Running Heading: THE INCORPORATION OF LGBTQIA+ BOOKS IN CLASSROOMS 1

The Incorporation of LGBTQIA+ Books in Classrooms

Matthew Blackwood

Manhattan College: EDUC 360

April 23, 2021

THE INCORPORATION OF LGBTQIA+ BOOKS IN CLASSROOMS 2

When looking at the canon for books presented to middle and high school students in

English Language Arts (ELA) classroom, there is a lack of diversity within this selection. Most

of the books that are considered “classics” are taught regularly within the classroom; they are

written and feature only straight white cis-gendered protagonists. When observing the “classics,”

there are few to no examples for students to connect to the characters due to the lack of visibility

and representation. Therefore, by incorporating more diverse authors and protagonists within the

curriculum and in the classroom, students will connect with the material more. When I was in

high school and middle school, my school did not present any LGBTQIA+ (Lesbian, Gay,

bisexual, Transgender, Queer, Intersex, Asexual, and more) books in the classroom. As a person

in the LGBTQIA+ community, I had a hard time connecting with the stories and texts about

heterosexual couples. I often wonder if I would have become more interested in reading sooner if

I saw myself represented in the books I was reading. Also, I wondered if I would have come to

terms with my sexuality sooner if I saw that representation in the books I read in the English

Language Arts classroom. However, I am only one person, but this essay will focus on the lack

of LGBTQIA+ representation in English Language Arts classrooms and discover the outcomes

of what more representation in the classroom will cause. The significance of this question is that

students need to be able to see themselves represented in the books that we read in the English

Language Arts classroom because they will be able to connect to the material more and find and

accept themselves.

When talking about LGBTQIA+ representation in literature, there are many benefits to

every single student. All students, including the students in the LGBTQIA+ community and

students outside of this community, can benefit by seeing LGBTQIA+ protagonists existing and

having their stories being told. Blackburn and Buckley’s academic journal discusses how
THE INCORPORATION OF LGBTQIA+ BOOKS IN CLASSROOMS 3

LGBTQIA+ students do not feel safe in the classroom environment because they do not see

themselves represented in the material. They write, “As it is, most LGBTQ students in ELA find

themselves learning how to recognize, value, and accumulate knowledge that locates them as

outsiders and most of their classmates as insiders (Van Leer, 1995). Their academic

learning—the reason they are in school—is hindered by heterosexism and homophobia (Kosciw,

2004).” (Blackburn and Burkley 203). This quote examines how LGBTQIA+ students in English

Language Arts classrooms have to learn outside of the classroom. Simultaneously, their straight

classmates can learn easier because they can see themselves represented in the books they read.

LGBTQIA+ students can connect to the text and learn from other LGBTQIA+ protagonists.

However, LGBTQIA+ students are not the only ones to benefit from LGBTQIA+

protagonists and authors; their heterosexual classmates will also gain from reading about

LGBTQIA+ people. “Given that the institutional framework of high school ELA consciously and

publicly silences certain sexualities, straight or “normal” students also suffer pedagogically.

When the literature that tells LGBTQ stories are excluded from curricula, all students learn is

that “those people '' do nothing worth mentioning (Unks, 1995)” (Blackburn and Burkley 203).

Straight students will be able to see how LGBTQIA+ people live and do things that are “worth

mentioning.” This is important because it can give straight individuals that have not known a

person in the LGBTQIA+ community the opportunity to empathize and therefore reduce any

homophobic mindsets they may have.

Blackburn and Buckley conducted a survey for English Language Arts classrooms in the

United States on the percentage of classrooms that include LGBTQIA+ representation in their

curriculum. The survey results came back to only 8.49% of classrooms that use LGBTQIA+

literature (Blackburn and Buckly 205). This is a significantly low percentage of classrooms that
THE INCORPORATION OF LGBTQIA+ BOOKS IN CLASSROOMS 4

read and engage with LGBTQIA+ texts. Therefore, there must be a reason on why teachers do

not include stories about LGBTQIA+ individuals in their classrooms.

It is worth noting that teachers who do not want to include LGBTQIA+ literature,

whether it be because they find it uncomfortable or too controversial, have points worth looking

at. Thein conducts a study of Kindergarten through twelfth-grade teachers on their stance of

whether or not they should include LGBTQIA+ literature. The teachers range from their early

twenties to mid-fifties. “Of the 62 total claims/arguments, 47 (76%) were coded as “negative.”

These negative claims were found across grades levels taught: 73% of the elementary school

teachers’ claims were negative; 66% of the middle school teachers’ claims were negative; and

75% of the high school teachers’ claims were negative. Of these negative claims/arguments, 37

(79%) included an anti-stance. Negative claims that included an anti-stance were not limited to a

few participants, but instead were made by the majority (75%) of the participants on at least one

occasion” (Thein 172). The numbers say that teachers who do not want to take a stance on

LGBTQIA+ matters or think positively of LGBTQIA+ people, most of whom are unwilling or

do not want to teach LGBTQIA+ stories. Some of the quotes that the teachers in the study were

“I would, but it’s not my job” and “I would, but others will protest” (Thein 172 & 173). Teachers

felt that if you include LGBTQIA+ stories, you have to teach about sex. Due to the taboo of sex

in society and classrooms, teachers feel uncomfortable when it comes to teaching it. The teachers

in the study suggested that it would be a better fit for a bullying program instead of the English

Language Arts classroom. Another issue that teachers are in fear of is students making

homophobic and inappropriate jokes when reading LGBTQIA+ texts.

We, as teachers, want to make sure our students are as comfortable and as safe as possible

in our environment. When they feel safe in the classroom, they will want to learn more.
THE INCORPORATION OF LGBTQIA+ BOOKS IN CLASSROOMS 5

Therefore, if a student in the LGBTQIA+ community finds themselves feeling unsafe, they will

not learn. The world and society outside of the classroom have targeted LGBTQIA+ people for

simply wanting to exist and express who they truly are. “For gay, lesbian, bisexual, transgender,

and questioning students, the world is often an unsafe space. Since 1991, Fred Phelps and the

Westboro Baptist Church have protested at everything from productions of The Laramie Project

to funerals of American soldiers (“Fred Phelps”). Their website, www.GodHatesFags.com,

proclaims they have staged ‘over 34,000 peaceful demonstrations opposing the fag lifestyle of

soul-damning, nation- destroying filth.’” (Curwood, Scheliesmanm, Horning 38). These are

messages that students are reading every day; it says that they are not worth anything or below

other people because of how they identify or whom they love. This example from Curwood,

Scheliesmanm, and Horning may have been from 1991, but it still happens today. Students have

access to social media and news outlets all day and can read homophobic comments or articles.

The tolerance for people for the LGBTQIA+ community from society has drastically changed in

the last 20 years. However, there is still a significant amount of homophobia happening to

students and other people in the LGBTQIA+ community whether it be through bullies,

institutions, or government.

A part of the English Language Arts class can get different perspectives and ideas from

the literature you read. Therefore, as teachers, we can combat the homophobia that the students

experience and read by providing books that feature strong independent LGBTQIA+

protagonists. Nevertheless, when thinking about why English Language Arts teachers are not

providing LGBTQIA+ literature, I wonder if it is because teachers are nervous about teaching

controversial issues. Curwood, Scheliesmanm, and Horning write, “Teachers who approach

selection reactively can become mired in “what if” scenarios that leave them second-guessing,
THE INCORPORATION OF LGBTQIA+ BOOKS IN CLASSROOMS 6

agonizing, and rejecting anything they think of as unsafe. [...] Denying students the opportunity

to read works because of what might happen turns all power over to an imagined “someone.”

The would-be censor doesn’t necessarily have a name - may not even exist. Censorship - in the

form of self-censorship - has already occurred” (Curwood, Scheliesmanm, Horning 40). This

quote highlights how teachers are nervous about teaching LGBTQIA+ stories because they are

nervous of the “what if.” What if scenarios can include being fired because the school might not

react well to an LGBTQIA+ book, or parents being upset that their straight son or daughter has

to read a book about a transgender individual, or the students will not be as receptive to the

material, Etc. These what-if scenarios hurt students in the LGBTQIA+ community because of

self-censorship—teachers whom self-censorship do not fully allow the amount of growth and

learning outside of the curricular standards.

Overall, it is our job to make sure our students learn how to read and write in the English

language classroom. However, in an English language arts classroom, you can Showcase

different voices and perspectives. Therefore, including stories beyond the canonical white

straight, cisgender protagonist, we can provide a safer space for LGBTQIA+ students and space

to feel more comfortable in learning.

THE INCORPORATION OF LGBTQIA+ BOOKS IN CLASSROOMS 7

References

Blackburn, M.V. and Buckley, J. (2005), Teaching Queer‐Inclusive English Language Arts.
Journal of Adolescent & Adult Literacy, 49: 202-212.
https://doi.org/10.1598/JAAL.49.3.4

Curwood, J., Schliesman, M., & Horning, K. (2009). Fight for Your Right: Censorship,

Selection, and LGBTQ Literature. The English Journal, 98(4), 37-43. Retrieved April 20,

2021, from http://www.jstor.org/stable/40503259

Thein, A. (2013). Language Arts Teachers' Resistance to Teaching LGBT Literature and Issues.

Language Arts, 90(3), 169-180. Retrieved April 22, 2021, from

http://www.jstor.org/stable/41804391