention re: Homophobic Remarks and Type of Safe School Policy

Perc

en

tag

e o

f S

tud

en

ts

Rep

ort

ing

Heari

ng

H

om

op

hob

ic R

em

ark

s in

sch

ool


LGBT Students More Likely to Report Harassment WhereLGBT Students More Likely to Report Harassment WhereThere Is a Comprehensive Safe School PolicyThere Is a Comprehensive Safe School Policy

Reporting Harassment to School Personneland Type of Safe School Policy

Per

cent

age

of S

tude

nts

Rep

orti

ng

Har

assm

ent t

o S

choo

l Per

sonn

el

Students With an Inclusive School Policy are 1/3 Students With an Inclusive School Policy are 1/3 Less Likely to Report Bullying is a Serious Less Likely to Report Bullying is a Serious

ProblemProblem


Very/Somewhat Serious Harassment Problem at School

Individual PracticesIndividual Practices

Average GPA of LGBT students who could not identify any support faculty or staff: 2.8/C2.8/C

LGBT students who have supportive faculty/staff have grade point LGBT students who have supportive faculty/staff have grade point averages nearly a full letter grade higher than their peers:averages nearly a full letter grade higher than their peers:

Average GPA of LGBT students who could identify one or more supportive faculty or staff member: 3.2/B-3.2/B-

Resources and Support in School Programming:Resources and Support in School Programming:Supportive TeachersSupportive Teachers


20.5%20.5% of LGBT students with no supportive faculty or staff said they do not intend to go to college

Students without supportive staff are two-thirds more likely to not Students without supportive staff are two-thirds more likely to not continue their education after high schoolcontinue their education after high school

12.2%12.2% of LGBT students who reported having one or more supportive faculty or staff member said they did not plan to go to college

Resources and Support in School Programming:Resources and Support in School Programming:Supportive TeachersSupportive Teachers


Principals Who Receive Professional Development Are Principals Who Receive Professional Development Are Three Times More Likely to Participate in Safe School Three Times More Likely to Participate in Safe School

Efforts for LGBT StudentsEfforts for LGBT Students

Prin

cipa

ls E

ngag

ed in

Effo

rts

to C

reat

e Sa

fe S

choo

lEn

viro

nmen

ts fo

r LG

BT S

tude

nts

Source: Principal’s Perspective, 2007

Source: Principal’s Perspective, 2007

Less than half of Principals have had professional Less than half of Principals have had professional development in the area of LGBT issues.development in the area of LGBT issues.

Presence of Supportive and/or openly LGBT staff dramatically Presence of Supportive and/or openly LGBT staff dramatically increases LGBT students’ sense of belongingincreases LGBT students’ sense of belonging


30.5%34.2% 34.3%

57.1%60.9%

24.6%20.8%

26.3%

36.5%

48.9%

0 1 6 to 10 More than 10

Reported Numbers of Teachers or School Staff

Perc

en

t Fe

elin

g T

hat

Th

ey

Belo

ng

In

Their

Sch

ool Supportive

Teachers or Staff

Openly LGBTTeachers or Staff

• Reactive• Proactive

Distinguishing BehaviorDistinguishing Behavior

Effective interventions depend upon Effective interventions depend upon Time and PlaceTime and Place

Effective Interventions Depend Upon Effective Interventions Depend Upon Time and PlaceTime and Place

Reflective/Proactive Discourse

Punitive/Reactive Response

Less Time Available More Time Available

Structured Settings

Unstructured Settings

Typical Interventions for Each SettingTypical Interventions for Each Setting

~"What did you mean by that?"

STRUCTURED ~ "That is unacceptable in this room." ~ "Why did you choose those words? How else

SETTINGS ~ "You know the class ground roles." might you have expressed your feelings?"(Classroom, Library,

etc.) ~ "Please apologize." ~ You may not have meant to be hurtful, but

~ "Out of this room!" here's how your comment hurt…"

UNSTRUCTURED ~ "Cut it out!" ~ "That's bullying. It is against school rules…"

SETTINGS ~ "Keep your hands to yourself!" ~ "That's harassment. It could get you suspended..."(Classroom, Library,

etc.) ~ "Stop it right now!" ~ "That was realy mean. Why did you say that?"

~ "Go to the office!" ~ "Do you understand why that was so hurtful?"

LESS TIME AVAILABLE MORE TIME AVAILABLE

(Between periods, at dismissal, etc.) (during class, conference time, etc.)

With positive portrayals

With no or negative portrayals


Youth who lack positive portrayals were almost twice twice as likely to report having missed school because of feeling unsafe

Resources and Support in School:Programming: CurriculumProgramming: Curriculum

• 81.7% of students reported that there were no positive portrayals of LGBT people, history or events in any of their classes.


Resources and Support in School:Resources and Support in School:Programming: CurriculumProgramming: Curriculum


Youth without curriculum including LGBT people, history or events were less likely to feel comfortable talking to their teachers about LGBT issues.

Resources and Support in SchoolResources and Support in SchoolProgramming: CurriculumProgramming: Curriculum

With inclusive curriculum

Without inclusive curriculum

Students in schools with GSAs are more than 10% less likely to report feeling Students in schools with GSAs are more than 10% less likely to report feeling unsafe than those without a GSAunsafe than those without a GSA

67.5%67.5% of students who report their school did not have a GSA say they feel unsafe in their schools because of their sexual orientation

60.8%60.8% of students who report having a GSA were less say they feel unsafe at school because of their sexual orientation


Resources and Support School Programming:Resources and Support School Programming:Gay Straight AlliancesGay Straight Alliances

Attitude Characteristics

Repulsion People who are different are strange, sick, crazy and aversive

Pity People who are different are somehow born that way and it is pitiful

Tolerance Being different is just a phase of development that…most people ‘grow out of’

Acceptance Implies that one needs to make accommodations for another’s differences: does not acknowledge that another’s identity may be of the same value as their own

Support Works to safeguard the rights of those who are different

Admiration Acknowledges that being different in our society takes strength

Appreciation Values the diversity of people and is willing to confront insensitive attitudes

Nurturance Assumes the differences in people are indispensable in society

Attitudes Towards Differences: Attitudes Towards Differences: The Riddle Scale *The Riddle Scale *

*Taken from Alone No More: Developing a School Support System for Gay, Lesbian and Bisexual Youth, 1994, Appendix A; developed by Dorothy Riddle, Ph.D., psychologist from Tucson, AZ.

BeliefsBeliefsA matter of personal conscience for individuals to decide.

BehaviorBehaviorStandards are set by schools in order that all might learn: all must abide.

www.glsen.org

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