Page 15 - 2018_Jour_85-1_Societal-Issues

Schools and Societal Issues 15

her viewpoints without imposing them” (p. 186). This excerpt illustrates the difference that
one supportive teacher can make to an LGBTQ student’s school experience. The lesson
for school teachers, staff, and administrators is that if LGBTQ youth at any grade level
are more concerned with personal safety, then learning and future goals become secondary
(Lee, 2002; Robinson & Espelage, 2011).

Implications
As noted above, diversity in schools includes sexual orientation, gender, and gender
identity/expression. In today’s school communities, not just students but their parents
as well may identify as LGBTQ (Adams & Persinger, 2013). The recent United States
Supreme Court decision in Obergefell v. Hodges (2015) struck down all state bans on same
sex marriage. The reality is that, with this decision, teachers will be teaching children with
two mothers or two fathers; they may already be doing so, even if they are not aware of it.
Schools and classrooms need to be safe, inviting, and welcoming places that are supportive
of all students and their families, regardless of the family structure.
In the past, teachers were traditionally taught that discussions of their own or students’
sexual orientation and gender identity had no place within a classroom setting or curriculum.
Clark (2010) reported preservice teachers’ concerns about their level of preparation for
addressing issues facing LGBTQ students in their future classrooms. This school culture
persists. However, rarely has a student finished a school year without knowing if a teacher
was married or dating, how many children were in the family, the family members’ names,
and even details about vacations, weekends, and other family events. Following the recent
Supreme Court decision and the nation’s movement toward inclusivity, changes must be made
that also include the realization by teachers, staff, and administrators that life events are going
to be discussed within a classroom and that the goal of education can still occur through
discussions of varying perspectives (Adam & Persinger, 2013; Jennings, 2005; Robinson &
Espelage, 2011). In accordance with growing changes in classroom culture, today’s preservice
teachers are becoming more aware of LGBTQ issues in their future classrooms and finding
resources to learn strategies to support their future LBGTQ students (Hsieh, 2016).

Recommendations
To promote an inviting and welcoming school culture, teachers and staff need to have
information and training about LGBTQ issues and awareness about student diversity.
School authorities can also support LGBTQ students by ensuring that policies are just
and respectful for all students (Russell et al., 2010).
Russell et al. (2010) provided some basic recommendations for school teachers and
staff to assure that classrooms are safe and inviting places for LGBTQ students, including
the following:
1. School nondiscrimination and anti-bullying policies that enumerate or
specifically include actual or perceived sexual orientation or gender identity or
expression;
2. Teacher intervention when harassment takes place, and training of teachers on
effective intervention strategies;
3. Presence of school-based support groups or clubs (often called “gay-straight
alliances” or GSAs);
4. Inclusion of LGBTQ people or issues in school curricula and access to
information and resources through the library, school-based health centers,
and other avenues (2010, p. 7).