LGBTQ+ Inclusion

New Jersey recently passed a mandate for the inclusion of LGBTQ+ content in textbooks and social studies curricula in schools throughout the state. Since then, Colorado, Oregon, Illinois, and Maryland have added similar laws. Utah, Arizona, and Alabama recently lifted restrictions on LGBTQ+ issues being taught in schools, however, seven states still have restrictions in place. The remaining 35 states have no specific inclusion laws, which means that many students still do not have access to LGBTQ+ history in their classrooms.  All children deserve to learn from inclusive representations of history in the classroom. Refusing to include LGBTQ+ content in the classroom may signal to young people that these important stories do not matter and for LGBTQ+ students: that they themselves do not belong. At the Tyler Clementi Foundation, we believe that schools have a responsibility to help all students feel safe, included, and accepted. Stories of individuals overcoming discrimination and fighting for equality teach children that America is great because of its diversity, not in spite of it. In New Jersey, a parent of a transgender child argued that the recent legislation is essential for LGBTQ+ children, “This bill is so important for our young people…they need to see examples of themselves in the history being taught and in classes, they are going to each day. We know representation matters.” There is evidence that inclusive curricula improve the school experience for all students. Research suggests that when LGBTQ+ content is included in a school, bullying decreases and the campus climate improves for all students, LGBTQ+ students feel increased levels of safety and school engagement. Inclusion efforts can also increase social awareness, which is the ability to empathize with others from diverse backgrounds. According to a survey conducted by the Partnership for 21st Century Skills, some of the most in-demand job skills can be linked to social awareness. As more states adopt the LGBTQ+ curriculum, administrators and educators will need to commit themselves to the work of creating fully inclusive schools.

What is LGBTQ+ Curriculum? 

The One Archives Foundation offers a series of free, standards-based lesson plans on LGBTQ history. These plans are appropriate for high school students and some upper-middle school classrooms depending on student maturity level. Teachers of younger students can adapt these lessons or seek out inclusive books about LGBTQ, transgender, non-binary, or gender-expansive children. Below are a few lessons from the One Archives website:

  • Students can explore the AIDS crisis timeline of events leading up to the second March on Washington for Lesbian and Gay Rights in order to consider how LGBT activists responded to government policies regarding AIDS, including their protests for affordable drug prices. They can reflect on how the battle against AIDS influenced the broader movement for LGBTQ+ rights and analyze artwork by Keith Haring and photographs from ACT UP/LA protests. They can watch a short documentary by Scott Calonico about the Reagan Administration’s lack of response to the epidemic. (Full lesson plan here)
  • Students can learn about California’s 2012 FAIR Education Act, which requires schools to include fair, accurate, inclusive representations of LGBTQ+ people in social studies classrooms. They can explore the language of the bill to determine what is meant by fairness, accuracy, inclusivity, and representation in this context. Students can consider both sides of the debate including arguments from organizations that opposed this legislation and watch testimony from Senate Judiciary hearings as LGBTQ+ community members testified on the importance of the law. (Full lesson plan here)
  • Students can explore the life of Bayard Rustin, the gay man who was responsible for planning the March on Washington. Along with Dr. King, Rustin was one of the pioneers of peaceful protest within the Civil Rights Movement. Throughout his career as a Civil Rights Activist, Rustin was forced to keep his sexual orientation hidden from the public and was eventually forced to stop working for Dr. King due to accusations surrounding his sexual orientation. Students will have an opportunity to reflect on the difficult choices that Rustin was forced to make due to his sexuality. (Full lesson plan here)
  • Students can explore how The Ladder magazine offered lesbian women support in the 1950s. They can discuss the fearful reality of living as a Lesbian in the 1950s while learning from the lives of Lesbian activists Del Martin and Phyllis Lyon, founders of the Daughters of Bilitis, the first lesbian-centered organization in the United States. They can discuss why belonging to LGBT communities was important to LGBT individuals in this time period. (Full lesson plan here)

Teachers Can Affirm Children’s Identity & Support Inclusion

Curriculum inclusion is an important step, however, true inclusion and acceptance are just as important. Teachers, Administrators, and Parents should model acceptance and affirmation of children who identify as LGBTQ+, transgender, non-binary, or gender expansive. Doing so will set a clear tone of acceptance in your classroom, workplace, or faith community. In general, LGBTQ+ inclusive spaces support and affirm all gender identities and sexual orientations. Educators should begin the practice of asking students to introduce themselves along with their gender pronouns in order to be trans and non-binary inclusive. In a survey, 56% of Gen-Z said that they knew someone who uses gender-neutral pronouns. Many individuals have a preferred pronoun to be used when referring to them in the third person, including he/him/his, she/her/hers, they/them/their, ze/hir/hirs, and other gender-neutral pronouns. New York University suggests that instructors give a questionnaire before the start of classes that includes an opportunity for students to indicate their preferred pronouns. Consider using a Gender Inclusivity Workbook like Creating Authentic Spaces, find a list of gender pronouns, or check out these videos about gender pronouns and why gender pronouns matter. Remind students that it’s okay to make mistakes but that they should apologize and correct themselves. In order to affirm students and addressing bullying in the classroom: “Teachers can be tremendous allies both in their role as educators and also as affirming adults in the lives of children. For every slur that goes unchecked, an LGBTQ person may be emotionally injured…Using the name and pronouns of a transgender or gender-expansive student is the easiest way to show support and inclusion as well as creating an environment of safety (Accredited Schools Online).” This work of inclusion is an important part of the social-emotional skill of social acceptance.

Raise Awareness for LGBTQ+ Representation

Teachers can also discuss and call attention to representation. This means talking to students about how LGBTQ+ individuals are portrayed in the media and in history, as well as instances of misrepresentation and unequal representation. The documentary Disclosure explores how trans depictions in film and television have not reflected the reality of living as a trans person; the film Miss Representation discusses the lack of representation in the media of women in leadership roles. Students deserve to see positive reflections of themselves when they turn on the television, read a magazine, or go online. As an educator, you can hold up a mirror by pointing out accurate representations of LGBTQ+ people in the media. You can introduce young people to the recently elected transgender, non-binary, and gender-nonconforming leaders at the state level or discuss the Rainbow Wave that made the U.S. Congress more diverse than ever before. Find ways to lift up LGBTQ+ individuals, women, and people of color in leadership roles. Although the population of LGBTQ+ individuals has increased, representation continues to lag behind. More than half of Generation Z (age 13 to 20) choose not to identify as strictly heterosexual. There has been an overall increase in Lesbian, Gay, Bisexual, and Transgender identification, most of which can be attributed to Millennials. According to GLAAD, between 2008 and 2015, the number of American adults who know or work with a transgender person increased from 8% to 16%. Nick Adams of GLAAD writes, “… it’s crucial that the media increase and improve the coverage…and that transgender people have the opportunity to tell their own stories about our lives and the issues we face.”

Educators Committed to True Equality  

LGBTQ+ individuals are still fighting for true equality in their homes, schools, workplaces, faith communities. In order to teach LGBTQ+ history, we need to imagine a more just and equal future for our children. It takes courage to teach counter-narratives when many of us were raised with one story of American History. Whether you are an educator or an ally, you should consider yourself part of the movement for inclusion and true equality. Teaching inclusive history is a way of standing in solidarity with all LGBTQ+ individuals. In Pedagogy of the Oppressed, Paulo Freire describes the mindset of one who is truly committed to the liberation of all people: “This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.”

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