RUNNING HEAD: A School System Responds

A School System Responds to a Boys Life

By

Erric Lockley

Erric.lockley@waldenu.edu Student ID # A00288596 Ph.D. in Educational Leadership

Paper Submitted in Partial Fulfillment of the Requirements for

EDUC 8113: The Learner across the Lifespan

Walden University

November 13, 2011

A School System Responds

Response to School System Role in Gender Identity Schools Role in Homophobia Awareness Homophobia is an act of discrimination, prejudice, bullying, threatening, or ill treatment of an individual because of their sexual preference and or choice of gender identity (ILGA , 2009). Homosexuality was considered an illness in previous decades. The DSM IV, a manual for diagnosing psychological disorders, was revised in 2000 alleviating homosexuality as an illness. However, the DSM IV recognizes gender disorder as a treatable illness, which undermines the validity of homosexuality as an acceptable way of life. Within the educational institution, homophobic behavior is vivid and has not been addressed appropriately to uphold the legal responsibilities of our schools. The responsibility of the education system in child safety is to create and maintain a safe and supportive whole school learning environment. The school is responsible for promoting positive learning environments. When acts of homophobia are unaddressed, the process of education is halted due to the uprising of fear, threats, unsafe conditions, violence, or harassment (Delanunty, 2010). Our local district policy aligns with La. Rev. Stat. Ann. 14:40.3, 17:183, 17:183.1, 17:416, 17:416.13 and states that the board is committed to maintaining a safe, orderly, civil and positive learning environment so that no student feels threatened while in school or participating in school-related activities (St.Mary Parish School Board, 2010). Schools have a legal obligation to address all acts homophobia. While all policies and laws protect every individual from threats, harassment, and bullying, the literature in our policies is not specific in the area of homophobia. It is recommended that our district revise its policies to clearly state that acts of homophobia fall within the guidelines of the discrimination policy.

A School System Responds

As gender identity becomes an issue in society, so must draft the policies within the educational system to accommodate its existence. The educational system role is to promote what acceptable and unacceptable behavior is in acts of discrimination. In the area of dealing with homophobia in schools, Title IX is also reinforces the principles of negating discrimination. (North Vancouver School District, 2007; Dankmejeir, 2011; Delanunty, 2010; ILGA, 2006). Gender Identity Research Studies on homosexuality development state that genetic and environmental factors attribute to gender identity and role development (Delanunty, 2010; National Association of Research and Therapy for Homosexuality). Once listed as a disorder, homosexuality was removed from the DSM IV and considered a normal form of life. However, in many countries stiff consequences remain intact for outward showing of opposite gender selection. Erik Eriksons life span theory is a foundational point to begin discussion on issues related to identity development. Eriksons theory resonates that earlier stages in the life span greatly influences the maturing of later stages (Dunkel & Sefcke, 2009) . There are many explanations for why homosexuality exist which is beyond to scope of this proposal. However, the interactional model holds that the individuals genes are non-specific at birth and some traits are particularly bias. The effects of the individual and environment interacting allows the personality to develop through selective nomination (National Association of Research and Therapy for Homosexuality). Another view is that there exists a sense of nonconformity in childhood to traditional roles, which lend to the perspective of gender identity development (National Association of Research and Therapy for Homosexuality). Sexual orientation is assumed to be shaped and reshaped by a myriad of selections within social and cultural pressures
(National Association of Research and Therapy for Homosexuality)

A School System Responds

Life history theory is an evolutionary theory that illustrates that natural selection has shaped the diversity of reproductive strategies between species (Dunkel & Sefcke, 2009). It also focuses on evolutionary time and ontogenetic time (Dunkel & Sefcke, 2009). Life history theory aligns with current research that attributes environmental and biological correlations respondent to identity formation (Dunkel & Sefcke, 2009; National Association of Research and Therapy for Homosexuality). Recommendation Attachment and role confusion are linked to be an influential relationship in the trajectory selection of an individual (Dunkel & Sefcke, 2009). Educational systems were designed to improve the individual within society and inform citizenship for future continuum roles. When the issue of role confusion presents within the public educational sector, the goal of the system is to inform citizenry principles through the process of education. The system must persist to remain neutral, allowing individual preferences to be recognized and explored within its setting. In the classroom, the goal is to provide education without disrupting the learning environment. Several issues must be considered to ensure the rights of every individual are not violated through civil laws, organizational policies, and professionals. Responding to gender identity issues must include the individual needs of the students, review school charters, codes of conduct, anti-bullying, curriculum, discipline, Equal Opportunity, gender equality, racial and sexual harassment, student welfare, and stakeholder training (Dankmejeir, 2011). Since we have laws and policies in place for discrimination, it would be beneficial to include the proper terminology in our policies and educate every stakeholder of its addition.

A School System Responds

References

Dankmejeir, P. (2011). GALE Toolkit Schools. Retrieved from GALE The Global Alliance for LGBT education: http://www.lgbteducation.info/doc/gale_products/GALE%20Toolkit%20Schools%201.0_EN%20(2011).docx Delanunty, H. a. (2010, November 24). Anti-homophobia policy in schools saves lives. Retrieved from Child health: http://www.healthcanal.com/child-health/12703-Anti-homophobia-policy-schoolssaves-lives.html Dunkel, C., & Sefcke, J. (2009). Erickson lifespan theory and life history theory: An integration using the example of identity formation. Review of General Psychology , 13 (1), 13-23. ILGA. (2006, July 13). ILGAs Public Stance Against Paedophilia and Commitment to the Protection of Children . Retrieved November 13, 2011, from http://ilga.org/ilga/en/article/861 INTERNATIONAL LESBIAN, GAY, BISEXUAL, TRANS AND INTERSEX ASSOCIATION. (2009). GALE presents international toolkit to work with schools on sexual diversity . Retrieved November 11, 2011, from World: http://ilga.org/ilga/en/article/mZqKPRd1Al National Association of Research and Therapy for Homosexuality. (n.d.). Homosexuality development in women. Retrieved November 11, 2011, from NARTH: http://www.narth.com/docs/FemaleHomosexualDevelopment.pdf North Vancouver School District. (2007, May 16). Policy 412 -Homophobia. Retrieved November 11, 2011, from Administration: http://www.nvsd44.bc.ca/Administration/PoliciesAndProcedures/Series400/Policy%20412.aspx

A School System Responds

Ollis, M. W. (n.d.). saftey in our schools strategies for responding to homophobia. Retrieved November 11, 2011, from austrailian research center in sex, health, and society: http://www.latrobe.edu.au/ssay/assets/downloads/safety_in_our_schools.pdf St.Mary Parish School Board. (2010, September 9). Threats of Bullying, Harrasment, Cyberbullying, and Hazing. Retrieved from StMaryCaps: http://www.stmary.k12.la.us/personnel/Forethought/StMaryCAPS.htm