Creating Safer Schools for Gay, Lesbian, Bisexual, and Transgender Youth: the Safe School Policy and...

7/29/2019 Creating Safer Schools for Gay, Lesbian, Bisexual, and Transgender Youth: the Safe School Policy and Safe Space

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Creating Safer Schools 1

1.) Creating Safer Schools for Gay, Lesbian, Bisexual, and Transgender Youth: the Safe

School Policy and Safe Space Program

Prepared for Father Ragans Social Welfare Policy and Services 516 class

The purpose of this analysis is to gain a better knowledge and understanding of the

background of this policy and program at hand and how to become a stronger advocate for

GLBT youth.

COPYRIGHT May 2, 2005

Nikki Walles


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2.) Executive Summary

In order to look at how one goes about creating safer environments in the school systems, in

this case for gay, lesbian, bisexual, and transgender (GLBT) youth, one must first look at the

background and history of safe school policies and safe space programs. From that point on, the

individual can begin to see how safe space programs are included into the schools as well as

including sexual orientation, gender identity and expression in school nondiscrimination policies

and procedures. Personally, one finds that is extremely important to include sexual orientation,

gender identity and expression into school clauses and policies because more GLBT youth are

coming out and accepting their sexual orientation and/or gender identity and expression. The

other purpose of writing this policy report is that I want to advocate for GLBT youth in high

school as I am gay as well as transsexual and I experienced anti-gay harassment and threats in a

local Knoxville high school.

Not only does one need to look at the history of the program and policy but one should

focus on the current issues surrounding these two issues. What do people think of forming safe

space programs in high schools around the nation? How does society view safe school policies

that add sexual orientation, gender identity and expression into school clauses? Overall, how

does public opinion influence school boards and individuals who work within the system?

From these public opinions one can then take a look at the reality of politics and what

those individuals holding political office, as well as those political organizations, deem as

important and necessary to better the lives of GLBT youth. Not only should those who support

GLBT youth but those who oppose adding programs and policies to the school institutions be

mentioned as well. Many other items will be looked at throughout the body of this research. In


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order to create safer school environments for todays GLBT youth one recommends that school

boards and individuals working in the system become aware that there are GLBT youth in all

schools, those who are out as well as those who remain closeted because of varying reasons. By

accepting this fact, schools should begin to blend education, research and available support

systems ranging from counselors, peer groups and materials that GLBT youth can have when

they need them the most.


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Creating Safer Schools for Gay, Lesbian, Bisexual, and Transgender Youth: the Safe

School Policy and Safe Space Program

2.) Problem Statement

Gay, lesbian, bisexual, and transgender youth in high schools around the nation for the

most part are not protected against harassment, and violence in high school nondiscrimination

clauses. Gay, lesbian, bisexual, and transgender (GLBT) youth feel frightened and some youth

pretend to fit into the norm, instead of deviating from the norm. Safe school initiatives and safe

space programs are intended to create safer school environments for GLBT youth. The lack of

acceptance and understanding from school personnel, as well as insufficient training on GLBT

issues for school faculty and staff tend to create an unsafe environment for GLBT youth.

Other issues that cause unsafe high schools are the lack of library materials on GLBT issues as

well as the lack of incorporating GLBT related themes in the school curriculum. One should

take into consideration education policy, non-discrimination and anti-harassment policies, and

safe schools initiatives when dealing with GLBT students.

Throughout much of the research I studied, the authors referred to adolescents as GLB,

leaving out the T in the acronym which leaves out those students who are transgender- those

who feel strongly that they were born the opposite gender. I mention this only because

transgender youth face discrimination, harassment and threats as do gay, lesbian and bisexual

youth. Breaking the silence around transgender issues and including positive representations of

transgender individuals in the classroom are both important steps toward creating a more

hospitable environment for all gender-nonconforming youth (Cianciotto et al., 2003).

In GLSENs State of the States 2004, a major finding dictated that There are


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approximately 47.7million elementary and secondary students in the United States. Of those

only 12.1 million have statewide legal protections from harassment and/or discrimination in

school based on their sexual orientation and only 8.4 million have statewide legal protection

based on their gender identity/expression. A staggering 75% of students in the United States

have no state laws to protect them from harassment and discrimination in school based on their

sexual orientation and 82% of students have no state laws protecting them from harassment and

discrimination based on their gender identity/expression. There are at least 5.1 million students

who have local policy protections in states that do not have a statewide law. When added to the

12.1 million students that have statewide protections based on sexual orientation, there are at

least 17.1 million students in the United States that have some form of explicit protection.

However, that still leaves two-thirds of all elementary and secondary students with no explicit

protections from harassment and discrimination in school based on their sexual orientation and

gender identity/expression (2003).

In GLSENs State of the States 2004, each state is graded on an A-F grading system. For

purposes of the study, I find it necessary to include Tennessee by looking at the policy analysis

of this state. The following information will give the reader an idea of what is taking place in

Tennessee thus showing that there needs to be a great amount of improvement in the state as well

as locally:

Population: 5,797,289 Governor: Phil Bredeson

Education Revenue: $5,100,000,000 Federal Funding: $445,545,000

State Funding: $2,404,133,000 Local Funding: $1,883,947,000

State Safe Schools Law: No Non-Discrimination: Yes

Hate Crimes: Yes S.O. Inclusive: Ye sGender Identity Inclusive: No

Sexual Orientation Inclusive: NoGender Identity Inclusive: No

DP Benefits: No DP Registry: No

Grade: F


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State Safe Schools: (30): 0 State Non-discrimination Law: (20): 0

Sexuality Education: (15): 15 Local Safe School Policies: (15): 6

Student activity: Number of groups: 5 Day of Silence: Yes - schools participated: 9

GLSEN (2004)

Individuals who are and/or perceived to be GLBT are: almost three times more likely to

try to kill themselves than their heterosexual peers (Cahill, S et al., 2002). Research in the

Family Policy manual discovered the following:

1) Three times more likely than their heterosexual peers to have been assaulted or involved

in at least one physical fight in school.

2) Three times more likely to have been threatened or injured with a weapon at school.

3) Four times as likely as their heterosexual peers to skip school because they felt unsafe(Cahill et al., 2002).

According to NGLTFs Education policy: issues affecting lesbian, gay, bisexual, and

transgender youth:

1) Regardless of their sexual orientation/gender identity, many youth experience

violence & harassment because they do not conform to gender-stereotypical behavior in

their attire, interests, or mannerisms.

2) violence and harassment makes school an unsettling & unsafe place for LGBT

studentsThis has a lasting, negative impact on LGBT youth, inhibiting their

development and their successful transitions to adulthood (Cianciotto, J et al., 2003).

Another issue that Cianciotto discussed is the fact that: Many LGBT youth are also

thriving in their school environment and are proud of who they are and what they are

accomplishing. They have remarkable strengths, talents, and skills at their disposal, are able to

develop positive and productive coping strategies, and can tap into existing support networks or


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even create their own many LGBT students are one anothers role models and sources of

support, learning from each others experiences (2003).

On the opposite side of this issue is that: Whether they identify as LGBT or simply do

not conform to what American society deems appropriate for male or female behavior, LGBT

youth are publicly demeaned and demoralized, with many teachers and administrators turning a

blind eye, or even tacitly approving because of their conservative moral or religious beliefs, or

just out of ignorance (Cianciotto et al., 2003).

3.) History and Current Status of Policy

The following efforts to include sexual orientation and gender identity/expression are as

follows: Title IX, the Equal Access Act, the First Amendment, and the Fourteenth Amendment

(Perrotti, J. et al., 2001). Under Title IX, the federal law that guarantees equal education

opportunities, regardless of sex: No personshall, on the basis of sex, be excluded from

participation in, be denied the benefits of, or be subjected to discrimination under any education

program or activity receiving federal financial assistance. The U.S. Department of Educations

Office of Civil Rights clarified that harassment against gay and lesbian students is prohibited

under Title IX when the harassment is of a sexual nature In January 2001, the Office of Civil

Rights further clarified that harassment directed at a student because the student is perceived not

to conform to stereotyped notions of masculinity and femininity is also prohibited by Title IX if

the harassment is sufficiently severe and pervasive (Perrotti J. et al., 2001).

To further the information on Title IX regarding sexual orientation, the revised document

states the following: sexual harassment directed at gay or lesbian students that sufficiently

serious to limit or deny a students ability to participate in or benefit from the schools program


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constitutes sexual harassment prohibited by Title IX under the circumstances described in this

guidance (U.S. Department of Educations Office of Civil Rights, 2001). The document gives

the following scenario: For example, if a male student or group of male students target a gay

student for physical sexual advances, serious enough to deny or limit the victims ability to

participate in or benefit from the schools program, the school would need to respond promptly

and effectively, as described in this guidance, just as it would if the victim were heterosexual

(2001).

Perrotti (2001) continued by stating that: the federal Equal Access Act has been used to

support the formation of gay/straight alliances in schools. Passed by Congress in 1984 This

law has been a mainstay in supporting the right of gay/straight alliances to meet in schools

Under this law, public schools cant treat one student extracurricular group differently from

another based on opinion about the value or content of the clubs activities.

Under the First Amendment, Equal Protection and Due Process Clauses A transgender

students right to dress in accordance with his or her gender identity may be protected under the

First Amendment and the Equal Protection and Due Process Clauses of the U.S. Constitution

In addition, a transgender student also has a right under the Equal Protection Clause to be treated

similarly to other students of the same gender identity (i.e. if it imposes a dress code on a male-

to-female transsexual that is different than the dress code that is applied to biological females),

then the school is applying rules in a sex discriminatory way (i.e. it is applying the code

differently based on the students biological sex) (GLSEN, 2003).

By looking at the Equal Protection Clause of the Fourteenth Amendment, one discovered

that schools have duty to protect lesbian, gay, bisexual, and transgender (LGBT) students


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from harassment on an equal basis with all other students. If school officials fail to take action

against anti-LGBT harassment because they believe that LGBT students should expect to be

harassed, or because they believe that LGBT students bring the harassment upon themselves

simply by being openly LBGT, or because the school is uneducated about LGBT issues and

uncomfortable addressing the situation, then the school has failed to provide equal protection to

the student (GLSEN, 2003).

Another important policy to look at, as had already been mentioned, is school

nondiscrimination policies. Including sexual orientation is often the first step that people take to

raise the subject of homosexuality in schools. By including sexual orientation in

antiharassment policies, schools are recognizing that gay and lesbian students are discriminated

against and need protection (Perrotti, J. et al., 2001).

I have to address an issue that bothers me to this day, as a transgender male, reading

through many resource materials and knowing what occurs on campuses even locally prime

example is the University of Tennessee, Knoxville. First item to address is the fact that gender

identity is often left out of research materials, which in my view discards transgender from the

GLB acronym and creates a thought that only sexual orientation should be included in policies,

etc. Since I am using UT, Knoxville as an example, an individual can clearly see that sexual

orientation and gender identity/expression are not included in the nondiscrimination policy.

However, sexual orientation was recently added into the faculty senate handbook, while

at the same time the faculty senate did not think to add gender identity/expression to the

nondiscrimination policy. The Lambda Student Union at UT, Knoxville, along with the now

defunct Equality for UT organization a group of students and individuals who branched off


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from the Lambda Student Union, were able to increase awareness about the hopes of having an

inclusive nondiscrimination policy(for both sexual orientation and gender identity/expression)

and led the student government association and the graduate student senate to vote in favor of

adding the clause into the body of the UT policy. After that point the bill failed to make it to the

president and more importantly to the board of trustees.

Other appropriate focal points in regards to the history and continuation of safe school

initiatives include Project 10 and the Harvey Milk High School. Project 10 was started in 1984

by Dr. Virginia Uribe in order to provide support for GLBT youth. Not only was it founded for

students, but for heterosexual allies and children with LGBT family members. Its focus is

dropout and suicide prevention, substance abuse education, student empowerment, reduction of

verbal and physical abuse, and accurate HIV/AIDS information. The support groups are led by

trained facilitators on the high school level, and provide a safe zone for discussions of issues

surrounding the subject of sexual orientation (www.project10.org, 2002).

While searching for information on Project 10, I discovered something that is essential

and important for every GLBT student to know and have available. What I refer to in the

following lines come from Project 10s website based on a bill of rights for lesbian, gay,

bisexual, and transgender students:

1. The right to attend schools free of verbal and physical harassment; where education, not

survival, is the priority.

2. The right to attend schools where respect and dignity for all is a standard set by the

boards of education and enforced by every school administrator.

3. The right to have access to accurate information about themselves, free of negative
http://www.project10.org/http://www.project10.org/


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judgment and delivered by adults who not only inform them, but affirm them.

4. The right to positive role models, both in person and in the curriculum.

5. The right to be included in all support programs that exist to help teenagers deal with the

difficulties of adolescence.

6. The right to legislators who guarantee and fight for their constitutional freedoms, rather

than ones who reinforce hate and prejudice.

7. The right to a heritage free of crippling self-hate and unchallenged discrimination.

(Friends of Project 10, 2002).

Project 10 is made up of seven elements:

A district resource center and program adviser;

Workshops to train administrators, counselors, teachers, and other staff members on

the issues of institutional prejudice and the special needs of LGBT youth;

Development of onsite student support groups led by trained facilitators;

Assistance to school librarians in developing fiction and nonfiction materials on

LGBT subjects;

Assist schools to be in compliance with nondiscrimination policies, Title IX sexual

harassment provisions, and the Equal Access Act regarding the formation of Gay-

Straight Alliances;

Advocacy for LGBT student rights through task forces, parent groups, and

community outreach programs; and

Networking with community agencies, parents, educational organizations, and

teacher unions.


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(Friends of Project 10, 2002).

The Harvey Milk High School, a four year fully-accredited high school program, was

created in 1985 as a collaboration between the New York City Department of Educations Career

Education Center and the Hetrick-Martin Institute to offer an alternative education program for

youth that often find it difficult or impossible to attend their home schools due to continuous

threats and experiences of physical violence and verbal harassment (Hetrick-Martin Institute,

2002).

4.) Public Perception

In regards to how the public perceive the issue at hand, that being creating safer school

environments for GLBT students, one must look at stakeholders stances, as well as press and

government officials. There are a variety of stances from individuals beliefs and perceptions on

what is best for youth. Some agree that there should be safe spaces and safer environments for

GLBT students while others might assume that if schools give aid to those who are GLBT then

those students are seen as being given extra attention, when in fact that is not the case at all.

When looking at adding sexual orientation and gender identity/expression to nondiscrimination

clauses, one should clearly be able to see that this is only to help those who might need the

protection against verbal harassment and physical violence due to their sexual orientation and

gender identity/expression. Without adding these components students will continue to face

discrimination and most likely nothing will be done about the matter when their cry for help is

needed. Stakeholders include teachers, parents, counselors, friends, religious communities,

neighborhoods, and youth serving agencies (Morrison, J. J., et al., 2001), as well as other school

officials, and finally local government as well as national government officials. Teachers and


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other school officials can either be supportive or can turn a blind eye to the needs of GLBT

students. Some schools do support safe school initiatives and safe space programs, such as the

Harvey Milk High School, where as other schools are against adding safe space programs and

sexual orientation and gender identity/expression to their nondiscrimination policies. This goes

for counselors, parents, religious communities, neighborhoods, and government officials. There

are those individuals who will strongly support implementing these policies and programs into

schools whereas there are those who strong oppose these policies.

In the case of the Harvey Milk High School, an article featured in New York metro.com,

written by John Colapinto, he discussed the heated argument from conservatives that the High

School has no right to exist (2004). In August 2003, Democratic state senator Ruben Diaz Sr., a

Pentecostal minister from the Bronx, sued the city over the Harvey Milk High School. Diaz s

stated reason was the injustice of the citys devoting millions of dollars to a school servicing just

100 studentswith all kinds of high-technology equipment, air conditioning, the best

teacherswhen so many other city schools, like those in his district, were in deep crisis... You

are leaving some kids behind (2004). There are other government officials such as

Representative Beverly Marando, a Tennessee representative who supports the GLBT

community full force, and I feel that if school based initiatives such as safe space programs and

inclusive nondiscrimination policies came up in hearings in Nashville she would be in favor of

passing them through.

Other groups that support these policies and programs, locally would be Knoxvilles

PFLAG, Equality Knoxville, MCCK (Metropolitan Community Church, Knoxville), Spectrum

Diversi-Tea and Coffee House at the Knoxville Tennessee Unitarian Universalist church, the


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GLBT student organization - the Lambda Student Union and the Womens Coordinating

Council at the University of Tennessee Knoxville, as well as Spectrum, the GLBT student

organization at the University of Tennessee, Chattanooga. National PFLAG (Parents, Families

and Friends of Lesbians and Gays) chapters, GLSEN (Gay, Lesbian Straight Education

Network), Gender PAC (Public Advocacy Coalition), HRC (Human Rights Campaign), Lambda

Legal Defense and Education Fund, NGLTF (National Gay and Lesbian Task Force, !OutProud!

the National Coalition for Gay, Lesbian, Bisexual, and Transgender Youth, NYAC (National

Youth Advocacy Coalition, the Center for Anti-Oppressive Education, ACLU (American Civil

Liberties Union) Lesbian and Gay Rights Project, Advocates for Youth, the Federation of

Statewide Lesbian, Gay, Bisexual, and Transgender Advocacy Organizations, and NTAC (the

National Transgender Advocacy Coalition). These are only a few of many organizations that are

in favor of advocating for GLBT students; there are numerous other organizations and church

groups that advocate for GLBT youth in K-12th grade as well as university and college students.

In regards to NASW and their position on the issue at hand: NASW has supported the

health and mental health needs of lesbian, gay, and bisexual youths through ongoing advocacy

for access to medical, mental health, and community support services (NASW 2002). The

Healthy Lesbian, Gay, Bisexual Students Project (HLGBSP) brought together by National

Association of Social Workers (NASW) and the American Psychological Association (APA) to

assist schools in meeting the needs and improving the health outcomes of lesbian, gay, bisexual

(LGB), and questioning youths (Q) through the Healthy Lesbian, Gay, Bisexual Students Project

(HGLBSP). The program goals include helping school personnel develop the tools to better

assist students with health and mental health concerns, address harassment, and positively affect


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the school climate (NASW 2002).

6.) Political Realities

As mentioned in the previous section most of the political organizations and individuals who

are likely to take positions on creating and maintaining safer schools for GLBT students are

GLBT-related organizations and GLBT-friendly supporters such as the following: National

PFLAG (Parents, Families and Friends of Lesbians and Gays) chapters, GLSEN (Gay, Lesbian

Straight Education Network), Gender PAC (Public Advocacy Coalition), HRC (Human Rights

Campaign), Lambda Legal Defense and Education Fund, NGLTF (National Gay and Lesbian

Task Force, !OutProud! the National Coalition for Gay, Lesbian, Bisexual, and Transgender

Youth, NYAC (National Youth Advocacy Coalition, the Center for Anti-Oppressive Education,

ACLU (American Civil Liberties Union) Lesbian and Gay Rights Project, Advocates for Youth,

the Federation of Statewide Lesbian, Gay, Bisexual, and Transgender Advocacy Organizations,

and NTAC (the National Transgender Advocacy Coalition).

. .7.) Delivery System

Within the delivery system for GLBT students, one should be aware of the needs of those

students and take into consideration the services and programs these students might need. The

following services and programs such as the safe space program and gay/straight alliances

(GSAs) are recommended to provide quality support to GLBT students and to help faculty and

staff increase their own awareness that there are GLBT students who may or may not be open

about their sexual orientation and/or gender identity/expression. These services include:

Increase Awareness and Sensitivity.

Display LGBT information throughout the school campus (stickers, posters, books, etc.).


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Show no tolerance for anti-LGBT harassment.

Include sexual orientation in school non-discrimination policy.

Celebrate diversity via assemblies, speakers, etc.

Support LGBT teachers so they can be viable role models and mentors.

Professional Training for Educators and School Personnel.

Include training on LGBT issues in education and counseling college curriculum.

Require sensitivity training for all school personnel, including administrators, teachers

and aides, guidance counselors, nurses and health educators, coaches, librarians, etc.

Services.

Offer confidential, sensitive counseling.

Make sure health services and information address concerns of LGBT youth.

Curriculum Development.

Expand sex-ed curriculum to include LGBT issues (beyond discussion of HIV/AIDS).

Include LGBT topics in class (i.e., history of LGBT civil rights movement in history

class or LGBT authors in English class, etc.) (Lee, C., 2002).

Pass laws banning discrimination and harassment on the basis of sexual orientation and

gender identity in schools in their state or municipality.

Promote respect for all students through Safe School Initiatives.

Promote research to identify the particular experiences of youth who are harassed and

physically assaulted for their perceived sexuality and gender identity, and the particular

needs of GLBT and questioning youth and the children of gay parents (Cahill, S. et al.,

2002).


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One weakness cam from a study that dictated that: Virtually no professionals in

the country receive any kind of special training on homosexuality, let alone the issues

surrounding adolescence homosexuality Manyprofessionals are reluctant to refer gay and

lesbian kids to social support groups. On one level they believe that by doing so, they might

entrench the persons homosexual identity. They are worried about parents reactions or what

their supervisors might think (Owens, 1998). Owens went on the state that: the unstated

curriculum in high school is a heterosexual one. To a large extent, the curriculum reflects the

heterosexist notion that everyone is essentially heterosexual and that only a contaminated

environment, such as a curriculum that includes homosexuality, can disrupt the norm (Owens,

1998). One should notice that there are countless ways of incorporating GLBT issues in school

curriculum such as through history classes, literature classes and even art and music classes as

possible ways of including GLBT issues and individuals. Again I would like to state that

although homosexuality is referred to throughout most of the references I found, I find it

extremely important to include bisexuality and transgender issues and individuals into school

based curriculum. Leaving these two groups out of the spectrum may cause students who are

bisexual or transgender to feel even more ostracized and left out of their oppressed group of

peers.

The strengths of GSAs are that they can play a major role in the daily lives of LGBT

youth by creating a safe arena within which students can develop positive relationships with their

peers and build relationships with understanding adult mentors Gay/straight groups are

important not only in offering support to LGBT students, but also in providing education for

straight students Not only is there a need to support gay and lesbian students, but also to


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support children of gay and lesbian parents, and straight students who have gay and lesbian

family members (Lee, C., 2002).

8.) Alternative Solutions

Alternative solutions to creating safer environments in schools were listed above in the

delivery system. There are already ongoing safe space programs that are available in schools

throughout the country. My suggestion is to help implement and improve the conditions in

Tennessee, specifically locally here in Knoxville, Tennessee. From State of the States 2004, the

grading scale was based on an A-F grading score and not to my surprise Tennessee received an

F: 31/100. It can be broken down into the following chart:

Safe Schools Law: No General Education: (20): 10

State Safe Schools Law: (30): 0 Student/Teacher ratio: (5): 2

Sexual Orientation Inclusive: (24): 0 Teacher Salary: (5): 2

Gender Identity Inclusive: (6): 0 Pre-pupil Expenditure: (5): 2

State Non-Discrimination Law: (20): 0 Graduation Rate: (5): 4

Sexual Orientation Inclusive: (16): 0 Sexuality Education: (15): 15Gender Identity Inclusive: (4): 0 Statewide requirement to teach HIV/STD

prevention: (5): 5

Local Safe School Policies: (15): 6 Statewide requirement to teach sexualityeducation: (10): 10

Sexual Orientation Inclusive: (12): 6 Schools Laws that stigmatize LGBT people:(10): 0

Gender Identity Inclusive: (3): 0

(Gay, Lesbian, Straight Education Network, 2004).

Changes that could be made are to implement class discussion to include LGBT issues

and individuals, work towards advocating stronger for GLBT students by going to city county

hearings or school board meetings and even talk with the boards of education and let them know

that sexual orientation and gender identity/expression should be made aware of in the curriculum


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as well as adding GSAs to extracurricular activities. Let the officials know the issues that faceCreating Safer Schools 19

GLBT students and make sure one knows the statistics for example a good idea would be to have

the statistics available to hand out to those officials as well as school board members and

principles, faculty and staff. Reason being that it is vital to create safe places and safe school

initiatives for GLBT youth because these youth are at a higher rate of suicide attempts and/ or

thoughts, alcohol and substance abuse, etc. Once GLBT youth can feel safe in their school

environment they will be less likely to drop out of school and feel less threatened by their

heterosexual peers and teachers who might at times not care to notice what is happening, such as

with verbal harassment and physical violence.

9.) Cost Effectiveness and Outcomes

Determining the best of the alternative solutions, I decided to go about doing so by

Forecasting how one would create change in schools around the nation, and in particular in

Tennessee. The method of forecasting I used was extrapolation, because safe space programs and

safe school initiatives have already occurred in many states, while others have not. Predicting

when Tennessee may begin to include sexual orientation and gender identity/expression for those

issues already mentioned is honestly beyond me. I personally think that we desperately need

adult advocates as well as youth advocates who continue to stand up and advocate for their

GLBT peers. With this in mind below you will find the logic model table to help sort through

the current issue.

Inputs Activities Outputs Initial outcome Med. Outcome Long Term

students Advocacy # students Less scared More open Peers accept

staff Curriculum Amount of books, etc.

New booksavailable

Facultyacceptance

Curriculum inall areas

faculty Supportgroups

# ofcounselors

New groupsadded

Developingpeer groups

Counselorstrained/support

Parents/family Starting # successful The start of a Members GSAs stay in


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GSAs GSAs GSA increase schools


10.) Proposed Solution

The policy solution concerning GLBT youth and safer school environments is the best

solution because with the implementation of safe school initiatives and safe space programs,

GLBT youth will feel safer and possibly more open about their sexual orientation and gender

identity/expression. There will be less of a chance for school drop out and a better chance for

graduation rates to increase. When someone who is GLBT sees a safe space sticker on a faculty

members door or bulletin board, more than likely the student/s will be comfortable talking with

that particular person, knowing that what is said in the room stays strictly confidential. Also,

when the school systems begin to address the needs of GLBT students, one of the items that

needs to be addressed is the issue pertaining to nondiscrimination and including sexual

orientation and gender identity/expression to the policy.

11.) Potential Effects

Unintended consequences might be that straight peers would be unwilling to support their

GLBT peers and/or there could be an increase in anti-gay violence through verbal harassment or

physical assault. To avoid these situations counselors, faculty and staff need to be aware of what

is taking place in their schools. They should educate students that respect should be given to

each individual and show that homophobia damages each individual regardless of sexual

orientation and/or gender identity/expression.

12.) Summary

In order to look at how one goes about creating safer school environments in school

systems, in this case for gay, lesbian, bisexual, and transgender (GLBT) youth, one must first

look at the background history of safe school policies and safe space programs. In order to


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create safer school environments for todays GLBT youth one recommends that school boards

and individuals working in the system become aware that there are GLBT youth in all schools,

those who are out as well as those who remain closeted because of varying reasons. Safe school

initiatives and safe space programs are intended to create safer environments for GLBT youth.

One should take into consideration education policy, nondiscrimination and anti-harassment

policies, and safe school initiatives when dealing with GLBT student.

The following efforts to include sexual orientation and gender identity/expression are as

follows: Title IX, the Equal Access Act, the First Amendment, and the Fourteenth Amendment

(Perrotti, J. et al., 2001). By including sexual orientation in anti-harassment policies, schools are

recognizing that gay and lesbian students are discriminated against and need protection (Perrotti,

J. et al., 2001). When looking at adding sexual orientation and gender identity/expression to

nondiscrimination clauses, one should clearly be able to see that this is only to help those who

might need the protection against verbal harassment and physical violence de to their sexual

orientation and gender identity/expression. Without adding these components students will

continue to face discrimination and most likely nothing will be done about the matter when their

cry for help is needed. As mentioned in one of the above sections, most of the political

organizations and individuals who are likely to take positions on creating and maintaining safer

schools are GLBT-related organizations and GLBT-friendly supporters.

The strengths of GSAs are that they can play a major role in the daily lives of LGBT

youth by creating a safe arena within which students can develop positive relationships with their

peers and build relationships with understanding adult mentors Gay/straight groups are

important not only in offering support to LGBT students, but also in providing education for


22/24


straight students. There are already ongoing safe space programs that are available in schools

throughout the country. Changes that could be made are to implement class discussion to

include LGBT issues and individuals, work towards advocating stronger for GLBT students by

going to city county hearings or school board meetings and even talk with the boards of

education, and let them know that sexual orientation and gender identity/expression should be

made aware of in the curriculum as well as adding GSAs to extracurricular activities. I

personally think that we desperately need adult advocates as well as youth advocates who

continue to stand up and advocate for their GLBT peers, specifically in Tennessee since the state

received an F on an A-F grading technique. The policy solution concerning GLBT youth and

safer school environments is the best solution because, with the implementation of safe school

initiatives and safe space programs, GLBT youth will feel safer and possibly more open about

their sexual orientation and gender identity/expression. Lastly, faculty and staff need to be aware

of what is taking place in their schools. They should educate students that respect should be

given to each individual and show that homophobia damages each individual regardless of

sexual orientation and/ gender identity/expression.


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13.)

References

Cahill, S., Ellen, M., and Tobias, S. (2002). Family Policy: Issues Affecting Gay,

Lesbian, Bisexual and Transgender Families. New York: The National Gay and Lesbian Task

Force Policy Institute.

Cianciotto, J., & Cahill, S. (2003). Education Policy: Issues affecting lesbian, gay,

bisexual, and transgender youth. New York: The National Gay and Lesbian Task Force Policy

Institute.

Colapinto, J. (2004). The Harvey Milk School Has No Right To Exist. Discuss: The

gay-high-school experiment is under fire from a conservative lawsuit. But even some

progressives say its segregation by any other name.New York metro.com. Retrieved April 27,

2005, from http://www.newyorkmetro.com/nymetro/news/features/10970

Friends of Project 10, Inc. (2002). A Bill of Rights for Lesbian, Gay, Bisexual, and

Transgender Students. Retrieved April 27, 2005, from

http://www.project10.org/Laws%20And%20Policies/billofrights.html

Friends of Project 10, Inc. (2002). Project 10 at a Glance. Retrieved April 27, 2005,

from http://www.project10.org/About/ataglance.html

GLSEN (2003, January 23). Laws and Policies Impacting LGBT Youth in Schools.

Retrieved April 27, 2005, from http://www.glsen.org/cgi-bin/iowa/all/library/record/1289.html

Gay, Lesbian and Straight Education Network (2004). State of the States 2004: A Policy

Analysis of Lesbian, Gay, Bisexual, and Transgender (LGBT) Safer Schools Issues. New York:

GLSEN
http://www.newyorkmetro.com/nymetro/news/features/10970http://www.project10.org/Laws%20And%20Policies/billofrights.htmlhttp://www.project10.org/About/ataglance.htmlhttp://www.glsen.org/cgi-bin/iowa/all/library/record/1289.htmlhttp://www.newyorkmetro.com/nymetro/news/features/10970http://www.project10.org/Laws%20And%20Policies/billofrights.htmlhttp://www.project10.org/About/ataglance.htmlhttp://www.glsen.org/cgi-bin/iowa/all/library/record/1289.html


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The Hetrick-Martin Institute (2002). FAQs. Retrieved April 27, 2005, from

http://www.hmi.org/Youth/FAQs/default.aspx

Kosciw, J.G. (2004). The 2003 National School Climate Survey: The school-related

experiences of our nations lesbian, gay, bisexual and transgender youth. New York: GLSEN.

Kumashiro, K.K. (2002). Troubling education: queer activism and antioppresive

pedagogy. New York, NY: Routledge Falmer.

Lee, C. (2002). The Impact of Belonging to High School Gay/Straight Alliance.

[Electronic version]. The High School Journal-Feb/Mar 2002.

Morrison, L.L., & LHeureux, J. (2001). Suicide and gay/lesbian/bisexual youth:

implications for clinicians [Electronic version]. Journal of Adolescence, 24, 39-49.

Mufioz-Plaza, C., Quinn, S.C., & Rounds, K.A. (2002). Lesbian, gay, bisexual and

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Owens, R.E. (1998). Queer kids: the challenges and promise for lesbian, gay, and

bisexual youth. Binghamton, NY: Haworth Press, Inc.

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the safe schools program for gay and lesbian students. Boston, MA: Beacon Press.

Tomaszewski, E. P. (2002). Promoting positive school environments for lesbian, gay,

and bisexual students: survey findings [Electronic version]. Equity: Practice Update from the

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