Sexual Orientation in Education

While reading this week's topic of "The Richness of Classroom Cultures," I had found an interest in learning more about the perspective of sexual orientation in schools.  The National Education Association writes, "sexual orientation is an identity based on whether someone is attracted to people of a sex different than their own, the same sex, or both sexes (i.e., heterosexual, homosexual, bisexual). Gender identity is a person's internal sense of being male, female, or somewhere else along the gender spectrum.  Transgender is an umbrella term for people whose gender identity is different from their biological or the sex they were assigned at birth."  How are homosexual, heterosexual, bisexual, and transgender students treated differently in school? What struggles do they face? In Education: The Practice and Profession of Teaching, McNergney writes, "feelings of isolation and "otherness" are increased for gay and lesbian students by the prejudices and harassment they face from other students and sometimes from teachers as well" (51).  On www.violencepreventionworks.com, Jane Reise discusses bullying towards homosexual students.  She writes, "verbal bullying is the most frequent form of bullying experienced by both boys and girls.  Often, even among young students, this form of bullying can involve negative language that is sexual in nature." She lists several negative impacts of this kind of bullying:

• Bullying and harassment can have negative effects on the development and mental health of GLBTQ students, such as extreme anxiety and depression, relationship problems, low self-esteem, substance abuse, and thoughts of suicide. These students are also at much greater risk of physical assault than other children and youth.

• Students who had experienced anti-gay harassment are four times more likely than non-harassed youth to be threatened with or injured by a weapon.

• Twenty-two percent of GLBTQ students had skipped school in the last month for safety concerns and are three times more likely to drop out of school.

• GLBTQ students are also at risk for not getting the support they need when they are being bullied due to their perceptions that adults at school may have intolerant attitudes or may not provide confidential help in which to deal with their situation. Four out of five GLBTQ students say they know of no supportive adult at school.

• GLBTQ students are two to three times as likely to commit suicide as heterosexual students and may account for a startling 30 percent of all completed youth suicides. These students are also more likely to experience suicidal thoughts, plans, and attempts than other students.

As a community, how can we prevent harassment of GLBT students?  The National Education Association lists several ways:

• Educate yourself about facts vs. myths surrounding GLBT people, especially the facts related to health and safety of GLBT students Find ways to support your GLBT students and colleagues
• Prevent bullying and harassment of GLBT students and colleagues through programs, training, and events  
• Advocate for staff development on GLBT issues, diversity, safe schools and social justice in your school
• Establish policies, rights, benefits and protections that support GLBT students and employees
• Partner with parents, guardians and community organizations to address GLBT issues in schools or in the community
• Stay in close communication with your administration, your building representative, your Uniserv director, and your local and state affiliate offices

As a potential future educator, I would have no tolerance for bullying or harassment toward GLBT students. I have several friends and colleagues that are gay, and I have seen first hand how harassment has affected them.  My classroom would be a safe and welcoming environment where students could be themselves judgement free.