How should educators deal with issues of sexual orientation and gender identity in their curriculums and in their schools' policies at large? That question, and others like it, were examined at a panel discussion entitled "LGBTQ Lives & Education: An Agenda for Change" presented by National Louis University ( NLU ) on March 2.
For teachers, helping students understand current, social issues is part of their job. Also part of their job is responding to and mitigating discrimination in whatever forms it takes. After all, teachers do more than just teach a particular subject matter; they impart values. So it goes that when Dan Johnson, a high school English teacher, overheard one of his students say, "That's so gay" in reference to one of his classmate's outfits, he used the opportunity not to reprimand the student, but to educate him and his peers.
"As adults, we can recognize that the word 'gay' is often used as a pejorative term, but kids don't necessarily recognize that," Johnson said. "Kids say it so often that it's impossible to challenge every utterance. So, the next day in class, we had a discussion about how words, when used in the wrong context, can make us feel, and their unintended impact. The kids were really receptive."
Johnson, however, had formal training on how to deal with these situations. His school ( a private institution ) required it as a condition of employment. Yet, not all schools—and certainly not all teachers—have this kind of training.
Gerry Spinella, associate professor of NLU's educational leadership program, spearheaded the event and moderated the discussion.
"This is meant to provide a dialogue about the often un-addressed topics of sexual orientation and gender identity that teachers and schools encounter on a regular basis," Spinella said.
Discussion topics included the roles universities play in addressing sexual orientation and gender identity throughout multiple contexts; community values regarding diversity and inclusion regarding sexual orientation and gender identity; laws and legal cases; and "best practices" for including LGBTQ issues in teacher education programs.
Panelists included Northeastern Illinois University Professor Erica Meiners; Shannon Sullivan, executive director of the Illinois Safe Schools Alliance; School of the Art Institute of Chicago Associate Professor Therese Quinn; and Chris Clark, Lambda Legal staff attorney.
During the panel discussion, there were several questions about what is and what isn't appropriate when it comes to disclosing one's sexual orientation at work. One audience member in particular said, "My students are adults and the argument I hear, when we discuss issues of sexual orientation and identity, is something like 'Why do we have to talk about sexual orientation? It seems inappropriate. I don't tell you who I sleep with, so why should we discuss it in the classroom?' Of course, I try to explain that it isn't about sex, but rather it's about identity, about how individuals identify themselves. I try to point out that, if you could hide that you are white or black, would you do it? A lot of gay people do hide their orientation, though, because they may agree that it's inappropriate to discuss it at work."
Clark pointed out that there are risks in any professional setting when you talk about issues of identity. However, he said, "Talking about your life sometimes means people will learn that you're gay, lesbian, etc. And, that's a good thing. It doesn't mean you're making a big issue about your sexual orientation either. Gay or straight, people disclose their sexual orientation all the time without even realizing it. Straight people talk about their kids and spouses all the time, and they don't know that they're revealing their sexual orientation, but they are. So, it's not 'making a big issue' out of your sexual orientation when you're talking about your life. The other point worth noting is that we must consider ... the impact on LGBT youth by not talking about theses issues."
Indeed, studies show that LGBT youth have higher rates of suicide and substance-abuse problems, and are often the targets of anti-gay violence compared to their heterosexual counterparts.
"The importance of role models, of education, of talking to kids early on—so that they know they're not alone—I think is vital," Clark said.
Hate crimes
In related news, Windy City Times recently reported a story about a Loyola University student and two other men who are being charged with felony hate crimes for attacking another man, while shouting anti-gay epithets at him, on the CTA Red Line.
Following the announcement of the hate-crimes charges, Equality Illinois issued a statement calling on Loyola to publically denounce the actions of their student, Sean Little, and expel him from the university.
Windy City Times: Given the nature of today's panel, will you please explain what you think Loyola's position should be regarding Sean Little? Should he be expelled from school?
Erica Meiners: I think that a response to violence that does not involve education—pushing people out when they commit violent crimes—is not an effective long-term strategy. Yes, the person should be held accountable for their crime, but I'm also for the university examining the climate that they may have created that, possibly, allowed for one of their students to commit this crime.
Therese Quinn: When you think about what the Pope says about gays and lesbians being 'disordered people' it's worth looking into the Catholic Church, which Loyola is a part of. The Church, itself, creates a climate in which Loyola operates.
Shannon Sullivan: We've spent a lot of time today talking about universities' policies regarding LGBT issues, and I think this another example of a situation that shows us the need for firm policies within universities. Of course, education and awareness has to happen, but with any individual incident, your university policies are going to be most important in dictating a response to crime that is as serious as this one.
Gerri Spinella: Yes, wouldn't it be interesting to put that individual through a series of educational situations where they would have to really learn about the LGBT community, and also provide community service to an LGBT organization, in addition to whatever punishment is required by the courts.
Erica Meiners: To add to what Therese said, when you think about what the Pope says about gays and lesbians being 'disordered people' it's worth looking into the Catholic Church, which Loyola is a part of. The Church, itself, creates a climate in which Loyola operates.
Therese Quinn: Right, so then is locking up more young people the answer to stopping more gay violence? What if this student turns out to be gay, himself, and the reason he beat up another man is because of homophobia he learned, institutional homophobia? I'm not saying, by any means, that his actions are justified. I am saying that perhaps depriving him of an education is not the answer, either. The response to criminalize perpetrators of anti-gay violence does not make our community stronger and safer. What we should have is better protections, better policies, and education in our schools that affirms the position of unique families and people.
Erica Meiners: If Loyola really wants to weigh-in on this, they need to talk about the systems they have in-place, under the leadership of the Catholic Church, that set the tone and create a climate in which it's ok for young people to commit violence against the gay community. Before Loyola kicks that boy out of school they need to weigh-in on what the Pope says about gay people. One of the primary catalysts to violence against one group of people or another is to dehumanize them, to make them seem less than human. The Pope says we're 'disordered' which makes us [ LGBT people ] seem less than human. The Church creates an atmosphere that allows things like this to happen. I'm sure Loyola has a social justice mission, and they'd be smart to examine those social justice principles as they seek to understand how and why something like this could happen with one of their students.
To learn more about NLU's diversity programs go to www.NLU.edu/glbtq/index.cfm.
