Professional Documents
Culture Documents
Welcome/Introductions
Name, Preferred Gender Pronouns (PGPs), & role What do you hope to get out of todays training?
Ground Rules
Try On: try on new processes, ideas, perspectives before automatically rejecting them because they are different than your experience. Be willing to step outside your comfort zone. Confidentiality: Anything said here of a personal nature cannot be shared outside of this room without the persons consent. Whats said here, stays here. Take Space/Make Space: If weve been sharing too much, MAKE SPACE and turn the stage over to someone else who hasnt had the chance to shine yet. If you havent been participating much, TAKE SPACE.
GSA Network
Gay-Straight Alliance Network is a youth leadership organization that connects school-based Gay-Straight Alliances (GSAs) to each other and community resources through peer support, leadership development, and training. GSA Network supports young people in starting, strengthening, and sustaining GSAs and builds the capacity of GSAs to:
create safe environments in schools for students to support each other and learn about homophobia, transphobia, and other oppressions, educate the school community about homophobia, transphobia, gender identity, and sexual orientation issues, and fight discrimination, harassment, and violence in schools.
The American Civil Liberties Union is a national organization est. 1927 Work to defend and preserve the rights of all people, as guaranteed by the Constitution and laws of the United States. Our mission is to defend civil liberties and rights in the U.S. Active in a wide variety of issues (Workers Rights, Immigrants Rights, Privacy, Economic Justice, Racial Justice, Human Rights, etc.) Over 500,000 members, active in all 50 states that help support our work
LGBTQ 101
Gain a deeper understanding of sexual orientation and gender Gain a deeper understanding of the complexities of LGBTQ terms
LGBTQ includes all individuals and communities who identify as lesbian, gay, bisexual, or transgender or those who are questioning their sexual orientation and/or gender identity Other acronyms: GLBTQ, LGBTQQIA
Sexual Orientation: refers to an enduring pattern of emotional, romantic, and/or sexual attractions. Also refers to a persons sense of identity based on those attractions. Gender Identity: Personal, deeply-felt sense of being male, female, something other or in between
Sex
Male
Intersex
Female
Intersex
Intersex is atypical combinations of physical features that usually distinguish male from female. Sex is made of (but not limited to):
Hormones
Chromosomes
Genes Secondary
Gender
Man
Genderqueer
Woman
-ed
can be offensive
Genderqueer and gender nonconforming people who may not necessarily identify as man or woman; they might not identify as transgender either.
Gender Expression
Masculine
Androgynous
Feminine
Androgynous
People who express their gender androgynously do not express their gender in the stereotypical manner that is expected of men and women. Genderqueer individuals tend to express their gender in androgynous ways, i.e. clothes, mannerisms, names.
Sexual Orientation
Women
Bi/Pansexual
Men
Sexual orientation is how a person identifies based on their emotional, psychological and physical attractions.
Sexual Orientation
Straight/Heterosexual, Gay, Lesbian, Bisexual, Pansexual Behavior: Opposite-sex contact, same-sex contact, both-sex contact, all-sex contact Attraction: Who is someone romantically, emotionally, physically, spiritually attracted to?
Source: American Psychological Association. 2008. Answers to your questions: For a better understanding of sexual orientation and homosexuality. Washington, DC: Author. [Retrieved from www.apa.org/topics/sorientation.pdf.]
LGBTQ Basics
Sex
Male Intersex Female
Gender Identity
Man
Transgender Woman
Gender Expression
Masculine Androgynous Feminine
Sexual Orientation
Women Bisexual/Pansexual /asexual Men
LGBTQ people may become aware of their orientations/identities as a child or as an older adult Never too young or too old to come out Not everyone has to come out Recognize that coming out is a life long process
Queer Language
Offensive/Antiquated Terms
Questions? Comments?
Learn the difference between harassment and discrimination Understand and recognize the risk factors and possible signs of being bullied or bullying Identify current problems and solutions for school climate today around LGBTQ issues
Discrimination- prejudicial or distinguishing treatment of an individual based on the individual(s) membership - or perceived membership - in a certain group or category. Harassment- wide range of behaviors of an offensive nature. It is commonly understood as behavior intended to disturb or upset, and it is characteristically repetitive and involves threatening, insulting or dehumanizing gestures.
Harassment
Types of Bullying
Social Bullying
Verbal
Indirect
Electronic Act
An "electronic act" is defined as transmission of a communication, including, but not limited to, a message, text, sound, or image by means of an electronic devise, including but not limited to, a telephone, wireless telephone or other wireless communication device, computer, or pager.
Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) Youth Youth with LGBTQ parents Youth perceived as LGBTQ; gender non-conforming youth Straight ally youth ALL youth who learn bias against LGBTQ people
Unexplainable injuries Lost or destroyed clothing, books, electronics, or jewelry Frequent headaches or stomach aches, faking illnesses Changes in eating habits Emotional outbursts
Difficulty sleeping Feelings of helplessness or decreased self-esteem Sudden loss of friends or avoidance of social situations Self-destructive behaviors
Get into physical or verbal fights Have friends who bully others Are increasingly aggressive Have unexplained new belongings or extra money Blame others for their problems Dont accept responsibility for their actions Are competitive and worry about their reputation Get sent to detention principals office frequently Bullied themselves
A study by the U.S. Department of Education showed that an adult was notified in only about 1/3 of bullying cases (2009)
Emotional turmoil Low self-esteem Loneliness Depression Poor academic achievement High rates of absenteeism Bring a weapon to school Students who witness bullying also suffer mental health consequences1
Possible Responses
What do you mean by that? Do you say that as a compliment? How do you think a gay person might feel?
Stop it Educate Be proactive Dont ignore it Dont be afraid of making the situation worse Dont excuse the behavior Dont try to judge how upset the target is Dont be immobilized by fear
Homophobic remarks and harassment throughout the school day can cause LGBTQ youth to feel disrespected, unwanted, and unsafe The National School Climate Survey found that 8 out of 10 students hear anti-LGBT language frequently (2011)
of students heard gay used in a negative way frequently or often at school and 91.4% reported that they felt distressed because of this language 56.9 % of students reported hearing homophobic and negative remarks about gender expression from teachers or other school staff
out of 10 students felt unsafe because of their sexual orientation 4 out of 10 students felt unsafe because of their gender expression 6 out of10 students who were harassed or assaulted in school did not report the incident to school staff 4 out of 10 students who did report an incident said that school staff did nothing in response
Absenteeism
3
out of 10 students missed at least one entire day of school in the past month because they felt unsafe or uncomfortable Students who experience high levels of victimization were more likely to miss a day of school in the past month
3
times as likely for sexual orientation 2 times as likely for gender expression
Non-LGBT Youth
Non-LGBT Youth
2.
3.
Non-LGBT Youth
1. 2. 3.
2.
3.
Non-LGBT Youth
Non-LGBT Youth
Non-LGBT Youth
1. 2. 3.
LGBTQ Youth are often punished inconsistently Punitive discipline policies often remove youth from the education environment (exclusionary discipline) Few opportunities for Positive Behavior Intervention Systems (PBIS) and/or Restorative Justice
Solutions:
Gay-Straight
fewer homophobic remarks Have staff that intervened upon students behalf when hearing homophobic remarks Feeling safer at school Are physically and verbally harassed at lower rates Missed less days of school Greater sense of connectedness with school community and students
Current Representation
Approximately 300,000 LGBTQ youth are arrested and/or detained each year of which 60% are black or Latino
LGBTQ youth make up 5-7% of the national youth population and 13-15% of those in juvenile detention
Zero tolerance policies require schools to suspend or expel students for violating rules, no matter what extenuating circumstances there might be Zero tolerance policies are often put in place in response to the failure of school districts to address the problem of antiLGBTQ bullying
dont improve school safety or climate They dont stop bullies from bullying They are used against LGBTQ students more than straight students
Questions? Comments?
Learn about the various laws that protect LGBTQ students Understand the civil liberties of LGBTQ students protected by state and federal laws Identify pertinent California Education Codes that are relevant to LGBTQ students
Legal Disclaimer
The topics we will discuss today are basic rights pertaining to students. While Im not a lawyer and cannot give legal related advice or answer individual legal questions, I will be talking about how to protect yourself and your students.
201(e) There is an urgent need to teach and inform pupils in the public schools about their rights, as guaranteed by the federal and state constitutions, in order to increase pupils' awareness and understanding of their rights and the rights of others, with the intention of promoting tolerance and sensitivity in public schools and in society as a means of responding to potential harassment and hate violence.
Freedom of Speech
First Amendment
U.S.
and CA Constitutions apply on campus The First Amendment protects the Freedom of Speech Particularly important for minority groups with unpopular viewpoints
Gay
Pride Parades Transgender Day of Remembrance Day of Silence Harvey Milk Day
Freedom of Speech
Guarantees students the right to speak our minds, including LGBTQ issues, regardless of public opinion
Censorship
of pro-LGBTQ messages is not allowed solely on the basis of it being controversial, inappropriate for minors or just morally wrong
Allows students to share their stories, be who they are, and build public support for LGBTQ equality
Freedom of Speech
To Be Out
To Discuss LGBTQ Issues
Freedom
Class
Freedom of Speech
Limitations
A
Interrupt/disrupt
class time Encourage rule breaking Say obscene things Lie Defame
Freedom of Expression
Fourteenth Amendment
Attending
No
schools have filters that label it as sexual content because it says LGBT
Freedom of Assembly
into effect in 1984 Federal law requires school to allow the GSAs
Only
if non-curriculum clubs are allowed to exist and meet on school property Must provide the same access to meeting space, budget allocations, ability to post flyers, public announcements
Schools
may not treat a GSA any differently than any other non-curriculum based school clubs
Right to Privacy
Outing
Students
have a right to privacy, which includes the right to keep information about sexual orientation private School officials may NOT tell a students parents without their consent, even if the student is out on campus School officials may NOT use a students sexual orientation to manipulate students in any way
into effect January 2012 Includes historical LGBT people and people with disabilities in K-12 social sciences through ageappropriate curriculum
California Education Code Sections 51204.5, 51500, 51501, 60040, & 60044
The California Comprehensive Sexual Health and HIV/AIDS Prevention Act (SB 71)
Went
into effect in 2004 Replaced confusing and contradictory statutes on sex education with one law. All public schools must have a comprehensive sexual health education, not just abstinence only Educators cannot present information that is biased towards LGBT people or heteronormative
Right to Healthcare
Students 12 and older have the right to leave school to seek confidential medical services. Services can include but are not limited to:
Sexually
transmitted infection (STI) testing HIV testing Abortions Getting birth control
46010.1
Schools must excuse students for access to confidential medical services without the consent of the students parent
48205
Schools
must excuse absences related to having medical services rendered. Teachers must allow students to make up all assignments
The California Student Safety and Violence Prevention Act (AB 537)
Went
into effect on January 1, 2000 Added actual or perceived sexual orientation and gender and association with to the existing nondiscrimination laws in CA Ed Code
California Education Code Sections 234, 234.1, 234.2, 234.3 & 234.5
Including referrals to counselors and guidance teams, positive behavioral support and restorative justice
AB 1729 is requires schools to document alternative means of correction taken prior to suspension or expulsion, and encourage effective school discipline by providing additional alternatives to suspension and expulsion for superintendents and principals in the state school discipline codes
CA law is designed to protect LGBTQ students and holds schools and school officials liable for failing to do so Students DO NOT have to be bullied Schools are required to protect against harassment
They
may NOT ignore it They may NOT say it should be expected They may NOT say they didnt know they had to protect students
LGBTQ Being perceived as LGBTQ For being friends with LGBTQ people For having LGBTQ family members For dressing in any particular gender normative clothing
Questions? Comments?
Learn about the Uniform Complaint Procedures Understand how the Uniform Complaint Procedures work with the Nondiscrimination Policies Identify how to find your Uniform Complaint Procedures and Form
a process for receiving and investigating complaints of discrimination, harassment, intimidation, and bullying
a policy that prohibits discrimination, harassment, intimidation, and bullying
Nondiscrimination Policy
Adopt
School District
Appeal to School District
Incident Occurred
Step1: File a complaint at your school within 6 months of the incident Step 2: Your school should resolve your complaint within 60 working days. Talk with your principal or administrator that handles discipline to work towards the best possible outcome. Step 3: If the harassment/discrimination continues or you feel that your school did not sufficiently manage the situation, file a complaint with the school district if you havent already done so. Within 60 days from the date of receipt of complaint, you should receive a written response from the school district. Step 4: If you are not satisfied with the response to your complaint within 15 days of receiving the decision , file an appeal to the California Department of Education.
California Department of Education mandated form All school districts must have this form
If
the district has a specific form for their district, complainants must use the one provided If the district does not have one, use the CDEs
the school Ask the district Check the website (school, district, etc).
Any student, parent or interested-third party can file a complaint A complaint can be filed anonymously Have someone from the school or district sign and date the form Ask for a solution Mark in your calendar the timeline Do NOT use Williams Do NOT use employee discrimination form
Enumerated Categories
Publicity of Policies
Associated Student Body room Teachers Lounges Classrooms Student/Parent Handbooks School/District Websites
Questions? Comments?
Adult/Youth/Organizational Partnerships
Learn how to be an effective adult ally Understand how to be an effective advocate while be cognizant of adult privilege Identify importance of and possible opportunities for coalition building
Adult Roles
What roles can and should Adult allies have when it comes to LGBTQ youth?
Youth Roles
youth-focused coalition Created their own mission statement, goals, and objectives Implement their own projects Adult allies support them with resources and limited advice
Organizational Roles
of like-minded and interested organizations Brought together by local organization to continue discussion on how to work together Collaboration and collection of resources
i.e.
Utilize
the voices of the youth they work with to effectively assist them as a unified front
Adult Roles
Effective Partnership
Adult Privilege
What is Advocacy?
It is calling for change when and where change is needed; It is representing the needs of others who cannot advocate for themselves; It is going to the source who can make change happen; It is promoting a broader discussion with other students and your networks; It is assisting policy makers with analysis to make sure California is responsible and fair; It is educating community members about solutions; It is voting!!
IT IS RAISING OUR VOICES!!
Taking Action!
Remember:
Activities:
Goal Location
Phone calls
Letters/Emails Rallies Lobby Visits Engaging
Message
People Time Frame
decision makers
Voting!!
Send mass postcards, emails, faxes, or letters Send hand-written or personalized letters Call the legislators office Get published (yourself/grasstops) in a local or state paper Get grasstops (community and influential leaders) to call the office of the legislator Work in coalition with other organizations Meet in the Capitol with the legislator, an assistant, or field representative Meet in-district with the legislator, an assistant, or field representative
Elected officials pay a lot of attention to constituent mail. They need and want to hear from you When a piece of legislation is being considered, elected officials look closely at their constituents opinions as expressed through letters emails, faxes and mailed letters Elected officials receive far fewer pieces of mail than you might imagine. Thus, elected officials assume that each letter they receive represents the opinion of many thousands of voters who did not take the time to write
Calling Campaigns
Phone calls from community members providing feedback on policy and advocacy issues cant easily be ignored Build calling campaigns to communicate the urgency of the issue When a piece of legislation is being considered, elected officials look closely at their constituents opinions as expressed through direct phone calls
Phone calls from grasstops leaders and community members with existing relationships with the legislator can be very influential
Getting Published/LTEs
A letter to the editor can be a powerful way to educate the community on important issues as well as very useful to advancing advocacy goals. Elected officials are often influenced by letters newspapers have chosen for publication.
Advocacy tip: If your letter is published, send a copy to your
elected officials so they can see what their constituents are writing and reading about. Be sure to include the name of the paper that published your letter and the date that it was published.
Coalition Building
Successful advocacy campaigns bring together a variety of communities of interest who coordinate their actions, tactics, and messages Including a variety of perspectives strengthens advocacy efforts Identify and contact all potential allies and cultivate relationships with
Coalition Building
Coalition Building
Timeline Communication
Coalition Building
Membership
Coalition Building
Racism Adultism Sexism Classism
Ableism Imperialism/Nationalism
Heterosexism/Cisgenderism
Coalition Building?
LGBTQ Immigrant
Coalition Building
What
often?
Ineffective
Lobby Visits
In-district lobby visits are in person meetings with decision-makers in their local district offices with the goal of convincing the decision-maker to agree with you on a policy.
Lobby Visits
Setting up meetings
Strategically pick targeted decision-makers Use current contacts when applicable to set up meetings
Identify a problem Establish a solution to the problem or an ask Note any questions or comments the legislators had about the issue so you can follow-up Go to leginfo.legislature.ca.gov to see how the member voted on a bill. Call the office a day or two before a key vote to see if the member has made a commitment. Thank the member for meeting with you and voting the right way (via phone, fax, mail, LTE, etc.)
Follow Up is Key
Questions? Comments?
Scenarios
Scenarios
Each group will be assigned a scenario Questions for the group to ask?
What
went well? What went wrong? Were the students/students rights violated? What are our recommendations?
Scenario 1
Jessie is a transgender(MTF) student at a California public high school. Jessie has just recently begun to transition, including at school. Alex is a student in Jessies class who was raised by conservative parents to believe that being transgender is morally wrong. Every day when Jessie comes into the classroom Alex taunts her and calls her names. When Jessie complained to the teacher, the teacher told her that she should stop drawing so much attention to herself and should just wear normal clothes. In the scene, please demonstrate whether the teacher is breaking the law. Also demonstrate several ways in which Jessie can advocate for herself.
Scenario 2
A group of students at ABC High School, a California public school, wants to start a Gay-Straight Alliance club because they feel that LGBTQ students and allies on campus face a lot of harassment and discrimination. When they asked the principal for permission to start the club, she told them that Gay-Straight Alliance clubs were against school policy because it was inappropriate to talk about sexuality at school. ABC high school has several other clubs that are allowed to meet on campus at lunch time and after school, including Math Club, Science Club, Chess Club, Knitting Club, Democratic Club, and Mountain Biking Club. The other clubs are allowed to post flyers in the hallways and present in classrooms. In the scene, please demonstrate whether the principal is breaking the law by not allowing the students to form a Gay-Straight Alliance club. Also demonstrate what the students should do.
Scenario 3
Daniel is the advisor to the GSA club at a local public high school. He has filed more than twenty complaints with the school on behalf of several different students who participate in the GSA for the bullying they have experiencedfrom both teachers and other students. One teacher told a student she should go back in the closet and throw away the key. None of the students has ever been interviewed about what they have experienced, nor has the school ever provided a written response to any of their complaints. In this scene, please demonstrate what responsibilities the school has ignored. Also demonstrate what Daniel can do to help advocate for his students.
Scenario 4
Renee is a bisexual student at a local public high school. Renee and her girlfriend are kissing on a bench during their lunch hour. Ms. Gutierrez, the vice-principal in charge of discipline, stops them and assigns them detention for violating the schools Public Display of Affection (PDA) rule. Ms. Gutierrez notifies both students parents that they were disciplined for violating the PDA rule, but does not disclose the students sexual orientation. In the meeting with the students, Ms. Gutierrez reviews the PDA rule and states that no students are allowed to engage in public displays of affection and that all school officials are required to enforce that rule. On the same day, other vice-principals had given detention and notified the parents of heterosexual couples that had been brought in for violating the PDA rule. In this scene, please demonstrate whether the vice-principal is breaking the law. Also demonstrate what Renee can do to help advocate for herself.
Scenarios
What went well? What went wrong? Were the students/students rights violated? What are our recommendations?
Next Steps
Done!
Who needs to be a part of your Advocacy Team? What issue areas does the Advocacy Team want/need to focus on? What is your approach? What resources do we need to find to leave behind with the district personnel?
Step 3: Assessment
Straight Alliance Clubs Inclusive and Unbiased Curriculum Comprehensive Policies Supportive Staff
What
Trans
One
Step 6: Follow-Up
Get direct contact information for school district personnel that you met with to follow-up Keep them accountable
Questions? Comments?
Contact Us
GSA Network
Ariel Bustamante
Southern California Program Coordinator
Joey Hernndez
Community Engagement & Policy Advocate