Page 13 - 2018_Jour_85-1_Societal-Issues

Schools and Societal Issues 13

Creating an Inviting Classroom

for All Students: Inviting Teachers

to Learn About LGBTQ Diversity

By Linda K. Lilienthal, Jude A. Matyo-Cepero, Leah Messinger, and

Matthew J. Mims

ccording to the American School Counselor Association, diversity includes not only the usual
Aunderstandings regarding differences but also those related to gender identity. Teachers
should recognize that classroom diversity contributes to the richness of a classroom culture in
which all students are respected and recognized as important contributors, no matter who they
are, where they come from, or how they identify themselves. Teachers’ support for lesbian, gay,
bisexual, transgender, or questioning (LGBTQ; Poteat, Yoshikawa, Calzo, Russell, & Horn,
2017) students has a direct impact on the amount of minority stress (Swank, Frost, & Fahs,
2012) experienced by these students, which may complicate students’ ability to function or learn
in an unsupportive classroom environment. The authors provide several specific recommendations
for teachers and staff to assure that classrooms and schools are inclusive, inviting, welcoming, and
safe places where all students, including LGBTQ students, can learn.

Diversity is part of the richness of a classroom culture. All students are important
contributors, no matter who they are, where they come from, or how they identify
themselves. Teachers need to be prepared to work with students of all races, ethnicities,
classes, genders, gender identities, religions, languages, and abilities. “To say that everyone
matters is to include those who society traditionally ignores . . . those different from the
majority” (Purkey, Schmidt, & Novak, 2010, p. 12).
Teachers need to be inviting to all students, and the classroom needs to be a welcoming
place. “Without better teacher preparation, curricular changes, and cultural shifts in our
schools, our approach will continue to be reactive. This current approach ensures that
students are victimized before appropriate action is taken” (Lilas, 2010, p. 22). Tolerance
and healthy responses should be expected, and school should be a safe place for everyone.
To develop truly invitational classrooms for all students, teacher training must be a priority
because
teacher training appears to make a difference. A recent evaluation of a district-wide
educator training program in New York City demonstrated that training school
personnel about LGBTQ student issues was an effective means for developing the
competency of educators to address bias-based bullying and harassment, and to
create safer school environments for LGBTQ students (Greytak & Kosciw, 2010,
in Russell, Kosciw, Horn, & Saewyc, 2010, p. 10).
According to the Gay, Lesbian, and Straight Education Network (GLSEN), in 2011
approximately 10%—or 1 in every 10 students in a classroom—identified as LGBTQ.
Whether students choose to disclose or not can influence their stress levels, and the need
to conceal their identity can often produce high levels of stress (Sabat, Trump, & King,
2014).