Integrating LGBTQIA Content into The Educational Curriculum
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Write My Essay For MeBefore laws were passed to integrate LGBTQIA content into the educational curriculum, I
would like to speak briefly on the experiences of the students that didn’t have access. As of 2014,
only 5% of middle schools and high schools in the United States reported receiving positive
discussions and dialogue surrounding the LGBTQIA in their health classes. Even in 2019, many
schools still are not studying, covering, discussing, researching, or acknowledging this subject
matter. Some schools have tried to cross-reference sex education classes by including a small
proportion LGBT studies. But what kind of message does this send to our LGBTQIA students?
Furthermore, how do we expect our students to succeed if as a country, we don’t want to
acknowledge it, let alone talk about one of the most important, emerging, and trending topics in
the world.
In a study conducted by Ellis and High in the UK (2004), 384 students were surveyed; they
found that 24% had not received instruction in LGBT sex issues. The CDC Division of Adolescent
and School Health’s study revealed that 48% of schools in the U.S. covered LGBT topics.
Scholarships devoted to the topic of sexual and gender minority youth in schools (e.g., lesbian,
gay, bisexual, transgender, queer, or questioning; LGBTQIA). There has been research
highlighting the improvements regarding school-based experiences for many LGBT youth that
strive towards progress regarding anti-bullying policies in school districts and communities
abroad.
With continued systemic discrimination and hostility towards the LGBT students, there has
been limited attention that sheds light on academic risks, poor retention rates, other disparities, and
additional stumbling blocks faced by the youth. Since we already live in a world of complex
bureaucratic systems and interpersonal processes, it is apparent that there is a need to conduct
school-based research. Many of the issues surrounding the need for scholarships for this cause
Running head: LEGAL HISTORY OF LGBTQIA OPPRESSION
contend with challenges such as: identifying schools that will allow the research to be conducted,
opposing faculty, staff, and administrators, parents, and other students who are aware or unaware
of their systemic discrimination.
In the article entitled “Gaps between beliefs, perceptions, and practices: The Every Teacher
Project on LGBTQ-inclusive education in Canadian schools,” the author (Taylor, C. 2016)
highlights a survey done on a large scale that identified the beliefs, practices, and perspectives of
K-12 educators in the Canadian public schools regarding transgender, queer, gay, bisexual, and
lesbian inclusive education. The author attempts to frame the ongoing problems between
educations’ beliefs, perceptions, and practices. Although the gaps are considered while observing
best practices in LGBTQ inclusive education, there are significant strides to better the educational
climates for every student, especially sexual and gender minority students, and students with
sexual and gender minority parents and other family members.
In the article Educating Teachers on LGBTQ Issues: A Review of Research and Program
Evaluations (Szalacha, L. 2004), the author places a great deal of responsibility on the educators
to not only provide the opportunities for everyone to acquire knowledge and skills, but the ability
for everyone to apply what they have learned, which could significantly impact another student’s
experiences, feelings, attitudes, and perspectives. The most important aspect of what is taught in
educational settings is not what we learn about the world, but how we exist and interact within it.
The primary function of the teacher is to prepare their students for the world that lies ahead.
Unlike the article entitled “Gaps between beliefs, perceptions, and practices: The Every
Teacher Project on LGBTQ-inclusive education in Canadian schools,” by (Taylor, C. 2016), this
article places much of the responsibility on the educator to ensure the understanding and
application of apathy, acceptance, understanding, and furthermore, how to apply this newfound
Running head: LEGAL HISTORY OF LGBTQIA OPPRESSION
knowledge and when. The aforementioned article regarding LGBTQ-inclusive education, gives
great insight and understanding, but to a problem that we already know that exists. It offers no
remedy or recourse to combat the uphill batter of discrimination against the LGBTQ, nor does it
offer a better understanding of inclusive friendly curriculums in school.
These individuals are constantly affected by transphobic, homophobic, and
heteronormative school climates. (Snapp, Shannon. 2015) asserts that implementing curriculum
that includes that of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ)
individuals has the potential to create equitable learning environments. To learn more about the
“LGBTQIA experience,” 26 high school students with different backgrounds, racial, ethnic,
sexual, and gender backgrounds were recruited form the Gay Straight Alliance (GSA) Network in
California. Students were able to participate via telephone by GSA staff, they shared their
experiences of their LGBTQ curriculum in school as well.
Sexual education is perceived as one way to prevent unhealthy and unwanted sexual
behaviors in schools. However, since sexuality education curriculums, materials, and classroom
discussions are not tailored to meet the needs of lesbian, gay, transgendered, and queer (LGBTQ)
youth, many people have been critiqued for oppressing, discriminating, and disenfranchising these
populations. As long as there is an exclusive approach to sexuality education curricula, a gap in
knowledge and inclusion will remain, and there will always be students fighting for an all-inclusive
educational experience.
Discussing LGBTQ topics and issues emphasizing sexually transmitted infection
prevention over pregnancy prevention and the addressing of healthy relationships did not directly
speak to the experiences that the LGBTQIA students can relate too. Because of the lack of
understanding regarding this population, many individuals were excluded practically and legally.
Running head: LEGAL HISTORY OF LGBTQIA OPPRESSION
For states with restrictions on LGBTQ content, the policies apply specifically to sex education and
how teachers can describe safe practices to their students. The details of these measures run the
gamut, according to Clifford Rosky, a law professor at the University of Utah.
In South Carolina, for example, state legislation prohibits health education teachers from
engaging in any “discussion of alternate sexual lifestyles from heterosexual relationships.” But in
North Carolina, teachers are told simply to explain “the benefits of heterosexual relationships.”
Although these policies only specifically cover sex education lessons, many teachers run into
confusion over whether mentioning a historical figure’s gender identity or sexuality counts as sex
education content, Rosky said. Since 2017, Utah, Arizona and Alabama have lifted LGBTQ
curricular restrictions and what Rosky says generally garners more bipartisan support than
instituting inclusivity mandates.
When did the laws change and what kind of laws were enforced? (Ingram, Noble. 2019)
has shed light on ONE Archives, which is based in Los Angeles, and it focuses mostly on
California, which passed the FAIR Education Act, ensuring LGBTQ-inclusive curriculum, in
- But the organization has begun to work with teachers across the country and recognizes
how complicated introducing LGBTQ content can be in a state without protections for it, says Erik
Adamian, associate director of education for the ONE Archives Foundation. “The only reason
why backlash can’t and does not go any further than a bunch of protests is because we have the
FAIR Education Act,” says Adamian. “Sometimes the best thing we can say is ‘Hang in there.’ If
there is an effort like the law in California, then we will be there,” he says.
Legislation that bans discussions of LGBTQ people increasingly lacks broad support, even
among conservative groups. The repeal votes in the Utah House and Senate were both nearly
unanimous. The reasons more states haven’t removed these policies, says Rosky, have more to
Running head: LEGAL HISTORY OF LGBTQIA OPPRESSION Wright 6
do with the cost, time and potential for outing LGBTQ children in lawsuits than ideological
opposition. On the other hand, conservative groups have strongly challenged mandates, arguing
that references to gender and sexuality shouldn’t be forced in schools and are best reserved for
family discussions. The Alliance Defending Freedom, a prominent conservative Christian
organization, has fought against incorporating LGBTQ content into public school curriculum.
From a political vantage point, Republican officials have expressed skepticism about
allowing or mandating LGBTQ curriculum and history lessons. The state of Illinois approved
the inclusivity mandate. However, the LBGTQ curriculum is only one part of the entire
movement. The LBGTQ-inclusive curriculum is important to the ensuring that each school
fulfills the mission of educating and preparing students. If a school teaches sexual health
education, it should not speak to all students, not just some. Inclusive curriculum is also integral
to teaching accurate information.
For example, LGBT people have made important contributions in history, art, science,
literature, and countless other areas. Schools should not be in the business of erasing those
individuals or their contributions from curricula. Furthermore, all students will encounter LGBT
people, whether in the classroom or otherwise, and it does them a disservice to ignore that reality
or the ways in which LGBT issues are a part of the world around them. Studies also show that an
inclusive curriculum contributes to a safer school environment for LGBT students. Schools should
be in the business of teaching students to respect one another and their differences, not teaching
by example that discrimination is valid.
Does this groups have equal access to educational opportunity today? Ricardo Cano (Cano,
Richard. 2019) wrote an article called California schools haven’t fully embraced laws protecting
LGBTQ kids. In the past decade, California has adopted more than a half-dozen laws intended to
prevent bullying, strengthen suicide prevention and cultivate inclusive learning environments for
LGBTQ students in the state’s public schools. But the state school districts are implementing these
new laws inconsistently, according to a new sweeping report-card style analysis from the Equality
California Institute.
As an emotional, hours-long hearing was conducted on statewide sex education, guidance
underscored at the state Board of Education, and California has been slow in general to fully
embrace new laws aimed at deterring discrimination against lesbian, gay, bisexual, and transgender
students, along with those questioning their sexual identities. Why is it so hard to fully get the
support needed to support curriculum in schools for LGBTQ? A majority of school districts in the
survey do not appear to be including LGBTQ-inclusive textbooks in their social studies
curriculum, which goes against a 2011 law mandating that schools include “the role and
contributions of lesbian, gay, bisexual, and transgender Americans” in their history teachings.
Notably, many of the local school systems identified as “priority” districts are located in
rural or conservative-leaning areas that have pushed back against the new requirements,
specifically 2015’s California Healthy Youth Act that requires middle and high schools to teach
“medically accurate” comprehensive sexual health education. Despite the many obstacles that
have been overcome, there is still much work to be done to ensure that the necessary curriculum
changes are made to ensure equality for all students.
Reference
“The New Sex Ed | Teaching Tolerance – Diversity, Equity and Justice”. www.tolerance.org.
2016-04-29. Retrieved 2017-04-29.
Formby, Eleanor (August 2011). “Sex and relationships education, sexual health, and lesbian,
gay and bisexual sexual cultures: views from young people”. Sex Education. 11 (3): 255–
266.
Gegenfurtner, and Gebhardt. “Sexuality Education Including Lesbian, Gay, Bisexual, and
Transgender (LGBT) Issues in Schools.” Educational Research Review, vol. 22, 2017, pp.
215–222.
Ellis, Viv; High (April 2004). “Something More to Tell You: Lesbian, Gay, or Bisexual Young
Peoples”. Journal of Adolescence. 30 (2): 213–225.
Morrow, Deana (November 1993). “Social Work with Gay and Lesbian Adolescents”. Social
Work. 38 (6): 655–660.
“Questions and Answers: LGBTQ Youth Issues”. SEICUS. SEICUS. Retrieved 2013-11-24.
Buston, Katie; Hart (February 2001). “Heterosexism and homophobia in Scottish school sex
education: exploring the nature of the problem”. Journal of Adolescence. 4 (1): 95–109.
Sanchez, Marisol. “Providing inclusive sex education in schools will address the health needs of
LGBT Youth” (PDF). Center for the Study of Women UCLA.
American Civil Liberties Union. “Helping Teens Make Healthy and Responsible Decisions
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About Sex”. American Civil Liberties Union. Retrieved October 17, 2013.
Gilbert, Jen. Sexuality in School: The Limits of Education.
Blount, JM. “The Historical Regulation of Sexuality and Gender of Students and Teachers”.
Youth and Sexualities.
Estes, Michelle L. (2017). “If There’s One Benefit, You’re not Going to Get Pregnant” The
Sexual Miseducation of Gay, Lesbian, and Bisexual Individuals”. Sex Roles. 77 (9–10)
Gowen; Winges-Yanez (2014). “Lesbian, gay, bisexual, transgender, queer, and questioning
youths’ perspectives of inclusive school-based sexuality education”.
Mustanski, Brian; Greene, George J.; Ryan, Daniel; Whitton, Sarah W. (2014-03-03).
“Feasibility, Acceptability, and Initial Efficacy of an Online Sexual Health Promotion
Program for LGBT Youth: The Queer Sex Ed Intervention”. The Journal of Sex Research.
52 (2): 220–230.
Bittner, Robert (October 2012). “Queering Sex Education: Young Adult Literature with LGBT
Content as Complementary Sources of Sex and Sexuality Education”. Journal of LGBT
Youth. 9 (4): 357–372.
Catherine G. Taylor, Elizabeth J. Meyer, Tracey Peter, Janice Ristock, Donn Short &
Christopher Campbell (2016) “Gaps between beliefs, perceptions, and practices: The
Every Teacher Project on LGBTQ-inclusive education in Canadian schools, Journal of
LGBT Youth,” 13:1-2, 112-140
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Shannon D. Snapp, Hilary Burdge, Adela C. Licona, Raymond L. Moody & Stephen T.
Russell (2015) “Students’ Perspectives on LGBTQ-Inclusive Curriculum, Equity &
Excellence in Education,” 48:2, 249-265
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