Safety, celebration, and risk: educator responses to LGBTQ professional development

Abstract

Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse – a form of understanding and valuing the “cultural other” – and investment in one time “visibility” or “celebration” events as symbols of improved school climate. Further, educators framed LGBTQ issues as “risk” issues rather than as equity issues, which continue to mark LGBTQ students as “victims” or “problems” in need of saving or solving. We posit that responses to RSIS content reflect educators’ understanding of their obligation to “diversity” as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks.

Keywords:

• LGBTQ youth
• teacher education
• professional development

Notes

1. For a description of Reduction of Stigma in Schools programming, see Payne and Smith (2011).

2. QuERI chooses to use “LGBTQ”. We use the “Q” to extend our discussion beyond identity categories to those students whose gender performance or presentation of self challenges hegemonic and binary social understandings of gender and sexuality in a way that can lead to their marking. Research indicates (Pascoe, 2007) that these students who may not identify with the “LGBT” identities experience similar discrimination and harassment. The use of “LGBT” reflects the usage of other researchers and authors referenced within the paper.

3. Day of Silence is an annual, nation-wide event when US students take a vow of silence to raise awareness about anti-LGBTQ harassment in schools.

4. World AIDS Day is a day devoted to raising awareness about the global AIDS pandemic. It is held on December 1.

5. Transgender Day of Rememberance is an annual US event to memorialize transgender people who have been killed or otherwise victimized.

6. The Laramie Project is a play representing reaction to University of Wyoming student Matthew Shephard’s murder in Laramie, Wyoming.

7. By “privilege” we are referring to the institutionally granted visibility, cultural capital, and special “rights,” such as wearing special clothing during the school day, missing classes, or other exceptions and exemptions that are awarded to students who attain certain positions within the school. Many of these rewards require hegemonic gender performances and are associated with heterosexuality--such as the privileged positions of “homecoming queen” or “quarterback.”

8. A Gay–Straight Alliance is a student organization that aims to provide support and affirmation to LGBTQ student and their allies.

9. “Safe Space Stickers” mark a classroom or other space not only as a harassment-free zone for LGBTQ students but also as a supportive space. Stickers symbolize a person’s or institution’s belief that LGBTQ people are entitled to the same rights and privileges as heterosexual, gender-conforming people. Many of our participants use these stickers in their offices and classrooms to mark themselves as allies.

10. The Queering Education Research Institute supports local Day of Silence activities and believes it can have a positive impact on the student participants.