Cultivating Equity

Gender Identity
& Sexual
Orientation
Adla Jaber, Alexandria Tilley, Claire
Rodrian, Danielle Padilla, Debora
Vicente, & Miranda Chan
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CASE STUDY ECOLOGICAL 7-STEP EQUITY
Role Play!
MODEL APPROACH
Activity

4 5
OUR ROLES RESOURCES
School Counselors &
Psychologists
 1
CASE STUDY
A NEW CLUB
 CASE STUDY OVERVIEW
● Lorraine and Jeff, both 10th graders, are the only two “out” LGBTQ students at their school.
Ms. Green is a teacher that many students are supported by.
● Loraine and Jeff want to start a Gay-Straight Alliance so that LGBTQ students can have a
safe space at school. They ask Ms. Green to be their faculty sponsor and she agrees
● Ms. Green worried that Lorraine and Jeff were heading down a difficult road. They would
likely face ridicule from peers or calls from angry parents.
● Ms. Livingsworth, the principal of the school, has concerns about this particular group.She
believes a Gay-straight alliance might alienate conservative families whose religious views
don’t approve of homosexuality.
● Ms. Green argued that those families feel welcome in other ways and the students are just
trying to create a safe space for themselves
● Ms. Livingsworth ultimately decided that it’s not the right time for a GSA. She suggested that
they start a Diversity Club instead. That way all students will feel included.
 WHAT ARE
YOUR INITIAL
THOUGHTS?
 2
ECOLOGICAL MODEL
Activity
BRONFENBRENNER’S
ECOLOGICAL MODEL
 JEFF
16-year-old Sophmore
● Jeff is a White teenager that currently identifies as gay and associates with
the LGBTQ+ community
● He often receives B average grades while part of ASB and the drama club.
● Last year, he went to the school dance with his ex-girlfriend to try and fit in.
● He is kind of a loner with a small number of friends. His closest friend is the
only other “out” student on campus, Lorraine.
● Jeff lives with his Mom, Dad, and two older sisters (one who was adopted at a
young age).
● Jeff’s Mom and Dad are very supportive parents.
They are middle class and live in a nice 3-bedroom home.
Their house is in a high SES neighborhood and those within
the city carry strong conservative opinions.
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THE 7 STEP EQUITY
APPROACH
 STEP 1: Identify biases or inequalities
● Bias: Conservative religious views that don’t support homosexuality
● What does the case tell you about the school or classroom
policy?
- There’s a lack of understanding of what equitable acts are and
how to support marginalized students in the LBGTQ+ group
● What does it tell you about the instructional or leadership
practices?
- They are more concerned with what families are going to say
and less about supporting each individual student.
- The principal is worried about protecting her own position and
retaliation vs. supporting all students
● What does it tell you about individuals’ attitudes and
perspectives that might hint that something deeper than
surface-level biases and inequalities?
- Tring to avoid getting angry complaints from families – avoiding
conflict.
STEP 2: Take stock of various perspectives

● Remember the full variety of community members including

those who are directly involved and those who are involved at a
distance
- Parents advocating for the safety of their child.
- Parents are against sexuality being talked about – topic is
taboo
- Parents might protest or complain to the district
● Focus both on the marginalized communities and privileged
communities
- Making sure it’s a fair distribution of support for school
resources and each different club
- School life can be hard for everybody if they don’t allow the club
STEP 3: Consider possible challenges and
opportunities
● Pay special attention to biases and inequities

- Parents will go to the board and ask them to vote against GSA
- If the parents go to the board, it leaves the principal with less
power and do as said by the board

● How does the situation present an opportunity for dialogue and

positive change?
- Opens up discussion that this is a form of identity and a form of choice
- Students feel like they need to have this alliance where they want to
build a community that shines light on discussion on what might be
going on at school
- Opens a door for conservative families to have lessons on identity and
individuals are unique
 STEP 4: Imagine equitable and just
outcomes
● Remember that equity requires fair distribution of opportunity and
access - it is a resolution of the bias or inquiry, not just a resolution of
interpersonal conflict
- Distinguish equitable from equal outcomes

● How will things be different in the school or classroom if we

commit to resolving the issues and all its consequences
equitably?

- Everyone would feel safe and supported from teachers, adults,

influential people
- Long-term: a club/place where these students can identify with and go
to, having something established
- Short-term: discrimination, hate, bullying, rejection from adults
 STEP 5: Brainstorming Immediate-term
approaches
● Think specifically about how you might respond immediately in order
to overcome challenges and maximize opportunities

● Meaningful dialogue with the principle

- Explaining the impact not having the club can have on students
- What message does this send to students about how we
prioritize them feeling welcome, safe, supported?
- The idea that LGBTQ+ students are “othered”
- Conveying the message that equality is not equity
● Involve LGBTQ+ students in the dialogue- give them a seat at the table
● Allow the club to exist, and explain to parents that the school
supports LGBTQ+ students
STEP 6: Brainstorming Long-Term
Solutions
Focus on shifting institutional culture and knowledge, infusing equity
into school-wide policies or even district policies and practices

● Making a statement or policy in the school handbook that clearly

states the school’s stance on inclusion and allowing clubs to exist
regardless of protected status
● Professional development opportunities regarding equitable
practices
● Tier 1 curriculum on inclusion and acceptance
● Introducing different family types early in the educational process
● Visual representation that the school supports the LGBTQ+
community (posters, signs, flags, etc.)
● Check in with students in the club to assess what their needs are/how
we can best support them
 STEP 7: Craft a plan of action

Create a plan that includes immediate-term and long-term components

● Short term:
○ Allow the club to exist, and convey this enthusiasm to those involved
○ Let parents know we are an inclusive school
○ Listen to concerns from other parents but reiterate our stance: we
stand with LGBTQ+ students and their need to feel safe and supported
● Long-term:
○ Generate more dialogue with LGBTQ+ students about how we can best
support them
○ Include language in the school/district handbook that allows clubs to
exist regardless of protected status
○ Annual professional development opportunities
○ Provide learning opportunities for parents to support their LGBTQ+ child
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OUR ROLES
School Counselors &
Psychologists
 NOT MEETING LGBTQ+ STUDENT
NEEDS IS STILL AN ISSUE TODAY

GLSEN 2019 National School Climate Survey

LGBTQ Students Who Have Experienced Discriminatory Policies and Practices at School
 SCHOOL
COUNSELORS &
PSYCHOLOGISTS
● Maintaining self-awareness and checking biases
● LGBTQ+ affirming school policies
○ Anti-discriminatory policies
○ Bullying Prevention Programs
● Staff and Administrator Training
● Safe Zone posters
● GSA presence on campus
● Mediators for conflict
● Group Counseling and Individual Counseling for at-risk
LGBTQ+ students
 Victimization, Safety, & Absenteeism

Presence of GSAs and LGBTQ Students LGBTQ students with a GSA Presence:
Experiencing Victimization
● heard anti-LGBTQ remarks less
frequently than LGBTQ students in
schools without a GSA
● were less likely to feel unsafe regarding
their sexual orientation or gender
expression
● were less likely to have missed school in
the past month because of feeling
unsafe or uncomfortable
 Supportive Staff, Peer Acceptance,
& Overall Intervention
Presence of GSAs and Number of School Presence of GSAs and Intervention in
Staff Supportive of LGBTQ Students Anti-LGBTQ Remarks

Percentage of LGBTQ Students Reporting that Staff and

Students Intervene Most of the Time or Always
 GLSEN: The GSA Study, 2021
Students’ Ratings of GSA and Advisor Helpfulness in Meeting Students' Needs
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RESOURCES
THANKS FOR
LISTENING!
Any questions?