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Academics

Bringing GLBT Issues Into the Classroom

Education can be our most powerful tool, if used correctly, to reduce a tide of social inequalities. Our educational institutions have incorporated and celebrated other minority groups within our society, such as women, people of color, and the specially challenged; so, too, can we integrate GLBT issues. Teaching diversity in education can help illuminate and remedy the ignorance and hate in individuals. We often hate that which we cannot understand. Teaching diversity can be done, if you - the faculty, staff, students, and Allies - request an inclusive cirriculum. Furthermore, educators bear a responsibility to create an environment that allows each student equal access to higher learning. This can only be accomplished when we understand why an inclusive cirriculum is important, and how we can implement an inclusive cirriculum on our campus.

Often, our educational cirriculum inadvertently supports a homophobic, heterosexual perspective that excludes (usually by mere omission) examples and role models for our GLBT students. This omission doesn’t go unnoticed; it sends the message that “we don’t approve of you, we don’t care about you, you are not important to us.” The statistics tell us that this group of students is the most at-risk on campus. The GLBT community faces all of the same issues that the dominant student body does, only more so. Teachers need to incorporate GLBT issues throughout the cirriculum in classes such as health education, English, history, social work, sociology, political science, and biology.

Whether or not you know of any openly GLBT youth in your classroom, you can be certain that your class consists of GLBT members. It is essential to create a safe space for young people who are, or who have family members or friends who are, GLBT members. Even if you feel uncomfortable about GLBT sexual orientation, you owe it to your students to educate yourself and to respect the rights of each of them.

Creating cirriculum and programs that are inclusive of and sensitive to GLBT youth is not difficult, but it does require conscientious attention. The following suggestions may help:

• Assess your own values and beliefs regarding sexual orientation and gender identity. Taking stock will help you address internal biases, recognize personal limits, identify areas for personal growth, and enable you to serve GLBT youth in an open, honest, respectful manner.
• Use inclusive language. Discuss ‘partners’ instead of always assuming a youth’s prospective date or sexual partner is of the opposite gender. If you are using role-plays, using ambiguous names, such as Chris or Taylor, will allow students to personalize the context to their lives rather than to reject the role-play scenario as being irrelevant.
• Address stereotypes and misperceptions that may exist among youth and other audiences. “If I say that HIV is a ‘gay disease,’ who can explain why I am wrong?”
• Make it clear that homophobic sentiments and actions have no place in the program. Denigrating slurs are immensely hurtful and lower self-esteem. Allowing negative sentiments of any form to be expressed in a classroom sends the message that the behavior is acceptable and condoned. Develop a “zero tolerance” policy regarding discriminatory words and behavior directed at GLBT youth, just as you would toward racist and sexist remarks. Post the policy in public areas and develop clear guidelines for disciplinary actions. When training students or staff to lead or facilitate workshops, include opportunities to practice responding to unacceptable language and behaviors.

The following “No Taunting Pledge” is a great way to set a positive tone in the classroom: (Source: National Education Association)

• I will pledge to be part of the solution.
• I will eliminate taunting from my own behavior.
• I will encourage others to do the same.
• I will do my part to make my community a safe place by being more sensitive to others.
• I will set the example of a caring individual.
• I will not let my words or actions hurt others.
• And if others won’t become part of the solution, I will.

Name-calling can also be controlled within the classroom by using the following exercise: (Source: Alone No More, Minnesota Department of Education, 1994)

• Have students brainstorm names they have heard others called.
• List all suggestions on the board.
• Discuss the following categories: racial, religions, ethnic, or sexual bias. Then categorize the brainstormed names accordingly.
• Describe how all name-calling involves prejudice and is equally harmful.
• Have students suggest rules and consequences for classroom behavior, such as: None of the listed names in the brainstorming is acceptable in the classroom. No form of name-calling will be tolerated. Consequences for failure to adhere to this rule will be _________________.
• Affirm and reward positive interactions that begin to build a safe, inclusive, comfortable environment. Reacting immediately and consistently to any violation of the rule can control behavior in your classroom. The verbally attacked students understand and feel safe in the classroom.

Consider becoming a Safe Zone Ally and posting a ‘Safe Zone’ sticker, available from UNCG’s Safe Zone organization after completing a one-day training. You may also post a sign along with your sticker that states “A person displaying this symbol is one who will be understanding, supportive, and trustworthy if a gay, lesbian, bisexual, or transgender youth needs help, advice, or just someone with whom they can talk.”

Ask GLBT youth and adults to participate in panel discussions or as speakers to share some of their experiences. Create a safe zone and opportunities for youth to talk openly about racism, sexism, homophobia, and other forms of oppression. (Adapted from Transitions Volume 14, No. 4, June 2002)

Additionally, faculty and staff can usher in new curricula and acceptance by:

• Inviting speakers on GLBT topics, particularly those who present scholarly research on GLBT topics.
• Creating a visiting scholar position in GLBT studies.
• Encouraging the University Library to increase their holdings of GLBT books, periodicals, and computer networking systems.
• Creating fellowship opportunities and funding for teaching and research of GLBT topics.
• Scholarship and research into GLBT history, culture, and theory should be encouraged and supported.
• Making sure that all multicultural education is inclusive of the issues, history, culture, and experiences of GLBT people in the United States and worldwide.
• Making multicultural awareness (social diversity) courses mandatory for all students at some point during the undergraduate years.
• An archive and history of GLBT organizations on campus should be created.
• Scheduling training sessions to debunk myths and stereotypes. Explain the differences between sexual orientation and behavior and assure students that same-gender feelings and crushes do not necessarily mean a student is, or is not, gay. This helps dispel the stigmatization of homosexuality as deviant and abnormal.
• Include local groups that serve GLBT people in referral and resource lists.

Aspects of UNCG Involvement

• Bill of Rights
• Services
• Academics
• Organizations
• Unisex Restroom Listing
• Changing Your Name on Campus

Page updated: 27-Jun-2009

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