Capstone Project
AlmightyFluff
LGBTQleibowitz.pptxLGBTQ+ EDUCATION
Dangerous disclosures. Sexuality Research & Social Policy.
This article describes the experiences faced by teachers in the LGBTQ+ employees in California (gay-friendly) and Texas(gay-hostile) states.
The teachers specified as LGBTQ consider non-discrimination policies and sociocultural life in that area before joining a workplace.
According to the article, the coming out of the closet process is a continual life journey. Some teachers may regret this process due to the perception of the society while others may decide not to mention about it but it can be noticed by other workmates hence called glass closet.
The article also gives an example of a lesbian teacher in Georgia who was not out despite the school having non-discrimination policies. The article concludes that the coming out process is dependent of several factors.
How schools play "smear the queer".
This article describes the contribution of public schools on discrimination of the LGBT community. The title of the article describes a game played by children where they dogpile a less popular or weak student while harassing them.
Religious retaliation is one of the major causes of not encouraging the homophobic policies n schools.
The article also encourages student-teacher relationships where teachers can should be keen to notice the student isolation due to their outward presence and self presentation which may lead to suicide of those in the LGBT community.
The article gives and example of an expelled student hence insists that teachers are obligated to create a safe environment that discourages discrimination.
Talking about sexual orientation, teaching about homophobia
The article describes how the author was able to educate a class inclusive of religious and LGBTQ+ groups. The author cites surveys done in 2005 about the gay topic by the Boston Globe.
The article gives the Biblical aspect about the sexual orientation where homosexuality is considered as a sin hence most Christians tend to be biased.
The author categorizes 4 classroom activities where student challenge their perspective and address the issue of homophobia.
The four categories are; expert panels, working in small groups, written assignments, and debates.
On behalf of their name.
The article describes how the queer group of is undermined. The author attended the Queer State Alliance (QSA) seminar where the staff members of the school did not show interest.
The students were not amused by the reaction from their educators due to lack of understanding about the LGBTQ+ community.
The author describes an instance where a teacher made a comment where they wanted to know the biological orientation of a student without considering the student’s feeling despite teaching the class meaningful content.
On behalf of their name.
The article also described on how QSA taught the staff on different techniques of being inclusive while referring to the students. The author encourages the student-teacher relationship to aid in knowing their students.
The article also shows how the author and QSA student leaders were able to answer questions posed to them about the topic in general.
Synthesis Chart.
| THEMES | Connell, C. (2012). Dangerous disclosures. Sexuality Research & Social Policy, 9(2), 168-177. doi:http://dx.doi.org/10.1007/s13178-011-0076-8 | Loutzenheiser, L. W. (1996). How schools play "smear the queer". Feminist Teacher, 10(1), 59. | Lester, T. (2008). "Talking about sexual orientation, teaching about homophobia"- negotiating the divide between religious belief and tolerance for lgbt rights in the classroom1. Duke Journal of Gender Law & Policy, 15(2), 399-417. | Deych, M. (2018-19). On behalf of their name. Rethinking Schools, 33(2) |
| Politics | Policies can be protective factors that help queer educators feel more at ease in their workplace. | Schools are often scared to have conversations about LGBTQ+ issues as they are seen as “dangerous” topics that make people nervous. There is always this feeling of threat from communities and religious groups that do not want to hear about these issues. | Lester, the author, acknowledges the tensions that exist between religious groups, political groups, and the LGBTQ+ community which is why they assign works that challenge the traditional views that could have negative effects on one another. | Deych, the author, was especially nervous about coming out and talking on behalf of their QSA (Queer-Straight Alliance) because, although liberal, the district was filled with wealthy and high standard families that could potentially get them fired for being “immoral”. |
Synthesis Chart.
| THEMES | Connell, C. (2012). Dangerous disclosures. Sexuality Research & Social Policy, 9(2), 168-177. doi:http://dx.doi.org/10.1007/s13178-011-0076-8 | Loutzenheiser, L. W. (1996). How schools play "smear the queer". Feminist Teacher, 10(1), 59. | Lester, T. (2008). "Talking about sexual orientation, teaching about homophobia"- negotiating the divide between religious belief and tolerance for lgbt rights in the classroom1. Duke Journal of Gender Law & Policy, 15(2), 399-417. | Deych, M. (2018-19). On behalf of their name. Rethinking Schools, 33(2) |
| Cultural Norms | Despite having set policies, cultural norms can be a driving factor within the social culture of the school and community which may still cause tension for educators to remain closeted and not live their truths. | Heterosexism is a major issue that alienates LGBTQ+ students because it makes them a part of an “other” group. Heterosexism is this cultural norm and concept that everyone is/should be straight, and anyone otherwise are the odd ones out. | . Because religious and political groups define social and cultural norms, the author’s main intent is to educate and promote equality while being considerate of others’ opinions and beliefs. | Because using they/them pronouns was not ingrained in the vernacular of the staff members, as well as having an understanding of queer folk, the staff and educators of this district negatively impacted the feelings and wellbeing of queer students and the author. |
Synthesis Chart.
| THEMES | Connell, C. (2012). Dangerous disclosures. Sexuality Research & Social Policy, 9(2), 168-177. doi:http://dx.doi.org/10.1007/s13178-011-0076-8 | Loutzenheiser, L. W. (1996). How schools play "smear the queer". Feminist Teacher, 10(1), 59. | Lester, T. (2008). "Talking about sexual orientation, teaching about homophobia"- negotiating the divide between religious belief and tolerance for lgbt rights in the classroom1. Duke Journal of Gender Law & Policy, 15(2), 399-417. | Deych, M. (2018-19). On behalf of their name. Rethinking Schools, 33(2) |
| Equality | Educators, such as Rufus, are able to educate their students on policies that protect LGBTQ+ students and educators. It builds the understanding that bullying and harassment will not be tolerated on the grounds of set legally protective policies. | Having LGBTQ+ educators creates more visibility of their community and eliminates this phenomenon of “othering”. Having representation is a way to foster an inclusive and accepting environment and curriculum. | Although not LGBTQ+, the author has stated that they include a personalized and diverse curriculum to demonstrate the value in works of minority scholars such as racial minorities, feminists, and queer folk who challenge traditional values of gender, race, and sexuality. | As an educator, the author was able to facilitate a meeting that has changed the perspectives and perceptions of the educators on their LGBTQ+ identifying students. They were also able to help students raise their voices to be heard in a respectful and controlled manner. |
Synthesis Chart.
| THEMES | Connell, C. (2012). Dangerous disclosures. Sexuality Research & Social Policy, 9(2), 168-177. doi:http://dx.doi.org/10.1007/s13178-011-0076-8 | Loutzenheiser, L. W. (1996). How schools play "smear the queer". Feminist Teacher, 10(1), 59. | Lester, T. (2008). "Talking about sexual orientation, teaching about homophobia"- negotiating the divide between religious belief and tolerance for lgbt rights in the classroom1. Duke Journal of Gender Law & Policy, 15(2), 399-417. | Deych, M. (2018-19). On behalf of their name. Rethinking Schools, 33(2) |
| Open-minded | Students that are exposed to teachers that separate their identities from their teaching has a “deleterious impact”. It has been proven to lower their credibility and student knowledge retention. | Having and inclusive curriculum develops the feeling that LGBTQ+ issues matter, and that they should be discussed in conjunction with other worldly issues that happen daily. | Lester uses an inclusive curriculum to demonstrate the value is queer literature, as well as dealing with issues of religion and politics so that all students are represented accurately and respectfully. As an educator, the author facilitates and mediates discussion to help unpack prejudices in a safe environment so that they can learn from theirs and others perspectives. | Deych’s students were able to feel confident and empowered enough to stand up for their rights and articulate their feelings to make the change the wanted to see in their school system. |
Work Cited.
Connell, C. (2012). Dangerous disclosures. Sexuality Research and Social Policy, 9(2), 168-177. doi:10.1007/s13178-011-0076-8
Loutzenheiser, L. W. (1996). How schools play "smear the queer". Feminist Teacher, 10(1), 59. Lester, T. (2008).
"Talking about sLoutzenheiser, L. W. (1996). How schools play "smear the queer". Feminist Teacher, 10(1), 59. Lester, T. (2008). "Talking about sexual orientation, teaching about homophobia"-negotiating the divide between religious belief and tolerance for lgbt rights in the classroom1. Duke Journal of Gender Law & Policy, 15(2), 399-417. Deych, M. (2018-19). On behalf of their name. Rethinking Schools, 33(2) exual orientation, teaching about homophobia"-negotiating the divide between religious belief and tolerance for lgbt rights in the classroom1. Duke Journal of Gender Law & Policy, 15(2), 399-417.
Deych, M. (2018-19). On behalf of their name. Rethinking Schools, 33(2)
