students keep coming back for the sense of community and acceptance. Daniella, grade 12, reports, “The GSA makes me happy to be involved in a school club because it al- lows me to have a positive impact in some- one’s life.” She feels she is getting as much out of the club as she is putting in. She also reported that her teachers are starting to talk about LGBT issues more. She describes several of her teachers as “supportive, with- out being preachy.”
A shift in mainstream culture In its third year, the GSA has impacted
the school’s mainstream culture. Teachers detect a shift toward awareness of LGBT issues. For example, Mr. Falk reports the phrase “That’s so gay!” has been notably ab- sent this year. He is happy to see that having gay friends is no longer a social liability for students. Mrs. Clinton made a big impression
when she and some of her students partici- pated in GLSEN’s National Day of Silence in 2011. The annual event is intended to draw
attention to anti-LGBT name-calling and harassment. The activity made a huge im- pact on one of her students, who said, “I felt safer in her class after that. It also allowed me to open up in my writing.” Mr. Phinizy is also happy with the rise in acceptance among his students. He has
pus adds legitimacy to class discussions. “Of course, any teacher who claims that the issue of gender or sexuality does not come up has been keeping their head in the sand,” he said. Some club members are still waiting to
feel support from the staff, however. Stu- dents report that derogatory jokes and slurs are still happening in the classroom. Jason explains his feelings: “Somebody says some- thing offensive, and I wait for the teacher to say something. Most of the time, they act like they didn’t hear it, and they move on.” The California Safe Schools Coalition
noticed that more students are open about being gay, lesbian or bisexual. Additionally, he celebrates the rising cultural acceptance of male students who express something other than hyper-masculinity. He appreci- ates that the presence of the GSA on cam-
recommends that teachers intervene when they hear bias-related comments. Each comment should be used as an opportunity to provide education and reinforce school policy. Educators should treat all slurs as se- rious and preventable (Russell, 2010).
Becoming friends Our staff feels that the GSA and other
clubs are promoting an atmosphere of kind- ness and tolerance at the right time. The staff agrees that the GSA is a welcome addition to the family of clubs promoting tolerance and understanding. One student summarized the club’s mission when she said, ”I’ve seen positive stuff, such as new friendships and tolerance for different races, ethnicities and gender expressions. It’s a group of different kids who you’d normally not associate with, but we’re all friends.” n
References
Russel, S.T.; McGuire, J.K. & Laub, C. (2009). “Understanding Differences Be- tween Schools in Overall LGBT School Safety.” California Safe Schools Coalition Research Brief No. 9. San Francisco, CA: California Safe Schools Coalition.
The 2009 National School Climate Survey Executive Summary. Key Findings on the Experience of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools.
www.glsen.org.
GLSEN Day of Silence: www.dayofsilence. org.
James Fleming is an assistant principal at Mayfair Middle/High School in Lakewood, CA.
14 Leadership
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