Ben Kutz

Digital Ethnography Project

Gender Research Report

4/25/22

White, A. (2019, March 1). What schools teach about women's history leaves a lot to be desired.

Smithsonian.com. Retrieved April 25, 2022, from

https://www.smithsonianmag.com/history/what-schools-teach-womens-history-

180971447/

Alber, R. (2017, January 27). Gender equity in the classroom. Edutopia. Retrieved April 25, 2022,

from https://www.edutopia.org/blog/gender-equity-classroom-rebecca-alber

Honey, M. (2019, June 14). Incorporating LGBTQIA+ content in history lessons. Edutopia.

Retrieved April 25, 2022, from https://www.edutopia.org/article/incorporating-lgbtqia-

content-history-lessons

I chose the last article, Incorporating LGBTQIA+ content in history lessons, because it takes

a deeper look at the LGBTQIA+ side of gender equality, which the other articles didn’t. I think

that this issue is becoming more and more relevant, and it’s important to stay updated. The

strategies for including new content in history lessons that Meg Honey suggested also seemed

very relevant and interesting to me.

 Meg Honey is a former middle and high school teacher and currently a humanities

curriculum specialist with Savvas Learning. She also serves as an adjunct faculty member at

Saint Mary’s College of California and at the University of the Pacific. She is an award-winning

teacher who is committed to inclusive learning communities, presenting new ideas for

LGBTQIA+ history, culturally responsive education, and Social-Emotional Learning. She earned a

Master’s degree in United States history from San Jose State University and is a certified

educational trainer with the Southern Poverty Law Center. In 2017, Honey was named Mount

Diablo Unified School District’ Teacher of the Year.

“Teachers may not have exposure to content-specific training around these topics, but

they can find meaningful ways to integrate LGBTQIA+ content into the history curriculum by

depoliticizing the conversation, enhancing content, and connecting the integration to student

well-being.”

Step Three

Section 1: Students deserve learning journeys that include examinations of the unfamiliar and

reflections of their own lives when it comes to history curriculum. Oftentimes, contributions

made by LGBTQIA+ people or by people who were not known to be part of the LGBTQIA+

community are not included in history curricula. Students study the history of religions as part

of social studies standards in a manner that is objective and not trying to convert the students

but don’t study LGBTQIA+ people in the same way. Studying historical figures who are part of

the LGBTQIA+ community in a neutral and impartial way is the most appropriate for education

in classrooms. “By omitting the critical contributions made by LGBTQIA+ people or by not
identifying them as part of the LGBTQIA+ community, students are denied a comprehensive

history education.”

Secti on 2: Similar to how students learn about religions, the representation of members of the

LGBTQIA+ community should be included as well for students to understand the contributions

of all people that have shaped our history. Also, there is a connection between LGBTQIA+

representation in history curricula and LGBTQ student well-being. According to a

2017 survey, only 1 in 5 LGBTQ students were ever taught positi ve representati ons of

LGBTQIA+ people. Exclusion of LGBTQIA+ people and historical events add to

negati ve stereotypes and may cause an increase in bullying of LGBTQIA+ students.

Curriculum including LGBTQIA+ historical figures promotes respect for LGBTQIA+

students and should decrease bullying. Students who see their identifi ed group

represented in school materials feel safer, have better attendance, and engage more

with their school communities. Honey summarized the need for LGBTQIA+ inclusion

in curricula with this quote, “This type of historical knowledge and understanding is the

foundation of a vital element of democratic citizenship: inclusion and acknowledgment of

different perspectives.” Lastly, Honey pointed out how an inclusive environment provides

students with opportunities to research the experiences of LGBTQIA people and their courage,

resiliency against oppression, and triumph.

Section 3: Honey suggests teachers use the Four-Tiered Approach to create inclusive lessons.

Level 1 has to do with Contributions. In this level, students take a look at leaders and major

events in LGBTQIA+ history. Level 2 incorporates LGBTQIA+ content into a particular historical
time period. Additive content for the 1920s could include the story of Langston Hughes or the

advent of advocacy for gay rights. Next is the transformation level. At this level, students

consider history from multiple perspectives. An example would be examining how the different

spheres of society by men and women influenced urbanization. Finally, level 4 has to do with

social action. In this stage, students can learn from LGBTQIA+ history and apply it to their

communities. Examples of this could be starting clubs at their school or volunteering for

agencies that support members of the LGBTQIA+ community. Lastly, Honey gives some

resources that can be used for including more inclusive content. Teaching Tolerance provides

teachers with material concerning diversity and justice, and the Queer America podcasts can

help people understand the “hidden history” of LGBTQIA+ people.