1. Audrey Lingley September 4, 2014 alingley@pdx.edu

2.  Introductions Name, Preferred Pronoun, Burning Question  Vocab/Concepts  Experiences of LGBTQ youth in Oregon  Relevant legislation  Activity with HS students  Q & A

7.  Oregon Equality Act (2007)  Oregon Safe Schools Act (2009)  Comprehensive Human Sexuality Education 2009; revised 2012

8. Bans discrimination based on sexual orientation and gender identity in public education (K-12 and post- secondary), housing, employment and public accommodations.

9.  Hiring and staffing  Treatment of students, staff and faculty  Dorms and housing Discrimination based on sexual orientation and/or gender identity is prohibited.

10. Race Religion National origin Every district must adopt an anti-bullying policy that covers “protected classes” - a group of persons distinguished, or perceived to be distinguished, by: Marital status Familial status Disability Source of income Gay-baiting is often fueled by gender defiance. A boy is a sissy or a f*# for example if he wears pink; a girl is dyke is she plays baseball or wants to be a firefighter. – These are based on defying stereotypical gender norms NOT sexual orientation. Sex Sexual orientation

11. Oregon students share their stories of bullying to their legislators in support of the Safe Schools Act Each school must identify a point person for reporting bullying, and a uniform system for reporting & investigation. Schools must communicate their anti-bullying policy to students, faculty, staff, parents and the community. Implementation

12.  Public school districts must provide age- appropriate sex education courses in all K-12 schools.  Comprehensive sexuality education promotes delaying sex, but also includes information on contraceptives and STI prevention.

13. From the DOE’s Comprehensive Sexuality Advocacy Kit (2012): “Describe gender roles, gender identity, and sexual orientation within healthy sexuality” “Advocate for school policies and programs that promote dignity and respect for all” “Differentiate between biological sex, sexual orientation, and gender identity and expression” “Analyze the influence of friends, family, media, society, and culture on the expression of gender, sexual orientation, and identity ” ConceptAction

14.  Is anyone willing to share an experience where you wished you’d had knowledge of these laws?  Is anyone willing to share an experience where you have benefited from the protections that these laws offer?  Is anyone willing to voice a commitment to action as a result of learning about these laws?

15.  Respond to statements by moving to a spot that illustrates where you are on the “strongly agree”/”strongly disagree” spectrum  Focus on silent reflection and observation of colleagues (i.e., no cross-talk, commenting, side conversations during activity)

16.  Which statements were the easiest to respond to? The hardest?  Did the group’s overall response to any of the questions surprise you? If so, which ones and why?  Did you change your mind about any of the issues raised in this exercise as a result of your peers’ responses? If so, how did your opinion change?

17.  After participating in this activity, what impact do you think expressions like “that’s so gay” and “no homo” and terms like “faggot” and “dyke” have on others?  Do you think that what you learned today will change your attitude/behavior at all?  What do you think it would take to limit or curb the use of expressions like “that’s so gay” among your peers? Comments/reflections about doing this activity with your adolescent students

18.  Any questions?  Audrey’s contact info: alingley@pdx.edu  Fall gathering for GSE Queer Straight Alliance: Saturday, Nov. 8, 11:00 AM at Kerns Kitchen. Contact Olivia Murray for more info: omurray@pdx.edu