glsen- playgrounds and prejudice

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Playgrounds and Prejudice:

Elementary School Climate inthe United States

A Survey of Students and Teachers

A Report from the Gay, Lesbian and Straight Education Network

glsen.org


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PlElin t

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ii

About GLSENGLSEN,theGay,Lesbian&StraightEducationNetwork,istheleadingnationaleducationorganization

focusedonensuringsafeschoolsforallstudents.Establishedin1990,GLSENenvisionsaworldinwhich

everychildlearnstorespectandacceptallpeople,regardlessofsexualorientationorgender

identity/expression.GLSENseekstodevelopschoolclimateswheredifferenceisvaluedforthepositive

contributionit

makes

to

creating

amore

vibrant

and

diverse

community.

For

information

on

GLSEN's

research,educationalresources,publicpolicyadvocacy,studentorganizingprogramsandeducator

traininginitiatives,visitwww.glsen.org.

NationalHeadquarters

90BroadStreet,SecondFloor

NewYork,NY10004

Ph:2127270135Fax:2127270254

DCPolicyOffice

101214thStreet,NW,Suite1105

Washington,DC20005

Ph:2023477780Fax:2023477781

About Harris Interactive

HarrisInteractive

is

one

of

the

worlds

leading

custom

market

research

firms,

leveraging

research,

technology,andbusinessacumentotransformrelevantinsightintoactionableforesight.Knownwidely

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independentmarketresearchfirms,Harrisspecializesindeliveringresearchsolutionsthathelpusand

ourclientsstayaheadofwhatsnext.Formoreinformation,pleasevisitwww.harrisinteractive.com.

HarrisInteractive,Inc.

161AvenueoftheAmericas

New

York,

NY

10013

Copyright2012,Gay,Lesbian&StraightEducationNetworkandHarrisInteractive,Inc.Allrights

reserved.

9781934092095

GLSENandHarrisInteractive(2012). PlaygroundsandPrejudice:ElementarySchoolClimateintheUnitedStates,ASurveyofStudentsandTeachers. NewYork:GLSEN.

Coverphotography:KateTerHaarunderCreativeCommonslicense

Insidephotography:pp.21,35,83and117ConradVentur;p.1HunterMcIntosh,firstplaceprimary

winnerofthe2007NoNameCallingWeekCreativeExpressionContest,p.55BartEversonunder

CreativeCommonslicense,p.103StudentsfromHeatherFountainskindergartenclass,JacksonRoad

ElementarySchool


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iii

Table of Contents

Preface ........................................................................................................................................ xii

Executive Summary ................................................................................................................... xiv

Survey Method ....................................................................................................................... xviKey Findings ........................................................................................................................... xvi

Conclusion .............................................................................................................................. xxi

About the Research ................................................................................................................... xxii

Survey Methods ..................................................................................................................... xxii

A Note on Reading the Tables and Figures ........................................................................... xxii

Glossary of Terms and Abbreviations Used in Report .......................................................... xxiii

Project Responsibility and Acknowledgements ..................................................................... xxiv

Public Release of Survey Findings ........................................................................................ xxiv

Chapter 1: Biased Language at School ....................................................................................... 1

Overview ................................................................................................................................... 2

Section 1. Students Reports on Biased Language at School ................................................... 2

Biased Remarks .................................................................................................................... 3

Remarks Related to Not Conforming to Traditional Gender Norms ...................................... 7

Section 2. Teachers Reports on Biased Language at School ................................................ 11

Addressing Student Use of Biased Language ..................................................................... 15

Summary ............................................................................................................................. 19

Chapter 2: Incidents of Bullying and Name-Calling at School ................................................... 21

Overview ................................................................................................................................. 22

Section 1. Incidents of Bullying and Name-Calling Witnessed by Students ........................... 23

Reasons Other Students Are Bullied or Called Names at School ....................................... 23

Section 2. Incidents of Bullying and Name-Calling Witnessed by Teachers .......................... 28

Reasons Students Are Bullied or Called Names at School ................................................. 30

Summary ............................................................................................................................. 33

Chapter 3: Students Feelings of Safety and Their Personal Experiences with Bullying and

Name-Calling at School .............................................................................................................. 35

Overview ................................................................................................................................. 36

Feelings of Safety at School .................................................................................................... 37

Experiences of Bullying and Name-Calling at School ............................................................. 40


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iv

Relational Bullying and Cyberbullying ..................................................................................... 40

Reasons Students Experience Bullying and Name-Calling at School ..................................... 44

Bullying and Name-Calling of Students Who Do Not Conform to Traditional Gender Norms . 45

Where Do Bullying and Name-Calling Occur at School? ........................................................ 47

Reporting Personal Incidents of Bullying or Name-Calling to School Personnel ..................... 48

Impact of Bullying and Name-Calling ...................................................................................... 51

Lessons about Bullying, Name-Calling and Respect at School............................................... 53

Summary ................................................................................................................................. 53

Chapter 4: Teachers Attitudes and Efforts about Gender and Sexual Orientation ................... 55

Overview ................................................................................................................................. 56

Section 1: Teachers Attitudes, Efforts and Responses to Students Who Are or May Be LGBT

................................................................................................................................................ 57

Teachers Perspectives on the Comfort Level of Elementary School Students Who Are orMay Be LGBT ...................................................................................................................... 57

Teachers Comfort Addressing LGBT Issues ...................................................................... 59

Teachers Comfort Intervening in Homophobic Name-Calling and Bullying ........................ 61

Section 2: Teachers Attitudes, Efforts and Responses Regarding Gender Non-Conforming

Students .................................................................................................................................. 63

Teachers Attitudes Regarding Gender Non-Conforming Students ..................................... 63

Teachers Perspectives on School Community Support of Efforts Addressing Gender-

Related Issues ..................................................................................................................... 63

Teachers Feelings of Obligation and Helpfulness of Efforts to Ensure a Safe and

Supportive Learning Environment for Students Who May Not Conform to Traditional

Gender Norms ..................................................................................................................... 68

Teachers Efforts for Students Who Do Not Conform to Traditional Gender Norms ........... 69

Teachers Responses to Bullying, Name-Calling, or Harassment towards Gender Non-

Conforming Students ........................................................................................................... 73

Lessons about Gender Equality at School ........................................................................... 79

Summary ................................................................................................................................. 80

Chapter 5: Teachers Attitudes, Efforts and Responses to Students from Families with LGBTParents ........................................................................................................................................ 83

Overview ................................................................................................................................. 84

Teachers Perspectives on the Comfort Level of Elementary School Students Who Have

LGBT Parents .......................................................................................................................... 85

Teachers Perspectives on the Comfort Level of LGBT Parents of Elementary School

Students .................................................................................................................................. 85


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v

Teachers Perspectives on School Community Support of Efforts Addressing Families with

LGBT Parents .......................................................................................................................... 87

Teachers Feelings of Obligation to Ensure a Safe and Supportive Learning Environment for

Families with LGBT Parents .................................................................................................... 87

Teachers Responses to Bullying, Name-Calling or Harassment towards Students from

Families with LGBT Parents .................................................................................................... 95

Teaching and Learning about Different Family Types at School ............................................. 96

Chapter 6: School-Wide Anti-Bullying and Harassment Efforts ............................................... 103

Overview ............................................................................................................................... 104

Anti-Bullying and Harassment Measures at School .............................................................. 105

Components of School Anti-Bullying or Harassment Policies ........................................... 107

Impact of Anti-Bullying or Harassment Policies on Bullying, Name-Calling, Biased

Comments and Comfort Level at School ........................................................................... 109

Anti-Bullying or Harassment Policies and Teachers Attitudes and Efforts ........................ 113

Summary ............................................................................................................................... 115

Chapter 7: Teacher Professional Development ....................................................................... 117

Overview ............................................................................................................................... 118

Teachers Professional Development Background ................................................................ 119

Areas for Further Professional Development ........................................................................ 122

Impact of Teachers Professional Development .................................................................... 123

Summary ............................................................................................................................... 125


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vi

List of Tables and Figures

Figure 1.1 Hearing Biased Remarks from Other Students at School ..................................... 3

Table 1.1 Frequency of Hearing Biased Remarks from Other Students at School by School

Type and School Location ..................................................................................... 5

Figure 1.2 Students Who Reported Ever Hearing Biased Remarks from Teachers and Other

Adults at School .................................................................................................... 6

Table 1.2 Differences by Grade Level of Students Who Reported Ever Hearing Biased

Remarks from Teachers and Other Adults at School ............................................ 6

Figure 1.3 Frequency of Hearing Remarks Related to Students Gender Expression from

Other Students at School ...................................................................................... 8

Table 1.3 Frequency of Hearing Remarks Related to Students Gender Expression from

Other Students at School by School Type and School Location ........................... 9

Figure 1.4 Students Who Reported Ever Hearing Remarks Related to Students Gender

Expression from Teachers and Other Adults......................................................... 9

Table 1.4 Hearing Remarks Related to Students Gender Expression from Teachers and

Other Adults at School and Differences by Grade Level and School Location ... 10

Table 1.5 Hearing Remarks Related to Students Gender Expression from Other Students

at School by Hearing Teacher Encourage Traditional Gender Norms ................ 10

Figure 1.5 Frequency of Biased Remarks Teachers Hear Students Make at School .......... 12

Table 1.6 Frequency of Biased Remarks Teachers Hear Students Make at School by

Grade Level Taught and School Location ........................................................... 13Table 1.7 Frequency of Teachers Hearing Biased Remarks by Years of Teaching

Experience. ............................................................................................... 14

Figure 1.6 Number of Students Teachers Hear Making Biased Remarks ............................ 15

Figure 1.7 Frequency With Which Teachers Address Biased Remarks Made by Students . 16

Table 1.8 Frequency With Which Teachers Address Biased Remarks Made by Students by

School Location ................................................................................................... 17

Table 1.9 Frequency at Which Teachers Address Biased Remarks Made by Students by

Years of Teaching Experience ............................................................................ 18

Figure 1.8 Frequency of Teachers Hearing Biased Remarks from Other Teachers or SchoolStaff ..................................................................................................................... 19

Figure 2.1 Frequency of Student Reports of Bullying and Name-Calling at School ............. 24

Table 2.1 Frequency of Student Reports of Bullying and Name-Calling at School by School

Type and School Location ................................................................................... 24

Figure 2.2 Reasons Other Students are Bullied or Called Names at School ....................... 25


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Table 2.2 Reasons Other Students are Bullied or Called Names at School by Grade Level,

School Type and School Location ....................................................................... 26

Figure 2.3 Family-Related Reasons Other Students are Bullied or Called Names at School

............................................................................................................................ 27

Table 2.3 Family-Related Reasons Other Students are Bullied or Called Names at School

by Grade Level, School Type and School Location............................................. 27

Figure 2.4 Teachers Perceptions on Seriousness of Bullying or Name-Calling at School .. 28

Table 2.4 Teachers Perceptions on Seriousness of Bullying or Name-Calling at School by

School Location and School Type ...................................................................... 29


Grade Level Taught ............................................................................................ 29


Years of Experience ............................................................................................ 30

Figure 2.5 Teachers Perception on Reasons Students Are Bullied or Called Names At

School ................................................................................................................. 31

Figure 2.6 Teachers Perception on Reasons Students Are Most Often Bullied or Called

Names at School ................................................................................................ 32

Figure 3.1 Students Feelings of Safety at School............................................................... 37

Table 3.1 Students Feeling of Safety at School by Gender and Race/Ethnicity ................. 38

Table 3.2 Students Feeling of Safety at School by School Type and School Location ...... 38

Figure 3.2 Reasons Students Feel Unsafe or Afraid at School ............................................ 39

Figure 3.3 Frequency of Personally Being Bullied and Called Names at School ................. 41

Table 3.3 Frequency of Personally Being Bullied and Called Names at School by

Race/Ethnicity, School Location and School Type ............................................. 41

Figure 3.4 Students' Personal Experiences With Other Forms of Bullying .......................... 42

Figure 3.5 Ways Students Were Left Out or Ignored by Other Students .............................. 43

Table 3.4 Students Personal Experiences with Other Forms of Bullying by Feelings of

Safety at School .................................................................................................. 43

Figure 3.6 Reasons Students Experience Bullying or Name-Calling at School .................... 44

Table 3.5 Profile of Students Who Do and Do Not Conform to Traditional Gender Norms . 46

Figure 3.7 Locations Where Bullying or Name-Calling Occurs at School ............................. 47

Figure 3.8 Frequency and Helpfulness of Telling a Teacher about Being Called Names,

Made Fun of or Bullied at School ........................................................................ 49

Table 3.6 Relationship between Frequency and Helpfulness of Telling a Teacher about

Being Called Names, Made Fun of or Bullied at School ...................................... 49


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viii

Figure 3.9 Teachers Reactions to Student Reports of Being Called Names, Made Fun of or

Bullied .................................................................................................................. 50

Table 3.7 Teachers Reactions to Student Reports of Being Called Names, Made Fun of or

Bullied by Frequency of Experiencing Bullying and Grade Level ........................ 50

Table 3.8 Students Relationships, School Performance and Well-Being by Frequency of

Being Bullied ....................................................................................................... 52

Figure 4.1 Teachers Perspectives on Comfort Level of Students Who Might Be or Grow Up

To Be LGBT ........................................................................................................ 58

Table 4.1 Teachers Perspectives on Comfort Level of Students Who Might Be or Grow Up

To Be LGBT By Years of Teaching Experience .................................................. 58

Table 4.2 Teachers Perspectives on Comfort Level of Students Who Might Be or Grow Up

To Be LGBT by School Location ......................................................................... 59

Figure 4.2 Teachers Level of Comfort in Responding to Student Questions about LGBT

People ................................................................................................................. 60

Table 4.3 Teachers Level of Comfort in Responding to Student Questions about LGBT

People by School Type and Knowing an LGBT Parent or Student ..................... 60

Figure 4.3 Teachers Level of Comfort in Addressing Bullying, Name-Calling and

Harassment of Students Perceived to be LGB .................................................... 62

Table 4.4 Teachers Level of Comfort in Addressing Bullying, Name-Calling and

Harassment of Students Perceived to be LGB by Years of Experience and

Knowing an LGBT Parent or Student .................................................................. 62

Figure 4.4 Teachers Perspectives on Comfort Level of Elementary School Students Who

May Not Conform to Traditional Gender Norms .................................................. 64

Table 4.5 Teachers Perspectives on Comfort Level of Elementary School Students Who

May Not Conform to Traditional Gender Norms by Years of Experience ............ 65

Table 4.6 Teachers Perspectives on Comfort Level of Elementary School Students Who

May Not Conform to Traditional Gender Norms by School Location ................... 65

Figure 4.5 Teachers Perspectives on School Community Support of Efforts That

Specifically Address Issues of Gender Roles, Gender Stereotypes and Non-

Traditional Gender Expression ............................................................................ 66

Table 4.7 Teachers Perspectives on School Community Support of Efforts That


Traditional Gender Expression by Years of Experience ...................................... 67



Traditional Gender Expression by School Location ............................................. 67

Figure 4.6 Teachers Feelings of Obligation towards Students Who Do Not Conform to

Traditional Gender Norms ................................................................................... 68


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ix

Figure 4.7 Teachers Perceptions on Helpfulness of Efforts in Creating Safer and More

Supportive Schools for Students Who May Not Conform to Traditional Gender

Norms ................................................................................................................. 69

Table 4.9 Teachers Who Have Personally Engaged in Efforts to Create a Safe and

Supportive Environment for Students Who May not Conform to Traditional

Gender Norms by Grade Level Taught and School Location .............................. 71

Figure 4.8 Efforts Teachers Have Made to Create a Safe and Supportive Environment for

Students Who May Not Conform to Traditional Gender Norms .......................... 71

Table 4.10 Efforts Teachers Have Made to Create a Safe and Supportive Environment for

Students Who May Not Conform to Traditional Gender Norms by School

Location ............................................................................................................... 72

Figure 4.9 Reasons Why Teachers Have Not Made Efforts to Create a Safe and Supportive

Environment for Students Who May Not Conform to Traditional Gender Norms 73

Figure 4.10 Teachers Level of Comfort in Addressing Bullying, Name-Calling or Harassment

of Students Who Do Not Conform to Traditional GenderRoles .......................... 74

Table 4.11 Teachers Level of Comfort in Addressing Bullying, Name-Calling or Harassment

of Students Who Do Not Conform to Traditional Gender Roles by Grade Level

Taught and Years of Experience ......................................................................... 75

Figure 4.11 Ways That Teachers Would Address Incidents Where Students are Bullied or

Called Names for Not Conforming to Traditional Gender Norms ........................ 76

Table 4.12 Ways That Teachers Would Address Incidents Where Students are Bullied or

Called Names for Not Conforming to Traditional Gender Norms by Grade Level

............................................................................................................................ 77

Figure 4.12 How Teachers Would Approach Students Who Do Not Conform to TraditionalGender Norms ..................................................................................................... 78

Table 4.13 How Teachers Would Approach Students Who Do Not Conform to Traditional

Gender Norms by Years of Experience ............................................................... 78

Table 4.14 How Teachers Would Approach Students Who Do Not Conform to Traditional

Gender Norms by School Type and School Location.......................................... 79

Figure 4.13 Students Reports of Being Taught at School That Girls and Boys Can Do the

Same Things ....................................................................................................... 80

Figure 5.1 Teachers Perspectives on Comfort Level of Elementary School Students with

LGBT Parents ...................................................................................................... 85Table 5.1 Teachers Perspectives on Comfort Level of Elementary School Students with

LGBT Parents by Years of Teaching Experience and School Location .............. 86

Figure 5.2 Teachers Perspectives on Comfort Level of LGBT Parents Participating in

School Activities .................................................................................................. 86

Table 5.2 Teachers Perspectives on Comfort Level of LGB Parents Participating in School

Activities by Years of Teaching Experience ........................................................ 87


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Table5.3 Teachers Perspectives on Comfort Level of LGB Parents Participating in School

Activities by School Location ............................................................................... 88

Table 5.4 Teachers Perspectives on Comfort Level of Transgender Parents Participating in

School Activities by Years of Teaching Experience ............................................ 89

Figure 5.3 Teachers Perspectives on School Community Support of Efforts That

Specifically Address Families with LGBTParents ............................................... 89


Specifically Address Families with LGBT Parents by Years of Teaching

Experience and School Type .............................................................................. 90


Specifically Address Families with LGBT Parents by School Location ............... 91

Figure 5.4 Teachers' Sense of Obligation to Ensure a Safe and Supportive Learning

Environment for Students with LGBT Parents/Family Members ......................... 91

Figure 5.5 Teachers Perceptions on the Helpfulness of Efforts to Create Safer and More

Supportive Schools for Families with LGBT Parents ........................................... 92

Table 5.7 Teachers Who Have Made Efforts to Create Safe and Supportive Environments

for LGBT Families by Knowing an LGBT Student or Parent and School Location

............................................................................................................................ 93

Table 5.8 Efforts Teachers Have Made to Create a Safe and Supportive Environment for

Families with LGBT Parents ................................................................................ 94

Figure 5.6 Reasons Why Teachers Have Not Engaged in Efforts to Create a Safe and

Supportive Environment for Families with LGBT Parents ................................... 94

Table 5.9 Reasons Why Teachers Have Not Engaged In Efforts to Create a Safe and

Supportive Environment for Families with LGBT Parents by School Location .... 95

Figure 5.7 Ways Teachers Would Address Incidents in Which Students are Bullied or Called

Names for Having LGBT Parents or Other FamilyMembers .............................. 97

Table 5.10 Ways Teachers Would Address Incidents in Which Students are Bullied or Called

Names for Having LGBT Parents or Other Family Members by Grade Level

Taught and Years of Experience ......................................................................... 98

Figure 5.8 Teachers' Reports of the Family Types Represented When the Topic of Families

is Discussed in Classroom .................................................................................. 99

Table 5.11 Teachers Reports of the Family Types Represented When the Topic of Families

is Discussed in Classroom by School Location and Grade Level Taught ......... 100

Table 5.12 Teachers Reports of the Family Types Represented When the Topic of Families

is Discussed in Classroom by Knowing LGBT Student or Parent ..................... 100

Figure 5.9 Students' Reports of Types of Families They Are Taught About in School ....... 101

Figure 5.10 Students Reports of Knowing Anyone Who is Gay or Lesbian......................... 101

Figure 6.1 Measures Implemented in School Regarding Bullying or Harassment ............. 105


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Table 6.1 Anti-Bullying or Harassment Measures Implemented at School by School Type,

School Size and School Location ...................................................................... 106

Figure 6.2 Components Included in School Anti-Bullying or Harassment Policies ............. 108

Figure 6.3 Characteristics Specifically Mentioned in School Anti-Bullying or Harassment

Policies .............................................................................................................. 108

Table 6.2 Characteristics Specifically Mentioned in School Anti-Bullying or Harassment

Policies by School Location ............................................................................... 109

Figure 6.4 Teachers' Reports on Type of School Anti-Bullying/Harassment Policy ........... 110

Table 6.3 Teachers Reports of Biased Language in School by Type of Anti-

Bullying/Harassment Policy ............................................................................... 111

Table 6.4 Teachers Reports on Bullying in School by Type of Anti-Bullying/Harassment

Policy ................................................................................................................. 112

Table 6.5 Teachers Perspective of Supportiveness of School Community on Efforts

Related to Gender and LGBT Families by Type of School Anti-Bullying/Harassment Policy ............................................................................... 113

Table 6.6 Teachers Efforts Related to Gender and LGBT Families by Type of School Anti-


Table 6.7 Teachers Comfort With Addressing Name-Calling, Bullying or Harassment

Related to Gender and Sexual Orientation by Type of School Anti-


Figure 7.1 Professional Development in the Following Areas Received by Teachers ....... 119

Table 7.1 Professional Development in Current Position by Type of Anti-

Bullying/Harassment Policy ............................................................................... 120Table 7.2 Professional Development in Current Position by Knowing an LGBT Student or

Parent ................................................................................................................ 121

Table 7.3 Professional Development during Pre-Service Education or Student Teaching by

Years of Teaching Experience .......................................................................... 121

Figure 7.2 Areas in Which Teachers Feel They Need Further Professional Development 122

Table 7.4 Comfort Level Addressing Bullying and Responding to Questions by Professional

Development in Gender Issues and LGBT Families ......................................... 124

Table 7.5 Family Types Represented When Topic of Families is Discussed in Classroom

by Professional Development in LGBT Families ............................................... 125


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xiii

PREFACE

In1972,thealbumFreetoBeYouandMesangavisionofafutureinwhichgenderstereotypes,sexism

andbiasdidnotlimitchildrenslives.Asachildmyselfatthetime,IwasoneofthemanyAmerican

elementaryandmiddleschoolschoolchildrenwhosangalongwithMarloThomasaboutaland

where

the

children

are

free.

The

songs

on

the

album

and

sketches

in

the

Emmy

winning

1974

television

specialsoughttoillustrateforchildrenthefullrangeofpossibilitiesinthelivesthatlaybeforethem.

Whenmyoldestchildwasborn,Imadesurewehadthesesongsinheavyrotation,andenjoyedseeing

herdancealongtothem.Hearingthemagainfrommycurrentvantagepointasanadvocatetoendbias

andbullyinginK12schools,Iwasstruckbytheircheerfulfaithinimminentprogress.Notably,thereare

onlyglancingreferencestothenamecallingandbullyingthatgivestereotypessuchpower.

Todayssocietyhasstartedtograpplewiththeterribleimpactandconsequencesofbiasbasedbullying

andharassmentamongchildrenapolicingofnormsdifferentfromthetacitunderstandingsofgirls

andboysproperplacethatseemedtobetheprimaryhurdlesfortyyearsago.Threeweeksaftermy

oldestchildstartedkindergarten,shethrewatantrumbecauseIsaidnoaboutsomethingorother,

andyelled,

Mama,

you

are

aSISSY!

She

clearly

had

little

sense

of

the

words

meaning,

but

had

learned

inherbriefelementaryschoolcareerthatthiswasoneoftheworstepithetsshecouldhurlinanger.

ThisreportfromGLSENillustratestheextenttowhichchildrenselementaryschoolexperiencesstill

drawartificialboundariesontheirlivesbasedoncriticalpersonalcharacteristics.Namecallingand

bullyinginelementaryschoolsreinforcegenderstereotypesandnegativeattitudestowardspeople

basedontheirgenderexpression,sexualorientation,disability,race,religionorfamilycomposition.

Elementaryschoolstudentsandteachersreportfrequentuseofdisparagingremarkslikeretardand

thatssogay,andhalfoftheteacherssurveyedreportbullyingasaseriousproblemamongtheir

students.Studentswhodonotconformtotraditionalgendernormsareathigherriskforbullying,and

arelesslikelythantheirpeerstofeelsafeatschool.Ourresearchalsoshowstheconnectionbetween

elementaryschool

experiences

of

bullying

and

alower

quality

of

life.

Thereis,however,somegoodnews.Elementaryschoolteachersarealerttotheproblemsthatstudents

face.Alargemajorityreportthattheirschoolsaretakingactioninsomewaytotrytoaddressbullying

andharassment.Studentsreportthattheyhaveatleastheardsomeoftherightmessagesaboutmutual

respectandtheequalityofboysandgirls.Howeverlimitedtheirimpactmaybe,thesestepsrepresenta

foundationfortheadditionalactionneededtoturnaspirationsintoreality.Teacherssurveyedforthis

reportprovidesomeinitialindicationsoftheadditionalresources,trainingandpubliceducationneeded

tocontinueforwardprogress.

Fortwentyyears,GLSENhasdevelopedresourcesandprogramstorespondtothespecificneedsof

thoseworkinginK12schoolenvironments.Inconjunctionwiththereleaseofthisnewresearchreport,

wearepleasedtobereleasinganewresource,Ready,Set,Respect!GLSENsElementarySchoolToolkit,

whichprovidesasetoftoolstohelpelementaryschooleducatorsensurethatallstudentsfeelsafeand

respectedanddeveloprespectfulattitudesandbehaviors.


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xiv

Fortyyearsago,MarloThomassangbravelyIsayitaintfartothislandfromwhereweare.Clearly,

wehaveawaytogoyet.Butawarenessoftheunacceptablepriceofprejudiceisgrowing,asisthewill

toclearthepathforahealthyandhappylifeforeverychild.Inundertakingthisstudy,GLSENsoughtto

understandthescopeandimpactoftheprobleminelementaryschoolsnationwideasabasisfor

effectiveaction.Ihopeyouwilljoinusintheongoingefforttoensurethateverychildisfreetobetheir

happiest,healthiestandbestself.

ElizaS.Byard,Ph.D.

ExecutiveDirector

GLSEN


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xv

EXECUTIVE SUMMARY

Studentsschooleducationconsistsofnotonlywhattheyareexplicitlytaughtintheclassroom,butalso

whattheyimplicitlylearnthroughthelanguage,attitudesandactionsofotherstudentsandteachers.

Whentheseattitudes,remarksandactionsareunsupportiveorhostile,theycreateaschoolclimatethat

can

negatively

impact

students

feelings

of

safety

and

their

interest

in

school

and

learning.

Understandingschoolclimateisanimportantfirststepinensuringthatallstudentsfeelsafeand

supportedintheirlearningenvironments.

PreviousresearchconductedbyGLSEN(theGay,Lesbian&StraightEducationNetwork)has

documentedtheprevalenceofbiasedlanguage,namecallingandbullying,aswellassupportive

resources,atthesecondaryschoollevel1;yet,theprecursorstosecondaryschoolclimateareless

understood.Thecurrentstudyexaminesschoolclimate,studentexperiencesandteacherpracticesat

theelementaryschoollevel.

Inthisstudy,studentsinelementaryschoolwereaskedabouttheirschoolclimates,includinghearing

biasedremarks,witnessingandexperiencingbullyingaswellaslessonstheyreceivedonbullying,

genderissues

and

family

diversity.

Elementary

school

teachers

were

asked

similar

questions

about

schoolclimate,aswellasquestionsaboutattitudesandeffortstowardstudentswithlesbian,gay,

bisexualandtransgender(LGBT)parentsandstudentswhomaynotconformtotraditionalgender

norms,theirschoolsantibullyingorharassmenteffortsandtheirownprofessionaldevelopment

experiences.

Thefindingsfromthisstudyprovideanimportantcontextforthediscussionofbullyingandharassment

acrossschoolgradesandinsightintotheprecursorsofthetypesofbiasedlanguageandbullyingthat

characterizesecondaryschools,particularlythemiddleschoolyearswhenbullyingandharassmentare

mostprevalent.2

1See:HarrisInteractive&GLSEN(2005).Fromteasingtotorment:SchoolclimateinAmerica,Asurveyofstudents

andteachers.NewYork:GLSEN.

Kosciw,J.G.,Greytak,E.A.,Diaz,E.M.,&Bartkiewicz,M.J.(2010).The2009NationalSchoolClimateSurvey:The

experiencesoflesbian,gay,bisexualandtransgenderyouthinournationsschools.NewYork:GLSEN.

2Robers,S.,J.Zhang,etal.(2010).Indicatorsofschoolcrimeandsafety:2010(NCES2010002/NCJ230812).

Washington,DC:NationalCenterforEducationStatistics,InstituteofEducationSciences,U.S.Departmentof

Education,andBureauofJusticeStatistics,OfficeofJusticePrograms,U.S.DepartmentofJustice.


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xvi

SURVEY METHOD

HarrisInteractive,Inc.conductedasurveyofelementaryschoolstudentsandelementaryschool

teachersonbehalfofGLSEN.Anationalsampleof1,065elementaryschoolstudentsin3rdto6thgrade

and1,099elementaryschoolteachersofKindergartento6thgradeparticipatedintheonlinesurvey.The

samplewasdrawnprimarilyfromtheHarrisPollOnline(HPOL)optinpanel.Thesurveywasconducted

duringNovemberandDecember2010.

KEY FINDINGS

Elementaryschoolstudentsandteachersreportthatbiasedremarksareregularlyusedbystudentsat

theirschools.Themostcommonlyheardnegativeremarksfromstudentsinelementaryschoolsare

insultstowardintellectualabilityandusingthewordgayinanegativeway.

Halfof

students

(51%)

say

that

students

at

their

school

make

comments

such

as

retard

or

spazsometimes,oftenorallthetime.Slightlylessthanhalfofteachers(45%)reporthearing

studentsmakecommentslikespazorretardsometimes,oftenorveryoften.

Abouthalfofstudents(45%)reportthattheyhearcommentslikethatssogayoryoureso

gayfromotherkidsatschoolsometimes,oftenorallthetime.Halfofteachers(49%)saythey

hearstudentsintheirschoolusethewordgayinanegativewaysometimes,oftenorvery

often.

Sexistlanguageandremarksaboutgenderstereotypesarecommonlyheardinelementaryschools.

Fourintenstudents(39%)saytheyhearotherkidsattheirschoolsaytherearethingsthatboys

shouldnotdoorshouldnotwearbecausetheyareboysatleastsometimes.Onethirdof

students(33%)saytheyhearotherkidsattheirschoolsaytherearethingsthatgirlsshouldnot

doorshouldnotwearbecausetheyaregirlsatleastsometimes.

Halfofteachers(48%)reportthattheyhearstudentsmakesexistremarksatleastsometimesat

theirschool.

Althoughtheyarelesscommon,homophobicremarksandnegativeremarksaboutrace/ethnicityand

religionareheardbyasizablenumberofelementaryschoolstudentsandteachers.

Onequarterofstudents(26%)andteachers(26%)reporthearingotherstudentsmake

commentslikefagorlesboatleastsometimes.

Oneinfourstudents(26%)and1in5teachers(21%)hearstudentssaybadormeanthings

aboutpeople

because

of

their

race

or

ethnic

background

at

least

sometimes.

Oneintenstudents(10%)andlessthanatenthofteachers(7%)hearotherstudentssaybador

meanthingsaboutpeoplebecauseoftheirreligionatleastsometimes.

Biased Remarks at School


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xvii

Mostelementaryschoolstudentsreportthatstudentsattheirschoolarebulliedorcallednamesat

leastsometimesattheirschool,andhalfofelementaryschoolteachersconsiderbullyingandname

callingto

be

aserious

problem

at

their

school.

Threequarters(75%)ofelementaryschoolstudentsreportthatstudentsattheirschoolare

callednames,madefunoforbulliedwithatleastsomeregularity(i.e.,allthetime,oftenor

sometimes).

Nearlyonehalfofelementaryschoolteachersbelievethatbullying,namecallingorharassment

isaveryorsomewhatseriousproblemattheirschool(47%).

Althoughamajorityofelementaryschoolstudentsfeelverysafeatschool,bullyingandnamecalling

areexperiencedbyasizablenumberofstudents.Studentswhoarebulliedregularlyatschoolreport

lowergradesandalowerqualityoflifethanotherstudents.

Slightlymorethanhalf(59%)ofelementaryschoolstudentssaytheyfeelverysafeatschool.

Overonethird(36%)ofelementaryschoolstudentssaytheyhavebeencallednames,made

funoforbulliedatleastsometimesthisyearatschool.

Studentswhoarebulliedatleastsometimesarelesslikelythanotherstosaythattheyget

goodgrades(57%vs.71%)andthattheyvebeenhappyatschoolthisyear(34%vs.69%).

Studentswhoarebulliedatleastsometimesarefourtimesaslikelyasotherstudentstosay

thattheysometimesdonotwanttogotoschoolbecausetheyfeelafraidorunsafethere

(33%vs.8%).

Studentswhoarebulliedatleastsometimesarelesslikelythanotherstosaythattheyget

alongwiththeirparents(61%vs.75%)andthattheyhavealotoffriends(33%vs.57%).

Studentswhoarebulliedatleastsometimesarethreetimesaslikelyasotherstosaythey

oftenfeelstressed(15%vs.4%).

Themostcommonreasonforbeingbulliedorcallednames,aswellasfeelingunsafeatschool,is

physicalappearance.

Twothirdsofstudentsattributethebullyingandnamecallingthattheywitnessatschoolto

studentsappearanceorbodysize(67%).Studentsarenextmostlikelytoattributethe

bullyingandnamecallingtonotbeinggoodatsports(37%),howwelltheydoatschoolwork

(26%)andbeingaboywhoactsorlookstoomuchlikeagirloragirlwhoactsorlookstoo

muchlikeaboy(23%).

Sevenintenteacherssaythatstudentsintheirschoolareveryoften,oftenorsometimes

bullied,called

names

or

harassed

because

of

the

way

they

look

or

their

body

size

(70%).

Teachersarealsolikelytoreportthatstudentsintheirschoolarefrequentlybullied,called

namesorharassedbecauseoftheirabilityatschool(60%),theyhaveadisability(39%),their

familydoesnothavealotofmoney(37%),theyareaboywhoactsorlookstoomuchlikea

girl"(37%)ortheirrace/ethnicity(35%).

Thenumberonereasonamongallstudentsforpersonallyfeelingunsafeorafraidatschool,

citedbyoneinsevenstudents(16%),ispersonalappearance.

Bullying and School Safety


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xviii

Studentswhodonotconformtotraditionalgendernormsaremorelikelythanotherstudentsto

experienceincidentsofbullyingornamecallingschoolandtofeellesssafeatschool.

Almostoneintenofelementaryschoolstudents(8%)reportthattheydonotconformto

traditionalgendernormsi.e.,boyswhootherssometimesthinkactorlooklikeagirl,orthey

aregirlswhootherssometimesthinkactorlooklikeaboy.

Studentswhodonotconformtotraditionalgendernormsaremorelikelythanotherstosay

theyarecallednames,madefunoforbulliedatleastsometimesatschool(56%vs.33%).

Studentswhodonotconformtotraditionalgendernormsaretwiceaslikelyasotherstudents

tosaythatotherkidsatschoolhavespreadmeanrumorsorliesaboutthem(43%vs.20%)

andthreetimesaslikelytoreportthatanotherkidatschoolhasusedtheinternettocallthem

names,makefunofthemorpostmeanthingsaboutthem(7%vs.2%).

Studentswhodonotconformtotraditionalgendernormsarelesslikelythanotherstudents

tofeelverysafeatschool(42%vs.61%)andaremorelikelythanotherstoagreethatthey

sometimesdonotwanttogotoschoolbecausetheyfeelunsafeorafraidthere(35%vs.15%).

Studentsinpublicschoolsandschoolsinurbanareasaremorelikelytogotoschoolswherestudents

arebullied

or

called

names,

and

to

be

bullied

or

called

names

and

feel

less

safe

at

school

themselves.

Studentsinurbanschoolsaremorelikelythanthoseinsuburbanorruralschoolstosay

studentsattheirschoolarebulliedallthetimeoroften(34%vs.21%vs.24%).

Studentsinurbanschoolsarealsolesslikelythanthoseinsuburbanorruralschoolstofeel

verysafeatschool(52%vs.60%vs.67%).

Publicschoolstudentsaremorelikelythanprivateorparochialschoolstudentssaythat

bullyingoccursallthetimeoroftenattheirschool(27%vs.9%).

Publicschoolstudentsarelesslikelythanprivateorparochialschoolstudentstosaytheyfeel

verysafeatschool(58%vs.79%).

Thevastmajorityofelementaryschoolteachersbelievethateducatorshaveanobligationtoensurea

safeandsupportivelearningenvironmentforstudentswhodonotconformtotraditionalgender

norms.Mostteachersagreethatotherschoolpersonnelwouldbesupportiveofeffortsthat

specificallyaddressissuesofnontraditionalgenderexpression,althoughfewerbelievethatother

membersoftheirschoolcommunitieswouldbesupportive.However,lessthanhalfofteachers

believethatstudentswhodonotconformtotraditionalgendernormswouldfeelcomfortableatthe

schoolwheretheyteach.

Overeightintenteachers(83%)agreethatteachersandotherschoolpersonnelhavean

obligationto

ensure

asafe

and

supportive

learning

environment

for

students

who

do

not

conformtotraditionalgendernorms.

Themajorityofteachersreportthatschoollevelstaffwouldbesupportiveofeffortsthat

specificallyaddressissuesofgenderroles,genderstereotypesandnontraditionalgender

expression,includingotherteachers(61%),administratorsintheirschool(59%)andother

schoolstaff(56%).Fewerteachersreportthatdistrictleveladministration(47%),theschool

board(46%),parents(46%)orthePTAorPTO(41%)wouldbesupportive.

Teachers Beliefs and Practices


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xix

Fewerthanhalfofteachers(44%)saythatamalestudentwhoactsorlookstraditionally

femininewouldfeelcomfortableattheschoolwheretheyteach.

Nearlyhalfofteachers(49%)saythatafemalestudentwhoactsorlookstraditionally

masculinewouldfeelcomfortableattheschoolwheretheyteach.

Lessthanhalfofteachers(41%)saythatastudentwhomightbeorgrowuptobetransgender

wouldfeelcomfortableattheschoolwheretheyteach.

Mostelementaryschoolteachersbelievethatteachershaveanobligationtoensureasafeand

supportivelearningenvironmentforstudentswithlesbian,gay,bisexualandtransgender(LGBT)

parentsorotherfamilymembers.Mostteachersagreethatotherschoolpersonnelwouldbe

supportiveofeffortsthatspecificallyaddressfamilieswithLGBTparents.However,lessthanhalfof

teachersbelievethatastudentwithanLGBTparentwouldfeelcomfortableattheschoolwherethey

teach.

Sevenintenteachers(70%)agreethatteachersandotherschoolpersonnelhavean

obligationtoensureasafeandsupportivelearningenvironmentforstudentswithlesbian,

gay,bisexualandtransgender(LGBT)parentsorotherfamilymembers.

Themajority

of

teachers

report

that

school

level

staff

would

be

supportive

of

efforts

that

specificallyaddressfamilieswithLGBTparents,includingotherteachers(57%),administrators

intheirschool(55%)andotherschoolstaff(51%).Fewerteachersreportthatdistrictlevel

administration(44%),theschoolboard(41%),parents(37%)orthePTAorPTO(36%)would

besupportive.

Halfofteachers(49%)saythatastudentwithalesbian,gayorbisexualparentwouldfeel

comfortableattheschoolwheretheyteach.

Fewerthanhalfofteachers(42%)saythatastudentwithatransgenderparentwouldfeel

comfortableattheschoolwheretheyteach.

Elementaryschoolteachersreporthighlevelsofcomfortinaddressingandtakingactioninsituations

of

name

calling,

bullying

or

harassment

of

students

in

a

range

of

situations.

Eightintenteachers(81%)wouldfeelcomfortableaddressingnamecalling,bullyingor

harassmentofstudentsbecauseastudentisorisbelievedtobegay,lesbianorbisexual.

Eightintenteachers(81%)wouldfeelcomfortableaddressingnamecalling,bullyingor

harassmentofstudentsbecausetheydonotconformtotraditionalgenderroles.

Amajorityofteacherssaythattheyveryoftenoroftenaddressthesituationwhenstudents

makehomophobicremarks(66%)orusethewordgayinanegativeway(68%).


makecommentsaboutamaleactingorlookingtoofeminine(63%)orafemaleactingor

lookingtoomasculine(59%),ormakesexistremarks(67%).


makeracist

remarks

(72%)

or

comments

like

spaz

or

retard

(67%).


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xx

Nearlyhalfofelementaryschoolteachersarecomfortablerespondingtoquestionsfromtheir

studentsaboutlesbian,gay,bisexualortransgender(LGBT)people.

Justlessthanhalfofteachers(48%)wouldfeelcomfortablerespondingtoquestionsfrom

theirstudentsaboutgay,lesbianorbisexualpeople.Theotherhalfsaytheywouldfeel

uncomfortable(26%)orneithercomfortablenoruncomfortable(25%).

Fourintenteachers(41%)wouldfeelcomfortablerespondingtoquestionsfromtheir

studentsabouttransgenderpeople.Themajoritysaytheywouldfeeluncomfortable(34%)or

neithercomfortablenoruncomfortable(24%).

Mostelementaryschoolstudentssaytheyhavebeentaughtaboutbullying,namecallingand

respectingothersandaboutgenderequalityinschool.Whilemosthavelearnedthattherearemany

differentkindsoffamilies,fewhavelearnedspecificallyaboutfamilieswithgayorlesbianparents.

Nineintenstudents(92%)saytheyhavebeentaughtthatpeopleshouldnotbullyothersor

callpeoplenames.

Nineintenstudents(91%)saytheyhavebeentaughtthattheyshouldrespectpeoplewhoare

differentfrom

them.

Nearlynineintenstudents(88%)saytheyhavebeentaughtthatgirlsandboyscandothe

samethings.

Sevenintenstudents(72%)saytheyhavebeentaughtthattherearemanydifferentkindsof

families.

Twointenstudents(18%)havelearnedaboutfamilieswithgayorlesbianparents(families

thathavetwodadsortwomoms).

Thevastmajorityofteachersreportthattheirschoolhastakenstepstoaddressbullyingandharassment,mostcommonlywithantibullyingandharassmentpolicies.Additionally,mostteachers

havehadprofessionaldevelopmentontheseissues,althoughmanybelievetheyneedmore.

Eightintenteachers(81%)reportthattheirschoolhasimplementedantibullyingoranti

harassmentpolicies,including24%whosaytheirschoolhasacomprehensivepolicythat

specificallymentionssexualorientationandgenderidentityorexpression.

Sixintenteachers(61%)reportthattheirschoolhasclassroombasedcurriculaoreducation

programsforstudentsregardingbullyingorharassment.

Sixintenteachers(61%)reportthattheirschoolhasimplementedprofessionaldevelopment

(i.e.,training)forschoolpersonnelrelatedtobullyingorharassment.

Alarge

majority

of

teachers

have

personally

received

professional

development

on

bullying

or

harassment(85%).However,lessthanhalf(45%)feeltheyneedfurtherprofessional

developmentinthisarea.

School-Wide Efforts and ProfessionalDevelopment


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xxi

Elementaryteachersseldomreceiveprofessionaldevelopmentonlesbian,gay,bisexualor

transgender(LGBT)familiesorgenderissues.Asizableminorityofteachersbelievetheyneedfurther

professionaldevelopmentontheseissues.

Althoughalargemajorityofteachershavereceivedprofessionaldevelopmentondiversityor

multiculturalissues(85%),thiseducationisunlikelytoincludecontentaboutLGBTfamiliesor

genderissues.Justoverathirdofteachers(37%)haveeverreceivedprofessional

developmentongenderissues.Onlyaquarter(23%)havereceivedprofessionaldevelopment

onfamilieswithLGBTparents.

Oneinthreeteachersbelievetheyneedfurtherprofessionaldevelopmentonaddressing

homophobicnamecalling,bullyingandharassment(30%)andworkingwithLGBTfamilies

(29%).Nearlyaquarterbelievetheyneedfurtherprofessionaldevelopmentonworkingwith

studentswhodonotconformtotraditionalgendernorms(23%)andongenderissuesin

general(23%).

CONCLUSION

Bullyingand

harassment

are

not

uncommon

occurrences

at

the

elementary

school

level,

especially

for

studentswhomaybevulnerablebecauseofpersonalcharacteristicssuchasphysicalappearance,ability

andnotconformingtotraditionalgendernorms.Althoughschoolclimatesarenotespeciallyhostileat

thisage,morecanbedonetosetafoundationforsafeandsupportiveschoolenvironmentsthatspan

acrossstudentsschoolyears.

Elementaryteachersofteninterveneinincidentsofbullyingandharassment,andmostreportbeing

comfortabledoingso.Yet,mostarenotcomfortablerespondingtoquestionsaboutLGBTpeopleand

fewelementarystudentsaretaughtaboutLGBTfamilies.Thistendencyisnotsurprisinggiventhatmost

teachersreportreceivingprofessionaldevelopmentonaddressingbullying,butnotaboutsubjectslike

genderissuesorLGBTfamilies.Itisclearthatanapproachthatfostersrespectandvaluesdiversityeven

before

bullying

occurs,

in

addition

to

addressing

bullying

as

it

happens,

would

be

welcomed

by

elementaryschoolteacherswhoareeagertolearnmoreaboutcreatingsafeandsupportive

environments.Ensuringthatallstudentsandfamiliesarerespectedandvaluedinelementaryschool

wouldnotonlyprovideamorepositivelearningenvironmentforyoungerstudents,butwouldalsolay

thegroundworkforsafeandaffirmingmiddleandhighschools.


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xxii

ABOUT THE RESEARCH

HarrisInteractive,Inc.conductedPlaygroundsandPrejudice:ElementarySchoolClimateintheUnited

States,ASurveyofStudentsandTeachers,onbehalfofGLSEN(theGay,Lesbian&StraightEducation

Network).ThissurveyisintendedtoextendfindingsfromGLSENsstudyofsecondarystudentand

teacher

experiences,

From

Teasing

to

Torment:

School

Climate

in

America,

conducted

by

Harris

Interactive,in2005.The2005surveydocumentedandraisedawarenessofsecondarystudentsand

teachersexperienceswithbullyingandharassment.Itprovidedthefirstevernationallyrepresentative

findingsaboutschoolclimateforsecondaryschoolstudents,andincludedquestionsaboutsexual

orientationandgenderexpression.

TopicscoveredinPlaygroundsandPrejudiceincludeelementaryschoolstudentsperspectivesonbiased

remarksandbullyingincidentsthattheywitnessandpersonallyexperienceatschool,andstudents

reportsofthelessonstheyreceivedonbullying,genderissuesandfamilydiversity.Thestudyalso

includeselementaryschoolteachersperspectivesonbiasedremarksandbullyingintheirschools,

teachersattitudesandeffortsforstudentswithlesbian,gay,bisexualandtransgender(LGBT)parents

andstudentswhomaynotconformtotraditionalgendernorms,antibullyingorharassmentpolicies

andprofessional

development

for

teachers.

Anationalsampleof1,065elementaryschoolstudentsin3rdto6thgradeand1,099elementaryschool

teachersofKindergartento6thgradeparticipatedintheonlinesurvey.Thesamplewasdrawnprimarily

fromtheHarrisPollOnline(HPOL)optinpanelandsupplementedwithasamplefromtrustedpartner

panels.Allrespondentswereinvitedtoparticipatethroughpasswordprotectedemails.Interviewswith

studentsaveraged15minutesinlengthandwereconductedbetweenNovember3andNovember29,

2010.Interviewswithteachersaveraged20minutesinlengthandwereconductedbetweenNovember

11andDecember7,2010.Inaddition,anonlinestrategysessionwasconductedonJune14,2010witha

groupof20elementaryschoolteachersofgradesrangingfromKindergartento6thgradetoinformthe

developmentofthesurvey.Keyinformants(e.g.,elementaryschoolteachers,administrators,students

andteachereducators)reviewedthestudentandteachersurveystoassesscomprehensionandface

validity.

Anasterisk(*)onatablesignalsavalueoflessthanonehalfpercent.Adash()representsavalueof

zero.Percentagesmaynotalwaysaddupto100%becauseofcomputerrounding,theacceptanceof

multipleanswers

from

respondents,

or

because

some

answer

categories

may

be

excluded

from

the

tableorfigure.Thebaseforeachfigureandtableisthetotalnumberofrespondentsansweringa

question(unlessotherwiseindicated,allsurveyrespondents;either1,065elementaryschoolstudents

or1,099elementaryschoolteachers).Incaseswherethebasedoesnotincludeallrespondents,further

informationisprovidedabovethetableorfigure.Fortablesandfiguresdisplayinggroupdifferences,

thebaseisalsoprovidedforeachgroup,representingthetotalnumberofrespondentsinthesubgroup.

Notethatinsomecases,resultsmaybebasedonsmallsamplesizes.Thisistypicallytruewhen

A Note on Reading the Tablesand Figures

Survey Methods


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xxiii

questionswereaskedofsubgroups.Cautionshouldbeusedindrawinganyconclusionsoftheresults

basedonthesesamples.

Analyseswereconductedtodeterminestatisticallysignificantdifferent(at95%confidencelevel)

responsesbetweensubgroups(e.g.,3rd4thgradestudentsvs.5th6thgradestudents).3Statistically

significantdifferencesareindicatedbyasuperscriptcapitalletter(e.g.,58%A).Thisnotationindicates

thattheparticularresultissignificantlygreaterthanthecorrespondingdatapointinthecolumnofthe

superscriptletter.Forexample,Table1.1belowshowsthatstatisticallysignificantdifferencesexist

betweentheresponsesof3rd4thgradestudentsand5th6thgradestudentsonthefrequencyofwhich

theyhearothersmakecommentslikeretardorspaz.Thetableshowsthat5th6thgradestudentsare

morelikelythan3rd4thgradestudentstoheartheseremarksattheirschool.

Table 1.2Biased Remarks from Other Students at School

Grade Level

3rd-4thgrade

5th-6thgrade

A B

Base: 548 517

All the Time/Often/

Sometimes46% 58%

A

All the Time/Often 17% 26%A

Sometimes 28% 32%

Never/Almost Never 54%B

41%

ComprehensiveAntiBullyingPolicies

Antibullyingorharassmentpoliciesthatspecificallymentionsexualorientationandgenderidentityor

expression.

DoesnotConformtoGenderNorms/Roles

Studentswhodonotfollowsocietalexpectationsofgender,includingboyswhoothersthinklookoract

traditionallyfeminineandgirlswhoothersthinklookoracttraditionallymasculine.

3NotethatonlyteacherswhoexclusivelyteachK2,34or56areincludedintheanalysesofdifferencesbygrade

leveltaught;

those

who

teach

across

these

grade

level

categories

(e.g.,

ateacher

who

teaches

grades

2and

3)

are

notincludedinthethesespecificanalysesofgradeleveldifferences.Assuch,thebasesamplefortheanalysesof

gradeleveldifferencesinsmallerthanthetotalsample.

AlsonotethatonlystudentswhoidentifiedasexclusivelyWhite,Black/AfricanAmericanorHispanicareincluded

intheanalysesofdifferencesbyrace/ethnicity.Thereweretoofewstudentswhoidentifiedasanother

racial/ethniccategory(e.g.,Asian)orasmorethanonerace/ethnicitytobeincludedinthestatisticalanalysesof

groupdifferences.

Glossary of Terms and AbbreviationsUsed in Report


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xxiv

GenericAntiBullyingPolicies

Antibullyingorharassmentpoliciesthatdonotspecificallyaddresssexualorientationandgender

identityorexpression.

LGBT

Lesbian,gay,

bisexual

and

transgender

PD

Professionaldevelopment

RelationalBullyingorAggression

Aformofbullying,namecallingorharassmentthatcandamagepeerrelationships,suchasspreading

rumorsorpurposelyexcludingorisolatingstudents.

TheHarristeamresponsibleforthedesignandanalysisofthissurveyincludesDanaMarkow,Ph.D.,Vice

President;AndreaPieters,SeniorProjectResearcher;andHelenLee,ProjectResearcher.

TheGLSENteamresponsibleforthisresearchincludesJosephKosciw,Ph.D.,EmilyGreytak,Ph.D.,Neal

Palmer,MarkBartkiewicz,MaddyBoesenandRyanKull.

Theauthorswouldliketothanktheelementaryeducatorswhoprovidedinsightintothedevelopmentof

theresearchandtheelementaryeducators,teachereducatorsandstudentswhoreviewedsurveydrafts

andprovidedfeedback.Theauthorswouldalsoliketothanktheelementaryteacherswhoparticipated

inthe

online

formative

research

session

and

the

teachers

and

students

who

completed

the

surveys.

TheauthorsarealsogratefultoElizabethDiaz,formerlyofGLSEN,forherimportantcontributiontothis

research.

AllHarrisInteractive,Inc.surveysaredesignedtocomplywiththecodeandstandardsoftheCouncilof

AmericanSurveyResearchOrganizations(CASRO)andthecodeoftheNationalCouncilofPublicPolls

(NCPP).Becausedatafromthesurveymaybereleasedtothepublic,anyreleasemuststipulatethatthe

completereportisalsoavailable.

Public Release of Survey Findings

Project Responsibility and

Acknowledgements


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Chapter 1Biased Language at School


29/153

OverviewOnecontributiontoahostileschoolenvironmentistheuseofbiasedlanguageregardlessofwhether

ornotitisdirectedataparticularindividualorintendedtobeoffensive.Previousresearchconductedby

GLSENhas

documented

the

prevalence

of

biased

language

in

middle

schools

and

high

schools.1

The

currentresearchseekstocontributetotheoverallknowledgeofschoolclimatebyexploringwhatmay

beprecursorsofbullyingandharassment,suchasbiasedlanguage.Thischapterexaminestheincidents

ofbiasedlanguagethatoccurinelementaryschools,asreportedbystudentsandteachers.Thechapter

alsoexploreswhatstudentshavebeentaughtabouttheseissuesinschool.

Weaskedelementaryschoolstudentsandteachersaboutthefrequencyofwhichtheyheararangeof

biasedremarksinthecourseofadayatschool,suchasremarksthataredisparagingofsomeones

intellectualcapabilities,race,ethnicityorreligion.Inaddition,qualitative,formativeresearchwe

conductedwithelementaryschoolteacherssuggeststhatthestudentsalsocommonlyusetheword

gaytoindicatesomethingisbadorworthless,asintheexpressionsthatssogayoryouresogay.

Furthermore,the

research

suggests

that

homophobic

slurs,

such

as

fag

or

lesbo,

also

commonly

occurinelementaryschoolandthatchildrenmaylearnearlyonthatsuchepithetsaremeanttobe

hurtful,eveniftheydonotalwaysunderstandthemeaningofthewordsentirely.Forthesereasons,we

alsoaskedelementarystudentsandteachersabouthearingexpressionslikethatssogayandhearing

theuseofepithetslikefagorlesboinschool.

4HarrisInteractive&GLSEN.(2005).FromTeasingtotorment:SchoolclimateinAmerica,Asurveyofstudentsandteachers.NewYork,GLSEN.

2


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Section 1.Students Reports on Biased Language at School

AsshowninFigure1.1,themostcommonforms

ofbiasedlanguagethatelementaryschool

studentsreporthearingaretermsthataremeant

tocriticizesomeonesintellectualabilitiesandthe

useofgayinanegativemanner.Abouthalfof

students(51%)saythatstudentsattheirschool

makecommentssuchasretardorspazat

leastsometimes,withoneinfivesayingthatit

happensallthetimeoroften(21%).Nearlyhalfof

students(46%)reportthattheyhearcomments

likethats

so

gay

or

youre

so

gay

from

other

kidsatschoolwithsomeregularity(i.e.,allthe

time,often,sometimes),withnearlyaquarter

(21%)saying

that

it

happens

all

the

time

or

often.

Biased RemarksTheuseofhomophobicslurs,suchasfagor

lesbo,andnegativecommentsaboutraceor

ethnicityalsooccurinelementaryschool,butare

lesscommonlyheard.Aroundaquarterof

elementaryschoolstudents(26%)hearother

studentsattheirschoolsayfagorlesboat

leastsometimesandaboutaquarter(26%)also

hearracistremarksasfrequently.Elementary

schoolstudentsareleastlikelytoreporthearing

otherstudentsmakenegativeremarksabout

religion,with

only

one

in

ten

(10%)

reporting

that

studentsmakebiasedreligiouscommentsatleast

sometimes.

22%

29%

15%

18%

21%

8%

21%

18%

25%

30%

1%

4%

5%

13%

14%

1%

1%

3%

8%

7%

Hearotherssaybadormeanthings

aboutpeoplebecauseoftheir

religion

Hearotherssaybadormeanthings

aboutpeoplebecauseoftheirrace

orethnicbackground

Hearothersmakecommentslike

"fag"or"lesbo"


"thatssogay"or"you'resogay"


"retard"or

"spaz"

AlmostNever Sometimes Often AlltheTime

Q915/Q905/Q910. Howoftendokidsatyourschoolsaythingslike:"retard" or"spaz"/"that'ssogay"or"you'reso

gay"/"fag"or"lesbo"? Q950. Howoftendokidsatyourschoolsaybadormeanthingsaboutpeopleforthese

reasons:Becauseoftheirraceorethnicbackground/Becauseoftheirreligion?(Excludes "Never"response.)

Figure1.1

HearingBiasedRemarksfromOtherStudentsatSchool

51%

46%

26%

26%

10%

AtLeast

Sometimes

(Net)

3


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4

Withtheexceptionofnegativecommentsabout

race/ethnicityorreligion,thefrequencyofhearing

biasedcommentsincreaseswithage.Older

students(5thand6thgraders)aremorelikelythan

youngerstudents(3rd

and4th

graders)tosaythat

studentsattheirschoolusewordssuchas

retardorspazatleastsometimes(58%vs.

46%).Olderstudentsarealsomorelikelythan

youngerstudentstoreporthearingremarkslike

thatssogayoryouresogay(53%vs.40%)

andfagorlesbo(34%vs.21%)atleast

sometimesatschool.

Thefrequencywithwhichstudentshearthese

remarkstypicallydoesnotvarybygender the

onlyinstance

in

which

boys

tend

to

differ

from

girlsisthefrequencywithwhichtheyreport

hearinghomophobicremarkslikefagorlesbo.

Boystendtoheartheseslursmoreoftenthan

girls,withonethirdofboys(31%)reporting

hearingtheseremarksatleastsometimes,

comparedto22%ofgirls.Black/AfricanAmerican

(41%)andHispanic(33%)studentsarealsomore

likelythanWhitestudents(21%)tohear

homophobicremarksatleastsometimes.

Differences

in

the

prevalence

of

biased

comments

mayalsoberelatedtoschoolcharacteristics.

Publicschoolstudentsaremuchmorelikelythan

privateorparochialschoolstudentstoreport

hearingallofthesederogatoryremarks(seeTable

1.1).Schoollocationalsoplaysaroleinthe

frequencyofbiasedcommentsheardbystudents.

Overall,studentsinurbanareasaremorelikely

thanstudentsinsuburbanorruralareastohear

negativeremarks,withtheexceptionofretard

orspaz;commentsrelatedtointellectual

capabilityareheardatthesamefrequencyacross

urban,suburbanandruralschools(seealsoTable

1.1).

Studentsarenottheonlysourceofbiased

remarksatschoolalarmingly,twointen

elementaryschoolstudents(19%)saythatthey

haveheardteachersorotheradultsatschool

makebiasedcomments(seeFigure1.2).Most

commonly,studentsreportthatteachersorother

adultscallastudentstupidordumb(11%)or

makeracialorethnicslurs(3%).Veryfew

students,2%orless,saythattheyhaveheard

teachersor

adults

say

things

like

thats

so

gay

or

youresogay(2%),denigratepeoplethatthe

teachersoradultsbelievearegay(2%)ormake

negativeremarksaboutreligion(1%).

AsshowninTable1.2,theprevalenceofstudents

hearingbiasedremarksfromteachersishigher

amongolderthanyoungerstudents.Older

studentsin5th6thgradearemorelikelythan

youngerstudentsin3rd4thgradetosaythatthey

haveheardtheirteachersorotheradultsinschool

make

any

of

these

biased

remarks

(23%

vs.

17%).

Inparticular,olderstudentsaremorelikelythan

youngerstudentstosaythattheyhavehearda

teacherorotheradultcallastudentstupidor

dumb(15%vs.9%).Therearenodifferencesby

otherstudentcharacteristics,suchasgenderor

race/ethnicityorbyschoolcharacteristics.


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Table1.1

FrequencyofHearingBiasedRemarksfromOtherStudentsatSchoolbySchoolTypeand

SchoolLocation

SchoolType SchoolLocation

PublicPrivate/

ParochialUrban Suburban Rural

A B C D E

Base: 928 130 318 433 310

Hearothersmakecommentslike"retard"or"spaz"

AlltheTime/Often/Sometimes 53%B 36% 52% 50% 52%

Never/AlmostNever 47% 64%A 47% 50% 47%

Hearothersmakecommentslike"that'ssogay"or"you'resogay"

AlltheTime/Often/Sometimes 47%B 27% 56%DE 38% 46%D

Never/AlmostNever 52% 73%A 41% 61%CE 53%C

Hearothersmakecommentslike"fag"or"lesbo"

AlltheTime/Often/Sometimes 28%B 10% 37%DE 22% 24%

Never/AlmostNever 70% 90%A 61% 77%C 75%C

Hearotherssaybadormeanthingsaboutpeoplebecauseoftheirraceorethnic

background

AlltheTime/Often/Sometimes 28%B 6% 37%DE 24% 19%


Hearotherssaybadormeanthingsaboutpeoplebecauseoftheirreligion

AlltheTime/Often/Sometimes 11%B 3% 16%E 8% 8%


Q915/Q905/Q910.Howoftendokidsatyourschoolsaythingslike: "retard"or"spaz"/"that'ssogay"or

"you'resogay"/"fag"or"lesbo"? Q950.Howoftendokidsatyourschoolsaybadormeanthingsabout

peopleforthesereasons:Becauseoftheirraceorethnicbackground/Becauseoftheirreligion?

5


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Table1.2

DifferencesbyGradeLevelofStudentsWhoReportedEverHearingBiasedRemarksfromTeachers

andOtherAdultsatSchool

Grade

Level

3rd

4th

grade

5th

6th

grade

A B

Base: 548 517

Callastudent"stupid"or"dumb" 9% 15%A

Saybadormeanthingsaboutpeople

becauseoftheirraceorethnic

background

2% 4%

Say"that'ssogay"oryou'resogay 1% 3%


whothey

think

are

gay

2%

1%


becauseoftheirreligion* 1%

Noneofthese 83%B 77%

Q955.Didateacherorotheradultatschooleverdoanyofthesethings?

1%

2%

2%

3%

11%

Saybad

or

mean

things

about

people

becauseoftheirreligion

Saybadormeanthingsaboutpeoplewho

theythinkaregay

Saythat'ssogay"or"you'resogay"


becauseoftheirraceorethnicbackground

Callastudent

stupid"

or

"dumb

Figure1.2

StudentsWhoReportedEverHearingBiasedRemarksfromTeachersand

OtherAdultsatSchool

Q955.Didateacherorotheradultatschooleverdoanyofthesethings?

6


34/153

Insomeofourpreviousresearchonclimatein

secondaryschools,wehavefoundthataroundsix

inten

students

report

hearing

disparaging

commentsaboutsomeonesgenderexpression

(suchassayingthatamalestudentistoo

feminineorafemalestudentistoomasculine)

atleastsometimes.2 Further,GLSENsresearchon

theexperiencesofLGBTidentifiedstudentsin

secondaryschoolshowsthatthemajorityofthis

studentpopulationalsohearscommentsabout

genderexpression.3Wewantedtounderstand

theextenttowhichthesecommentsoccurin

earliergradesandhowsuchattitudesabout

genderroles

are

expressed.

In

formative

qualitativeresearch,elementaryschoolteachers

indicatedthatstudentsandteachersseemany

behaviorsasgenderspecificattheelementary

schoollevel,including:sportsingeneral(e.g.,as

moreappropriateforboys)andspecifictypesof

sports(e.g.,tetherballasmoreappropriatefor

girls);waysofinteractingwithotherstudentsand

withtheteacher(e.g.,withgirlsexpectedtobe

kind,helptheteacher);clothesandhairstyles;

andchoiceoffriends(e.g.,withfriendships

consistingofsamegenderindividuals).In

addition,teachersreportsometimesusinggender

separationasaclassroommanagementtooland

forpurposessuchasbathroomlines.

Inlookingspecificallyattheelementaryschool

climate,wefindthatasizableminorityof

elementarystudentshearotherstudentssaythat

therearethingsthatboysorgirlsshouldnotdoor

wearjustbecausetheyareboysorgirls(see

Figure1.3).Furthermore,itismorecommonfor

2HarrisInteractive&GLSEN.(2005).Fromteasingtotorment:SchoolclimateinAmerica,Asurveyofstudentsandteachers.NewYork,GLSEN.3Kosciw,J.G.,Greytak,E.A.,Diaz,E.M.,&Bartkiewicz,

M.J.(2010).The2009NationalSchoolClimateSurvey:Theexperiencesoflesbian,gay,bisexualandtransgenderyouthinournationsschools.NewYork:GLSEN.

studentstohearthatboysshouldnotdoorwear

certainthingsbecausetheyareboysthantohear

similarcommentsaboutgirls.Fourinten(38%)

studentsreportthatotherstudentsattheir

elementaryschoolsaythattherearethingsboys

shouldnotdoorwearbecausetheyareboysat

leastsometimes,with11%reportingthatthey

hearthesecommentsbeingmadeallthetimeor

often.Slightlyfewerelementaryschoolstudents

reporthearingremarksfromotherstudentsthat

therearethingsgirlsshouldnotdoorwear

becausetheyaregirls:onethird(33%)report

hearingcommentsabouthowgirlsareexpected

toactorlookaccordingtosocietalnormsatleast

sometimes,with7%sayingthattheyhearthese

commentsallthetimeoroften.

Remarks Related to Not Conforming toTraditional Gender Norms

Comparedto

their

older

peers,

younger

girls

seem

tobemoreacceptingofothergirlswhomaynot

conformtotraditionalgendernorms,thanare

theirolderpeers.Abouthalfof3rd4thgradegirls

(47%)reportthattheyneverhearotherkidsmake

thesetypesofcommentsaboutgirls,compared

withjustoveronethirdof5th6thgradegirls(36%).

Incontrast,therearenodifferencesbygradelevel

orgenderinhearingotherstudentssaythatthere

arethingsthatboysshouldnotdoorwear

becausetheyareboys.Therearealsono

differences

by

the

other

student

demographics

thatweexamined,suchasrace/ethnicity.

Theprevalenceofgenderbasedremarksisalso

relatedtoschoolcharacteristics.Studentsin

publicandurbanschoolsaremorelikelytohear

otherstudentssaythattherearethingsboysor

girlsshouldnotdoorwearjustbecausetheyare

boysorgirls.Publicschoolstudentsaremore

likelythanprivate/parochialschoolstudentsto

saythattheyhearotherstudentsmakethese

commentsaboutwhatboysarenotsupposedto

door

wear,

although

there

are

no

such

school

typedifferencesregardingcommentsaboutwhat

girlsaretraditionallyexpectedtodoorwear.As

forschoollocation,studentsinurbanschoolsare

morelikelythanthoseatsuburbanorrural

schoolstosaythattheyheartheseremarksabout

boys,andaremorelikelythanstudentsinrural

7


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schoolstohearthesametypesofcomments

aboutgirls(seeTable1.3).

Studentswerealsoaskedaboutthekindsof

messagestheyhearfromteachersabouthow

boysandgirlsshouldbehavebasedongender.

Thenumberofstudentswhoreporthearing

teachersmakethesecommentsissmallless

than10%ofstudentsreportthattheyhaveheard

theirteachermakecommentsaboutwhatis

appropriateforgirlstodoorboystodoor

commentsthatonegenderisbetterthanthe

other(seeFigure1.4).Olderelementaryschool

studentsaresomewhatmorelikelythanyounger

studentstosaythattheyhaveheardateacheror

otheradultatschoolsaythattherearethingsthat

boysandgirlsshouldnotdoorwearbecauseof

theirgender.

No

other

differences

based

on

studentcharacteristicsareapparent.

Whenexaminingtheprevalenceofteachersor

adultsmakingbiasedcommentsregardinggender

expressionbyschoollocation,weseeagainthat

theseremarksaremorelikelytooccurinurban

elementaryschools.Studentsinurbanschoolsare

morelikelythanstudentsinsuburbanschoolsto

reportthattheyhearadultsattheirschoolsay

thattherearethingsboysandgirlsshouldnotdo

becauseoftheirgenderandthatonegenderis

betterthananother(seeTable1.4).Nosignificant

differencescanbeseenwhencomparingurban

andsuburbanschoolsagainstruralschools(see

alsoTable1.4),noristhereadifferencebasedon

schooltype.

Whereasthenumberofstudentswhoreport

hearingteachersorotheradultsmakebiased

commentsissmall,theimpactissizable.Teacher

behaviorappearstoberelatedtotheprevalence

ofstudentscommentsregardinggendernorms.

AsshowninTable1.5,studentsaremorelikelyto

makecommentsabouthowboysandgirlsare

expectedtobehaveorlookinschoolswhere

studentshaveheardteacherssaythatthereare

thingsboys

and

girls

should

not

do

or

wear

becauseoftheirgender: threequartersofthe

studentsheargenderremarksfromother

studentsattheirschool(79%aboutboysand75%

aboutgirls)inschoolswhereteachersencourage

studentstoactorlookaccordingtosocietal

expectationsoftheirgender,comparedtoathird

(35%and29%,respectively)ofstudentsinschools

whohavenotheardteachersmakesuchremarks.

22% 23%

27% 26%

8% 5%

3% 2%

Hearothersmakeremarks

abouthowboysshouldactor

look

Hearothersmakeremarks

abouthowgirlsshouldactor

look

Figure

1.3FrequencyofHearingRemarksRelatedtoStudentsGender

ExpressionfromOtherStudentsatSchool

AlltheTime

Often

Sometimes

AlmostNever

Q930/Q940. Howoftendokidsatyourschoolsaythattherearethingsthatboysshouldnotdoor

shouldnotwearbecausetheyareboys?/Howoftendokidsatyourschoolsaythattherearethings

thatgirlsshouldnotdoorshouldnotwearbecausetheyaregirls?(Excludes"Never"response.)

8


36/153

Table1.3

FrequencyofHearingRemarksRelatedtoStudentsGenderExpressionfromOther

StudentsatSchoolbySchoolTypeandSchoolLocation

SchoolType SchoolLocation

PublicPrivate/

ParochialUrban Suburban Rural

A B C D E

Base: 928 130 318 433 310

Hearothersmakeremarksabouthowboysshouldactorlook

Allthe

Time/Often/Sometimes40%B 24% 46%DE 36% 35%

Never/AlmostNever

59%

77%A

52%

64%C

65%C

Hearothersmakeremarksabouthowgirlsshouldactorlook

Allthe

Time/Often/Sometimes34%B

23% 38%E 32% 30%

Never/AlmostNever 65% 77%A 60% 68% 70%C

Q930/Q940.Howoftendokidsatyourschoolsaythattherearethingsthatboysshouldnotdoorshouldnot

wearbecausetheyareboys?/Howoftendokidsatyourschoolsaythattherearethingsthatgirlsshouldnotdo

orshouldnotwearbecausetheyaregirls?

4%

4%

4%

5%

6%

8%

Saythatgirlsarebetterthanboys,orboys

arebetterthangirls

Saythattherearethingsgirlscan'twear

becausetheyaregirls

Saythattherearethingsboyscan'twear

becausetheyareboys

Saythattherearethingsgirlsshouldnotdo

becausetheyaregirls

Saythattherearethingsboysshouldnotdo

becausetheyareboys

Encouragestudentstofollowsocietal

expectationsofgender(Net)

Figure1.4

StudentsWhoReportedEverHearingRemarksRelatedtoStudents

GenderExpressionfromTeachersandOtherAdults

9


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Section 2.Teachers Reports on Biased Language at School

Teachersprovideanimportantperspectiveon

schoolclimate.Inthissection,weexamine

teachersviews

on

the

prevalence

of

biased

languageamongstudentsattheirschool.In

addition,wediscussteachersreportsonhow

theyaddressbiasedlanguageintheirclassrooms.

Itisalsovaluabletoexaminewhetherstudents

andteachershavesimilarperspectives.For

example,inourpreviousresearchamong

secondaryschoolteachersandstudents,wehave

foundasizablediscrepancyinperceptionsofhow

oftenracist,sexistandhomophobicremarksare

madeinschools,withstudentsreportingamuch

moreseriousproblemthanteachers.4

Elementaryschoolteachersreportthatthetypes

ofbiasedremarksthattheyhearstudentsmake

mostoftenaretheuseofthewordgayina

negativeway,sexistremarksandcommentslike

spazorretardwithnearlyhalfofteachers

reportingthattheyhearstudentsmakethese

remarksatleastsometimes(seeFigure1.5).

Teachersreportsonthefrequencywithwhich

studentsusethewordgayinanegativewayand

makecommentslikespazorretardaresimilar

tostudents

own

perspectives

on

the

prevalence

oftheseremarks,asdiscussedintheprevious

section.

Whereasuseofthewordgayinanegativeway

isthetypeofbiasedlanguageheardmostoftenby

teachersinelementaryschools,theyarelesslikely

toindicatethatotherhomophobicremarks,like

faggotorqueer, areusedbyelementary

studentsaboutaquartersaythattheyhear

thesetypesofhomophobiccommentsatleast

sometimes(26%,

including

9%

who

hear

them

veryoftenoroften).Onequarterofteachers

(26%)hearnegativeremarksregardingstudents

whomaynotconformtogendernorms(afemale

4GLSEN&HarrisInteractive(2005).Fromteasingtotorment:SchoolclimateinAmerica,Asurveyofstudentsandteachers.NewYork:GLSEN.

actingorlookingtoomasculineoramaleacting

orlookingtoofeminine)atleastsometimes.

Andsimilar

to

student

reports,

teachers

indicate

thatstudentsatleastsometimesmakecomments

ab

glsen- playgrounds and prejudice

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