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Childhood Education
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Rethinking Welcoming Literacy Environments for LGBT Families

Kay Emfinger
a a

Early Childhood Education , University of Alabama , Birmingham , USA Published online: 25 Jul 2012.

To cite this article: Kay Emfinger (2007) Rethinking Welcoming Literacy Environments for LGBT Families, Childhood Education, 84:1, 24-28, DOI: 10.1080/00094056.2007.10522964 To link to this article: http://dx.doi.org/10.1080/00094056.2007.10522964

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Kay Kay Emfinger Emfinger is Assistant Professor, Early Childhood Education, University of Alabama, Birmingham.

Reth inkingWe1co ming

Literacy Environments f o r LGBT Families

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You can be anybody you want to be You can love whomever you want You can travel to any country where your heart leads And know 1 will love you still . , . There are girls who grow up strong and bold There are boys quiet and kind Some race ahead, some follow behind Some go in their own way and time Some women love women, some men love men Some raise children, some never do You can dream all the day never reaching the end Of everything possible for you. . . .
Everything Possible (Fred Small, 1983, track 19).

The 2007 Theme Issue focused on re-examining the concept o f diversity. Guest editors Christine Wang and Jerry Aldridge located
t o o many excellent

articles on that

ow can we value children by helping them reach for everything possible? Teachers often are shocked and in disbelief when someone points out that they are not embracing all children and families. For many teachers, digesting the words of Everything Possible or encountering their first nontraditional family in the classroom is a n aha moment, when they realize that they need classroom resources to support these families. Professional standards developed by such organizations as the Interstate New Teacher Assessment and Support Consortium (INTASC, 1992) and National Board for Professional Teaching Standards (NBPTS, 2002) state that early childhood educators should ensure that all children and families are welcomed and affirmed. Embracing diversity-whether it be individual differences in race, religion, culture, gender, age, ability, class, or sexual orientation-is one of the most challenging areas in standards implementation (Unitarian Universalist Association of Congregations, 2000).
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important topic t o include in one issue. Therefore, we present another article on that theme here.

Accomplished early childhood teachers model and teach behaviors appropriate in a diverse society by creating a safe, secure learning environment for all children; by showing appreciation of and respect for the individual differences and unique needs of each member of the learningcommunity; and by empowering children to treat others with, and to expect from others, equity, fairness, and dignity. (National Board for Professional Teaching Standards, p. 11) Teachers, even those who honor diversity, struggle with the appropriateness of addressing family differences (Casper & Schultz, 1996). The purposes of this article are to provide teachers with literacy resources that get beyond tokenism to authentically mirror diversity and to provide guidelines for preparing a welcoming literacy environment. It is commonly accepted that young children need to see their own experiences reflected and validated in school (Miller, 2001). Classroom libraries and school media centers can be places where children can see themselves reflected in media: the books and magazines they read, the television/movies they watch, the Internet sites they visit. Quality media affirmsemotions and mirrors life experiences. However, gay, lesbian, transgender, and bisexual (LGBT)families experiences are often excluded. Thus, the resource section of this article provides books and multimedia resources for children of varying ages. Among the plethora of childrens books that are published each year, very few portray alternative families in their text or illustrations (Siegel,2003). Of the books that do make it to press, such as the historically significant pioneering text, Heather Has Two Mommies (Newman, 1989/2000),most focus on parental sexuality and family structure rather than families engaged in day-to-day activities. Rarely do books portray LGBT characters as normal people living everyday lives. In response to this hole in the market and the ever-increasing need expressed by gay baby boomer parents, authors have begun to write such books as Tunnys Meow (Ferro, 2005), Koalas O H Parade (Harding, 2005), The Case of the Stolen Scarab (Garden, 2004), and M a i m Eat Ant, Yuck! (Edmonds, 2000). However, drawing an analogy to the 30-plus years it took to fill the void in African American childrens literature, LGBT childrens literature is still in its infancy. Keeping in mind budget constraints, how do you narrow down what to buy? Purchasing high-quality resources while simultaneously embracing all children is paramount. When selecting childrens media, keep in mind the following guidelines: Use online booksellers and media review magazines as a source for critical reviews by both experts and

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lay readers. Choose media that portray a variety of family structures. Talk openly with and get suggestions from nontraditional parents. Regard LGBT parents and their children for who they are, not for who they represent. Avoid tokenism. As you select literature and multimedia, think about all facets of the children and families you serve. How can you provide literature concerning a range of religious beliefs, hobbies, socioeconomic status, gender, and family structure? Avoid a concentration of literature that centers on traditional families. Choose developmentally appropriate social issue texts and videos that focus on issues faced by many children in non-traditional families, such as bullying, individuality, and gender roles. Produce your own media, such as class books, individual child-made books, artistic displays, music, and dramatic episodes that authentically represent childrens personal contexts. Another key component of the literacy environment is our text selves. We are continually in the process of authoring ourselves. . . writing the text of ourselves. Children read us, minute-by-minute . . . hourly . . . daily. How do we understand? How do we process the world? Are we one of the many teachers who have limited knowledge of LGBT culture? Should we explore unobjectionable ways of introducing childrens families? Do we regret words unspoken? What words will we speak? What is the power of unspoken words and unportrayed pictures? How will we get past assuming the norm? How do we help children connect with the subject matter and tasks and make it relevant to their reality? How do we acknowledge the presence of diverse families? What worlds do we seek to change? The answers to these questions are simple in theory but monumental in practice. W e must make an honest assessineizt of our own practices, beliefs, and attitudes. For we, as teachers, can change only ourselves. Transformation stems from self-reflection and knowledge gained from interfacing with resources for teachers (such as the Web sites, texts, and study groups that make up the second portion of the resource section). For personal and/or organizational change to occur, it is essential to continually question where you are on your journey and then revise your action plan accordingly. Benchmarking processes, such as the Continuous Progress Evaluation System, provide a means for determining where you are and where you are going on your reflective journey (Emfinger, 2004).

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It is only through such active reflection and evaluation that educators hold themselves accountable and accept responsibility for their future. The eradication of institutionalized homophobia (Sears & Williams, 1997), the building of exemplary bias-free learning communities, and the inclusion of resources that support the infusion of diversity practices into the classroom can have a dramatic, positive impact upon K-12 environments-the home of tomorrows leaders. Modeling and teaching behaviors appropriate in a diverse society creates paths to equal opportunity for all learners. Once we become aware of our own attitudes and biases, we can move beyond tolerance toward openness, acceptance, and understanding (Emfinger, 2004). In changing ourselves, we become a new source or text through which children learn. Teaching provides a new lens through which to see the world . . . a way to let students know that everything is possible.

Huff. West Tilsbury, MA: Marti Books. Non-traditional families Fierstein, Harvey. (2002). Thesissy duckling. Illustrated by Henry Cole. New York: Simon & Schuster Books for Young Readers. Bullying, gender roles Freeman, M. (2002). Trouble with babies. New York: Holiday House. Gay supporting characters Garden, N. (2000). Hollys secret. New York: Farrar, Straus, and Giroux. Non-traditional families Garden, N. (2004). The case of the stolen scarab. Ridley Park, PA: Two Lives Publishing. LGBT supporting characters Garden, N. (2004). Mollys family. New York: Farrar, Straus, & Giroux. Non-traditional families Gonzalez, R. (2005). Antonios cardlla tarjeta de Antonio. San Francisco: Childrens Book Press. Non-traditional family, bilingual Gordon, S. (2000). All families are different. Amherst, N Y Prometheus Books. Gregg, J. C. (2005). Flying free. North Charleston, SC: Book Surge Publishing. Non-traditional families Books for Children Note: In order to ii4orm the reader, descriptive key phrases Harding, B., & Harding, V. (2003). Going to fair day. Illustrated by Chris Bray-Cotton. Alexandria, in italics follow sonze references, particularly instances in NSW, Australia: Bulldog Books. (Available from which the title does not sufjciently indicate the content Two Lives Publishing Company, www.twolives. andlo r audience. com/610-532-2852.) Noiz-traditionalfainilysupporting characters, emergent reader Aldrich, A. (2003). Daddy, papa, and me: How m y family came to be. Oakland, CA: New Family Press. Told Harding, B., & Harding, V. (2003). M y house. Illustrated by Chris Bray-Cotton. Alexandria, NSW, from a preschoolers point of view Australia: Bulldog Books. Non-traditional family Burks, S . (2004). While you were sleeping. Little Man Publishing. Non-traditional families, adoptiue supporting characters, emergent reader Harding, B., & Harding, V. (2005). Koalas on parade. families Combs, B. (2000). ABC: A family alphabet book. 11Illustrated by Chris Bray-Cotton. Alexandria, NSW, Australia: Bulldog Books. Non-traditional family lustrated by Desiree Keane & Brian Rappa. Ridley Park, PA: Two Lives Publishing. Non-traditional supporting characters, emergent reader Harding, B., & Harding, V. (2005). The rainbow cubby f a m il ies Combs, B. (2000). 1, 2, 3: A f a m i l y counting book. 11house. Illustrated by Chris Bray-Cotton. Alexandria, lustrated by Danamarie Hosler. Ridley Park, PA: NSW, Australia: Bulldog Books. Two Lives Publishing. Non-traditional families Henkes, K. (1989). Jessica. Illustrated by Kevin Considine, K. (2004). Emma and Meesha m y boy: A Henkes. New York: Greenwillow Books. Female two-mom story. Philadelphia: Xlibris. friends hips De Haan, L., & Nijland, S. (2000). King& king. Berkeley, Hoffman, E. (1999). Best best colors. Illustrated by CA: Ten Speed Press. Gay fairy tale, gender roles Celeste Henriquez. St. Paul, MN: Redleaf Press. De Haan, L., & Nijland, S. (2004). King 6 king G.famNon-traditional families, gay pride, bilingual ily. Berkeley, CA: Ten Speed Press. Gay fairy tale, Howe, J. (1996). Pinkey and Rex and the bully. New gender roles York: Aladdin. Bullying, gender roles dePaola, T. (1979). Oliver Button is a sissy. Orlando, Jimenez, K. P. (2000). Are you a boy or a girl? Toronto, FL: Harcourt Brace. Bullying, gender roles ON: Green Dragon Press. Dykstra, L. (2005). Uncle Aiden. Vancouver, BC: Judes, M. (2001). Max, the stubborn little wolf. New Baby Bloc Publishers. Positive book about a queer York: HarperCollins. Gender roles character Kemp, J., & Walters, C. (2003). Dad mine. China: Edmonds, B. L. (2000). Mama eat ant, yuck. Illustrated Little, Brown. Fatherlchild story by Matthew Daniele. Eugene, OR: Hundredth Krakow, K. (2002). The Haruey Milk story. Ridley Munchy Publications. Non-tradit ional families Park, PA: Two Lives Publishing. LGBT history/ Ferro, U. (2005). Tunnys meow. Illustrated by Ariella biog raph y 26
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Lituchy, J., & Lituchy, S. (2004). W h a t makes a family. Ridley Park, PA: Two Lives Publishing. Marcus, E. (2000). W h a t ifsomeone 1 know is gay?: A n swers to questions about gay and lesbian people. New York: Price Sterne Sloan. Meyers, S. (2004). Everyzuhere babies. Singapore: Redwagon Books. Diverse family portrayal via illustra tionslrhy ming text Moss, P. (2004). Say something. Gardiner, ME: Tilbury House Publishing. Teasing1 bullying Newman, L. (2000). Heather has tzuo mommies (2nd ed.). Illustrated by Dianna Souza. Boston: Alyson Publications. (Original work published 1989) Nontraditional families Newman, L. (2004). The boy uiho cried yabulous. Berkeley, CA: Ten Speed Press. Gender roles, bullying Numeroff, L. (1998). W h a t daddies do best. New York: Simon & Schuster. Fatherlchild family Okimoto, J. D., & Aoki, E. H. (2002). White swan express. New York: Clarion. Adoption, LGBT supporting characters Parr, T. (2003). The family book. Boston: Little, Brown. Richardson, J., & Parnell, P. (2005). And Tango makes three. New York: Simon & Schuster. Non-fictional account of same-gender parenting in the animal kingdom Rylant, C. (1998). Van Gogh cafe.. New York: Scholastic. Fictional chapter book zoith gay supporting characters Setterington, K. (2004). M o m and muin aregetting inarried. Illustrated by Alice Priestley. Toronto, ON: Second Story Press. Simon, N. (2003). All families are special. Illustrated by Teresa Flavin. Morton Grove, IL: Albert Whitman & Co. Snow, J. (2004). Ho7u it feels to have a gay or lesbian parent: A hook b y kids for kids of all ages. Binghamton, NY Harrington Park Press. Stafford, A. (2005). Aishas moonlit zualk. Boston: Skinner House Books. Non-traditional supporting characters, alternative religion Valentine, J. (2004). The daddy machine (2nd ed.). I1lustrated by Lunette Schmidt. Boston: Alyson Publications. Non-t radit ional f a mil ies Valentine, J. (2004). The duke 7uho otitlazued jelly beairs and other stories (2nd ed.). Boston: Alyson Publications. Fairy tale 7oith non-traditional characters Valentine, J. (2004). O n e dad, f70o dads, brown dad, blue dad (2nd ed.). Illustrated by Melody Sarechky. Boston: Alyson Publications. Non-traditional families Willhoite, M. (1990). Daddys roommate. Boston: Alyson Publications. Non-traditional families Wilson, B. (2002). Clear spring. New York: Feminist Press. Chapter book zuith non-traditioiial supportiiiy cl1nr.actc~r.s Zolotow, C. (1972). Williams doll. Illustrated by

William Pene Du Bois. Mexico: HarperCollins. Gender roles

Childrens Multimedia
Higgins, P. (Producer), & Bailey, G. (Director). (October 4, 2005). Postcards f r o m Buster: Busters outdoor journeys. Hollywood, CA: Paramount. (Available from many online booksellers in VHS and DVD formats.) Non-traditional family in supporting roles Hunt, D. (Producer), & Scagliotti, J. (Director). (December 6,2005). Oliver Button is a star. (Videotape). USA: Hunt and Scagliotti Productions. Bullying, embracing differences Nash, V. (2005). Rainbow sprinkles: Songs for our children celebrating our diverse lives. (CD available from Two Lives Publishing Company, www.twolives. com; phone: 610-532-2852).

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Childrens Organizations
Children of Lesbians and Gays Everywhere (COLAGE) 3543 18th Street #1, San Francisco, CA 94110 415-861-KIDS; www.colage.org This organization provides nerclsletters, pen pals (uxuii~ colage. o rglp rog ramslpe rzpalsl), ca m p 1is t ings (ri17uw. colage.org/resourceslcamps.htin), conferences, and media advocacy.

Books and Articles for Educators

Casper, V., & Schultz, S. (1999). Gay parentslstraight schools: Building communication and trust. New York: Teachers College Press. Children of Lesbians and Gays Everywhere (COLAGE). (n.d.). Books for children 7idh LGBT parents. Retrieved November 26, 2005, from www.colage. orglresourcesl kids-books.htm Copple, C. (2003). A 7iiorld of difference: Readings on teaching young children in a diverse society. Washington, DC: National Association for the Education of Young Children. Derman-Sparks, L., and the A.B.C. Task Force. (1989). Anti-bias curriculum: Tools for ernpo7ciering young children. Washington, DC: National Association for the Education of Young Children. Family Pride Coalition. (1999). Opening doors: Educational issues for LGBT parents. Washington, DC: Family Pride Coalition. Family Pride Coalition. (2003). Opening more doors: Educational issues for LGBT parents. Washington, DC: Family Pride Coalition. Gay, Lesbian, Straight Education Network (GLSEN). (n.d.). Grades K-6 booklink. Retrieved November, 26, 2005, from www.glsen.org/cgi-bin/iowa/all/ book 1ink 1K-6.h t m 1 Lamme, L. L., & Lamme, L. A. (2001/2002). WelcomFall 2007

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ing children from gay families into our schools. Educatioiial Leadership, 59, 65-69. Lesbian and Gay Parenting Association. (2000). Preveiitiiig prejudice: LGBT lessoii plan guidefor elementary schools. San Francisco: Womens Educational Media. Out for Equity/Out4Good. (2000). Safe schools manual. Minneapolis, MN: Out for Equity/Out4Good of St. Paul and Minneapolis. (Available from glsen.org) Ryan, D., & Martin, A. (2000). Lesbian, gay, bisexual, and transgender parents in the school systems. Scliool Psychology Reziieui, 29(2), 207-216. Schiedewing, N., & Davidson, E. (1992). Opeiz miizds to equality: A sourcebook of learning activities to affirm diziersity arid promote equality. Boston: Allyn & Bacon. Shinew, D., Thomas-Jones, D, & Tan, G. (2005, April). Lesbiaii inoiiis iii straight schools: Pareizts perceptions of their childrens experieiices in sciiools. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Stern-LaRosa, C., & Bettmann, E. (2000). Aiiti-defamatioii leagues hate Iiurts: Hozo children learn and unlearii prejudice. New York: Scholastic.

A very real documeiitary about kids ofgay and lesbian parents. (Video). Brooklyn, NY IcarusFilms. Available in DVD C. V H S ; comes with a 9-page study guide Wolpert, E. (Producer/Director). (2000). Start seeing diziersity: The basic guide to ail anti-bias classroom. (Video). Boston: Ellen Wolpert. (Available from www.glsen.org). Developed to create responsizje child care programs, iizcludes discussioii guide Womens Educational Media. (Producer). (2000). Ifs elementary: Talkiiig about gay issues in school. (Video). San Francisco: Womens Educational Media. Available in full leizgtlz aiid training versions, aimed at parents and educators, models 1107~1 to approach this topic

Organizations for Educators

Gay, Lesbian, and Straight Educators Network (GLSEN) 122 West 26th St., Suite 1100 New York, NY 10001 212-727-0135; www.glsen.org Parents, Families, and Friends of Lesbians and Gays (PFLAG) 1101 14th St. NW, Suite 1030 Washington, DC 20005 202-638-4200; www.pflag.org Teaching Tolerance 400 Washington Ave. Montgomery, AL 36104

Multimedia for Educators

Children of Lesbians and Gays Everywhere (COLAGE).

(Spring, 2003). Tips for inakiiig classrooms safir for sfudeiifs with lesbiaii, gay, bisexual, arid transgeiider parents. Retrieved November 26, 2005, from www. colage.org/pubs/safe~classrooms.html Chasnoff, D. (Director). (2000). Thats afamily! (Video). USA: Womens Educational Media. lncludes curriculum guide GALE-BC. (Producer). (Jan. 2004). Challengiiig homophobia iii schools: A K-12 resource. (Video). British Columbia: Gay and Lesbian Educators of British Columbia. (Available from glsen.org). Gay, Lesbian, Straight Education Network (GLSEN). (n.d.). Educator resources. Retrieved November 26, 2005, from www.glsen.org/cgi-bin/iowa/educator/ educator/index.htm 1 Lesbian and Gay Parents Association. (Producer). (Feb. 1995). Both ofiny inoins izames areludjy: CIiildreii ofleshiaiis atid < y a pspmk ouf. (Video). San Francisco: Lesbian and Gay Parents Association. (Available from glsenorg). Traiiiiiig inafi*rinbuiid supplemeiital guide available National Film Board of Canada (Producer), & Padgett, J. (Director). (2000). Sticks aiid stoizes. (Video). Ottawa, ON: Author. (Available from www.glsen.org). Targets ages 5-22, focuses oil families, geiider stereotypes, arid iiaine-calliiig Partners Against Hate. (n.d.). For educators. Retrieved November 26,2005, from www.partnersagainsthate. org/educators/index.html Spadola, M. (Producer/Director). (2000). O u r Iiousc:

References
Casper, V., & Schultz, S. (1996). Lesbian and gay parents encounter educators: Initiating conversations. In R. C. Savin-Williams & K. M. Cohen (Eds.), The lizies oflesbiaris, gay, arid bisexunls: Children to ndults. San Diego, CA: Harcourt Brace College. Emfinger, L. K. (2004).Amodelforevaluatingdiversityinteacher education. ACEZ Focus oii Tencher Education, 5, 1-4, 7. Interstate New Teacher Assessment and Support Consortium. (1992). Model statzdardsfor brgiriizing tenclzer liceiisiizg, assessrnctit arid dezdopi17etit: A resourccfor stnte d i a l o p e . Washington, DC: Council of Chief State School Officers. ~ 0 Retrieved February 2, Miller, C. (2001). T7m ttzoins, 1 ~ dads. 2003, from www.4children.org/news/l0lfam.htm National Board for Professional Teaching Standards. (2001). Natiotinl Board for Professiotinl Teacliitig Stntidards: Ed!/ cliildliood generalist (2nd ed.). Arlington, VA: Author. Sears, J., & Williams, W. (1997). Ozvrcotniqy Iictcrosexisrn arid Iiornopliobin: Strategies that zoork. Irving, N Y Columbia University Press. Siegel, S. (2003, Sept.-Oct.). Childrens alternative media project: Filling the niche of childrens books with gay characters. Gay Parcvzt Magaziw, 4, 22-25. Small, F. (1983). Everything possible. On Ewrytliitig possible [CDI. Chicago: Flying Fish Records. Unitarian Universalist Association of Congregations. (2000). We/cciiiririg corigrqnfioti. Boston: Author.

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