The first observance of lesbian, gay, bisexual and transgender (LGBT) history month was seven years ago. (We add the “Q” to LGBT to include those who identify as “queer.”) October was chosen for two reasons: To commemorate the first-ever march on Washington, DC by LGBTQ individuals back in 1979 and because it includes National Coming Out Day on October 11th, which started in 1988.

LGBT History Month is more than an observance of the contributions of LGBTQ individuals throughout history; it is a call to action for those who teach sexuality education to review their curricula, materials and resources to see how inclusive they are of LGBTQ individuals and issues. And it is a call to action for state-level policymakers to look at their state’s sexuality education mandate—if they have one—to ensure that the teaching of sexual orientation and gender identity are specifically required. According to The Henry J. Kaiser Family Foundation, fewer than half of states address sexual orientation as part of sexuality education. Some that do, like South Carolina, prohibit any discussion of homosexuality unless it is done within the context of HIV and AIDS. Others, like Arizona, Mississippi, North Carolina and Oklahoma, require treating homosexuality as abnormal or dangerous.

When I was writing my doctoral dissertation, I reviewed a state with a strong sex ed mandate (on paper at least), New Jersey. New Jersey’s core curriculum content standards require that by eighth grade students will “discuss topics regarding sexual orientation” and by 12th grade, “investigate current and emerging topics related to sexual orientation.” My dissertation examined whether and how that was being done. I was stunned to find many schools were not teaching sexuality education at all, regardless of the mandate. I was less stunned, but equally disappointed, to discover that in schools that were teaching sex ed, many were excluding the topic of sexual orientation.

If people are so resistant to teaching about sexual orientation, then why teach about it? There are countless reasons. Some of the most compelling of which come from the Gay, Lesbian and Straight Education Network (GLSEN), who found that in US schools during a given year

• 85% of LGBT students are verbally harassed,
• 40% are physically harassed,
• 19% are physically assaulted because of their real—or perceived—sexual orientation,
• 64% are verbally harassed because of how they express their gender,
• 72% hear homophobic remarks like “faggot” or “dyke” frequently throughout the school day,
• Nearly two-thirds of students feel unsafe because of their sexual orientation,
• More than a third because of their gender identity, and
• 29% missed class at least once because of safety concerns.

What about teachers and parents? The support is there. In a national study, 78 percent of high school teachers and 75 percent of parents said they thought that sexual orientation should be included in sexuality education programs and that it should be “discussed in a way that provides a fair and balanced presentation of the facts and different views in society.” Adults support schools being more inclusive; LGBT students need them to be. Here are a few quick suggestions on how to make this happen:

• Have more than “gay day.” Young people often refer to the one day on which sexual orientation is addressed at school as “gay day” because it is discussed that day, then completely ignored for the rest of the year. LGBTQ issues should be integrated throughout the school year, across the curriculum.
• Be clear about LGB vs. T. Far too often, we refer to LGBTQ issues, but the T—being transgender—is often left out altogether. Being transgender isn’t about sexual orientation; it’s about gender identity. If we use “LGBTQ,” we need to address lesbian and gay people AND bisexual people AND transgender people.
• When teaching about relationship issues, include same-sex relationships. For example, in an activity in which students evaluate what makes a relationship healthy, make sure that at least one of the couples is a same-sex couple.
• Remember the achievements as well as the challenges. We are all aware of the devastating statistics relating to rates of alcohol and drug abuse, depression and suicide by LGBT youth. But if that is all we present to young people, we are giving a very negative view of LGBT people and are communicating to those who may be LGBTQ themselves that their futures are quite bleak. Stories of courage and success must be told alongside the stories of challenges and prejudice.
• Remember the diversity within the diversity. There is a pervasive stereotype nationwide among young people and educators of color that only white people are LGBTQ. This is perpetuated in no small part by the media and serves to further isolate and disenfranchise LGBTQ youth of color. It is important for educators to acknowledge clearly that an LGBTQ person can be of any race or ethnicity, any education or socioeconomic level, and from any geographic location.
• There are LGBTQ youth in every school. It is imperative to remember that, statistically speaking, there will be LGBTQ students, or students with LGBTQ parents and/or other family members, in every school—and to teach accordingly.

Sexuality education is not for and about some people; it is for and about all people. If LGBTQ issues are not included within a school’s sex ed curriculum, they need to be—and not just during LGBT History Month, but all year round.

If you’re looking for more training on LGBTQ issues, add your name to our e-mail list to get more information about our upcoming online professional development workshop, “LGBTQ Issues in Schools.”

Posted by Elizabeth Schroeder, Ed.D., M.S.W., Executive Director | in GLBTQ, Sexuality Education |
Tags: lgbtq, Sexuality Education

This entry was posted on October 11, 2011 and is filed under GLBTQ, Sexuality Education. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a comment, or trackback from your own site.