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Discussing Sexual Orientation And Gender Issues In Our Schools
Why does our school need to do anything in response to The California Student Safety and Violence
Prevention Act of 2000 (AB 537)? We don’t have any gay students or gay parents.
Many schools believe that gay and lesbian issues aren’t relevant to their particular school; that all the gay people are
in other schools or other districts. However, there are students in every elementary school who will become gay or
questioning adolescents. Every school district has gay or lesbian parents and employees. An even higher percentage
of students, parents or teachers may have a gay or lesbian family member, parent, sibling, child or friend. School
personnel may not know of any gay, lesbian, bisexual or transgender people, but this does not exclude their existence.
Students, parents or employees who are gay or lesbian often do not feel safe enough to let others know.
Even if you believe you have no gay or lesbian families in your school, gay bashing can still occur. AB 537 protects
students not only against harassment based on sexual orientation, but based on gender identity and perceived sexual
orientation as well.
Does AB 537 really apply to us? We don’t have a problem with harassment based on sexual orientation at
our school.
The fact that teachers and administrators do not always hear anti-gay slurs does not mean that they’re not occurring.
Often, name-calling will occur on the playground, in the hall, the restrooms, lunchrooms and gym or during other less
structured times.
Second, some teachers and parents aren’t attuned to gender-based name-calling. Some believe that if one child calls
another child “gay,” it’s not wrong if the offending child doesn’t know what “gay” means. Also, gender-based name-
calling (e.g., “you throw like a girl”) often doesn’t engender the same response as a racist epithet.
Third, often teachers are uncomfortable addressing anti-gay slurs because they believe that any such discussion
must involve a discussion of sexuality.
We’re an elementary (or middle) school. Do we really need to be concerned about harassment?
At most elementary schools, the word “gay” is used as a slur and insult by students in all grades, including
kindergarten. According to the study from the Massachusetts Governor’s Commission on Gay and Lesbian Youth,
Making Schools Safe for Gay and Lesbian Youth, (1993) p. 51, among second graders, “that’s so gay” is the second
most common insult (after “that’s so stupid”).
These slurs escalate to increasingly ugly language (fag, dyke), accompanied by threats and physical violence,
increasing in middle and high school. By addressing and ending this verbal violence early on, safer schools can be
created for all students, and the risk of liability can be reduced. By educating students about the appropriate use of
terms associated with gay issues, we teach respect for the diversity of the larger community.
In its 1993 report on sexual harassment in America’s schools, the American Association of University Women (AAUW)
Educational Foundation found that 85% of the boys and 87% of the girls surveyed said they would be “very upset” if
they were called gay or lesbian. No other type of harassment—including actual physical abuse—provoked a reaction
this strong.
As previously indicated, a school district in San Mateo County has settled a case for $160,000 based on a claim that it
failed to protect a child against anti-gay harassment.
Aren’t elementary school children too young to begin a discussion of gay issues?
Elementary school children are already dealing with these issues, possibly at home and/or school. Children watch
television and movies that discuss, satirize and ridicule gays and lesbians. (Yes, even on Nickelodeon and the Disney
channel.) Even if you haven’t heard it, children at your school have used “gay” or “faggot” as an insult, often without
knowing what it means. They just know that it’s a derogatory and demeaning term. Your obligation as an educator is to
confront stereotypes and address inappropriate language to make the schools safe for all students and families.
These discussions are not about sex, but about respect for differences.
All of our students are reminded to treat others with respect. Isn’t that enough?
Teaching children about “the golden rule” does not specifically address harassment based on issues of gender and
perceived sexual orientation. When children hear that they must be kind to others and that they must not engage in
name-calling, they don’t necessarily make the connection between gender bashing/teasing and name-calling. For
children to understand why harassing behavior is not acceptable, it is important to teach them in a way that is specific,
developmentally appropriate and as experiential as possible.
How can we talk about sexual orientation issues without talking about sex?
A discussion about respect for differences is not a discussion about human sexuality. The focus is on making school
climates safe for all students and families, including gay, lesbian, bisexual and transgender persons. This discussion
concerning equity and civil rights has nothing to do with sex. Often, we confuse sexual orientation with sexual
behavior. Elementary school children know that people can be married without understanding the specifics of human
sexuality.
Gender issues are another source of serious harassment at our schools. Children who have non-traditional
expressions of gender identification often suffer cruel repercussions from peers at school without sufficient
intervention from adults. Allowing children to express themselves in a natural way that is comfortable for them, without
fear of cruelty of repercussions, has nothing to do with human sexuality. It has everything to do with safety and respect
for differences.
What about the religious beliefs of families and teachers?
There exists a separation of church and state in the United States. One of our greatest freedoms allows people to
believe whatever they want, and this includes religious beliefs. Students need to be taught to respect differences that
include sexual orientation. This does not mean that students are expected to like everyone who is different, but to
respect the rights of others in our community. This does not infringe on any religious beliefs. No religion advocates
harassment of children.
Teachers may have religious beliefs that make talking about gay and lesbian issues uncomfortable for them. However,
a teacher’s first responsibility is to provide a safe environment for his/her students. This responsibility does not
impinge on a teacher’s religious belief. If a teacher is too uncomfortable to deal with a situation of anti-gay
harassment, the situation should be referred to someone who can.