Marginalized Sexualities in Public Schools: The Need for Activist Educators

• In Event: Risks and Opportunities for Advancing Educational Equity

Abstract

How do progressive educators address the complex social issues concerning marginalized sexualities in public schools? Can school leaders and teachers foster climates in which sexual minorities experience not only safety but opportunities in which they might flourish? And how do they do this in the context of multiple conflicting political ideologies that characterize public education in the United States? In this paper, we shall explore some of the key contextual elements that impact the decisions and actions of school leaders, teachers, and policy makers as they relate to lesbian, gay, bisexual, transgender, intersex, and queer (LGBTIQ) issues in public schools.
Key factors related to resistance on the part of educators to be inclusive toward those who are LGBTIQ are also considered. Factors such as (1) fear of losing their jobs, (2) denial of the importance of the issues, (3) the need to uphold community values, (4) their own lack of knowledge about LGBTIQ issues, (5) religious beliefs, (6) discomfort with any sort of discussions regarding sexuality, (7) the conflation of sex with sexuality, and (8) the desire to maintain the rigid boundaries between the public and private spheres (Author2, 2010). As well as issues related to silencing and fear (Quinlivan & Town, 1999; Schneider & Dimito, 2008). We shall also provide practical recommendations for educators who desire to learn more about what they can do to improve their school climates, to create more equitable conditions for LGBTIQ persons, and to develop a vision of inclusion for their schools. Recommendations relate to: coalition building; effectively gathering and reflecting on data about LGBTIQ matters in schools; developing non-discrimination and anti-harassment policies; supporting and encouraging school wide activities that focus on LGBTIQ issues; facilitate the integration of LGBTIQ content into the curriculum; and, supporting Gay Straight Alliances or other LGBTIQ clubs. In all, we hope also to create a sense of urgency for educators to be the social activists who will heed the call to become leaders for change.

Authors

• James W. Koschoreck, Northern Kentucky University

• James G. Allen, Northern Kentucky University