Education for All: Addressing Issues of Sexual Orientation and Sexual Identity in our Schools UCEA October 31, 2008

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

Orientation Behavior IdentitySexuality:

Herdt & Boxer (1993)[1] D’Augelli & Hershberge r (1993)[2] Rosario et al. (1996)[3] Savin- Williams (1997)[4] D’Augelli (1998)[5] Age of first awareness (Orientation) Age of first same- sex activity (Behavior) Age of identification/ self-labeling (Identity) Maguen et al. (2002)[6] Summary: Age of Coming Out

Students Identifying as Gay, Lesbian, or Bisexual Source: Harris Interactive & GLSEN (2005)

Students Identifying as Gay, Lesbian, or Bisexual Source: Harris Interactive & GLSEN (2005)

Conscious PrejudiceHomophobia:

Unconscious bias “unearned privilege”/ “invisible advantage”Heterosexism:

Sex—male/ female based on reproduction biology Expression—masculine/ feminine based on behavior perceived by others Identity—self-perception Gender 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:

Student Experiences in School

* Remarks Heard By Students Source: “From Teasing to Torment,” GLSEN/Harris Interactive, Question: At your school, how often do you hear students making the following types of remarks?

Physical Appearance and Sexual Orientation Are 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’ Views Source: “From Teasing to Torment,” GLSEN/Harris Interactive, Question: How serious of a problem is bullying, name- calling or harassment at your school?

Homophobic Remarks are the Most Common Type of Biased Language Source: NSCS GLSEN, 2007

General Student Population Reports Similar Rates of anti-LGBT Language in Schools Source: Penn & Schoen, 2004

Most students admit that they personally use anti-LGBT language at school

Most students are not deeply bigoted towards LGBT people Source: Penn & Schoen, 2004 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 About Gender Expression and Homophobic Remarks Source: NSCS GLSEN, 2007

LGBT Students Reported High Levels of Harassment Because of Sexual Orientation Source: NSCS GLSEN, 2007

LGBT Students Reported High Levels of Harassment Because of Gender Expression Source: NSCS GLSEN, 2007

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 of Harassment & Assault Source: NSCS GLSEN, 2007

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 Harassment & Assault Source: NSCS GLSEN, 2007

Responses of School Staff to Reports of Harassment & Assault Effectiveness of Reporting Incidents of Victimization to 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) Source: NSCS GLSEN, 2007

High Severity (Often, Frequently) Harassment Contributes to Absenteeism in Schools Severity of In-School Harassment and Missing days of School for safety Reasons Percentage Missing At Least One Day Verbal Harassment Low Severity (Never, Rarely, Sometimes) Source: NSCS GLSEN, 2007

Harassment Contributes to Lowered Academic Achievement Severity of Harassment and Academic Achievements Mean Reporting GPA Verbal HarassmentPhysical Harassment Source: NSCS GLSEN, 2007

Harassment Contributes to Lowered Educational Aspirations Severity of In-School Harassment and Educational Aspirations Percentage Not Planning to Pursue Post-Secondary Education Verbal Harassment Low Severity (Never, Rarely, Sometimes)High Severity (Often, Frequently) Source: NSCS GLSEN, 2007

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 Others Physical harassment/Victimization

At Risk for Self Endangerment Suicide: Much more likely among LGB Youth Source: Massachusetts YRBS: Goodenow, 2006; Goodenow, et al., 2006

At Risk for Self Endangerment Drug Use: Much more likely among LGB Youth Source: Massachusetts YRBS: Garafalo et al., 1998

Key Findings on LGBT Resources and 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 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 School Characterized by changes but a lack of implementation efforts The Inclusive School Characterized by changes and implementation efforts Schools and LGBT Issues: A Development Continuum

Institutional Practices

Efforts Teachers Believe Will Help Create Safer Schools for LGBT Students Source: Harris Interactive & GLSEN, 2005

Source: GLSEN, NSCS 2005 Having a Comprehensive Safe School Policy Curtails Anti-LGBT Harassment in Schools Verbal Harassment re: Sexual Orientation and Type of Safe School Policy Percentage of Students Reporting High Severity of Harassment (Often or frequently)

Source: GLSEN, NSCS 2005 Having a Comprehensive Safe School Policy Increases Faculty/Staff Intervention re: Homophobic Remarks Faculty/Staff Intervention re: Homophobic Remarks and Type of Safe School Policy Percentage of Students Reporting Hearing Homophobic Remarks in school

Source: GLSEN, NSCS 2005 LGBT Students More Likely to Report Harassment Where There Is a Comprehensive Safe School Policy Reporting Harassment to School Personnel and Type of Safe School Policy Percentage of Students Reporting Harassment to School Personnel

Students With an Inclusive School Policy are 1/3 Less Likely to Report Bullying is a Serious Problem Source: “From Teasing to Torment,” GLSEN/Harris Interactive, Very/Somewhat Serious Harassment Problem at School

Individual Practices

2.8/C Average GPA of LGBT students who could not identify any support faculty or staff: 2.8/C LGBT students who have supportive faculty/staff have grade point averages nearly a full letter grade higher than their peers: 3.2/B- Average GPA of LGBT students who could identify one or more supportive faculty or staff member: 3.2/B- Resources and Support in School Programming: Supportive Teachers Source: NSCS GLSEN, 2005

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 continue 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: Supportive Teachers Source: NSCS GLSEN, 2005

Principals Who Receive Professional Development Are Three Times More Likely to Participate in Safe School Efforts for LGBT Students Principals Engaged in Efforts to Create Safe School Environments for LGBT Students Source: Principal’s Perspective, 2007

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

Presence of Supportive and/or openly LGBT staff dramatically increases LGBT students’ sense of belonging Source: NSCS GLSEN, % 34.2% 34.3% 57.1% 60.9% 24.6% 20.8% 26.3% 36.5% 48.9% 016 to 10More than 10 Reported Numbers of Teachers or School Staff Percent Feeling That They Belong In Their School Supportive Teachers or Staff Openly LGBT Teachers or Staff

Reactive Proactive Distinguishing Behavior

Effective interventions depend upon Time and Place Effective Interventions Depend Upon Time and Place Reflective/Proactive Discourse Punitive/Reactive Response Less Time AvailableMore Time Available Structured Settings Unstructured Settings

Typical 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 AVAILABLEMORE TIME AVAILABLE (Between periods, at dismissal, etc.)(during class, conference time, etc.)

With positive portrayals With no or negative portrayals Source: GLSEN, NSCS 2005 twice Youth who lack positive portrayals were almost twice as likely to report having missed school because of feeling unsafe Resources and Support in School: Programming: Curriculum

81.7% of students reported that there were no positive portrayals of LGBT people, history or events in any of their classes. Source: NSCS GLSEN, 2005 Resources and Support in School: Programming: Curriculum

Source: GLSEN, NSCS 2005 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 School Programming: Curriculum With inclusive curriculum Without inclusive curriculum

Students in schools with GSAs are more than 10% less likely to report feeling unsafe 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 Source: GLSEN, NSCS 2005 Resources and Support School Programming: Gay Straight Alliances

Attitudes Towards Differences: The Riddle Scale * Attitude Characteristics RepulsionPeople who are different are strange, sick, crazy and aversive PityPeople who are different are somehow born that way and it is pitiful ToleranceBeing different is just a phase of development that…most people ‘grow out of’ AcceptanceImplies 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 SupportWorks to safeguard the rights of those who are different AdmirationAcknowledges that being different in our society takes strength AppreciationValues the diversity of people and is willing to confront insensitive attitudes NurturanceAssumes the differences in people are indispensable in society Attitudes Towards Differences: 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.

Beliefs A matter of personal conscience for individuals to decide.Behavior Standards are set by schools in order that all might learn: all must abide.