The Legacy Project:The Legacy Project:Chicago’s LGBT CommunityChicago’s LGBT CommunityBuilds a Real and Virtual Builds a Real and Virtual

ADVOCACY FORADVOCACY FORGAY & LESBIAN FAMILIES GAY & LESBIAN FAMILIES

Presented by the Legacy Project Education Initiative Presented by the Legacy Project Education Initiative

Mr. Victor Salvo, Executive DirectorMr. Victor Salvo, Executive Director

Dr. Gabriel Gomez, Co-Education Director, Chicago State Dr. Gabriel Gomez, Co-Education Director, Chicago State University University

Dr. Gerri Spinella, Co-Education Director, Walden UniversityDr. Gerri Spinella, Co-Education Director, Walden UniversityTruman University PresentationCenter on HalstedChicago, Illinois – October 30, 2013

OVERVIEWOVERVIEW

Set the Stage Tour The Legacy Walk Discuss Professional ResponsibilitiesBegin Collaborative Group ActivityProcess Findings Complete Exit Survey

PERSONAL BELIEFS

What is your personal belief statement about working with LGBT adolescents and families?

PERSONAL QUESTIONS

Jot down three questions that you have about LGBT issues.

The Legacy Project Interactive Website

Demographics

Outdoor Cultural Museum

Education Resource

Historical Landmark

Contribution to Society, Social Justice, and Cultural Exchange

ESSENTIAL QUESTION

How do professionals’ behaviors build a framework for ensuring Gay, Lesbian, Bisexual, and Transgender individuals to grow academically or emotionally in this 21st Century global community?

a Familyhttp://www.youtube.com/watch?v=lnYWCtX3Us4 .youtube.com/watch?v=lnYWCtX3Us4That's

Research Question #2

2)  What are the educator’s knowledge about issues about gay and lesbian youths as defined by the demographics of education degree, teaching experience, courses dealing with sexual orientation, professional activities dealing with sexual orientation, and know anyone homosexual?     

Research Question #1

1)    Research Question 1

What are the public school educators’ anticipated professional behaviors as defined by the demographics of education degree, teaching experience, courses dealing with sexual orientation, professional activities dealing with sexual orientation, and know anyone homosexual?

Sample: FacultyOne Elementary SchoolOne Middle SchoolOne High School

Sample: FacultyOne Elementary SchoolOne Middle SchoolOne High School

INSTRUMENTS1. Demographic Information2. Knowledge about Issues Facing Gay

and Lesbian Youth (ISSUES)3. Anticipated Professional Behaviors

Related to Homosexuality in the School (BEHAVIORS)

Interviews with educators

RESULTS:

The purpose of this project is to capture the professional behaviors towards homosexuality; knowledge related to gay and lesbian issues; and integration of sexual orientation in the curriculum.

AT THE CROSSROADS:ADDRESSING EDUCATOR’S

PROFESSIONAL BEHAVIORS TOWARDS

HOMOSEXUALITY

Interviews with educators

MIXED DESIGN:

Qualitative and Quantitative

Gerri Spinella, Ed. D.Educational DirectorThe Legacy Project Educational Initiative

There is a strong association between teaching experience, education, courses, or professional development and the educator’s professional behaviors towards homosexuality in schools.

There is a strong association between issues relating to gay and lesbian with teaching experience.

There is a evidence in the relationships in two issues:-Education courses dealing with sexual

orientation -Professional activities dealing with sexual orientation

CONCLUSIONS

What is your professional code of ethics?

The American Counseling Association is an educational, scientific, andprofessional organization whose members work in a variety of settings andserve in multiple capacities. ACA members are dedicated to the enhancementof human development throughout the life span. Association membersrecognize diversity and embrace a cross- cultural approach in support of theworth, dignity, potential, and uniqueness of people within their social andcultural contexts.

Professional values are an important way of living out an ethicalcommitment. Values inform principles. Inherently held values that guideour behaviors or exceed prescribed behaviors are deeply ingrained inthe counselor and developed out of personal dedication, rather than themandatory requirement of an external organization.

EXAMPLE:American Counseling Association

Code of Ethics Preamble C.5. Nondiscrimination

Counselors do not condone or engage in discrimination based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation, marital status/partnership, language preference, socioeconomic status, or any basis prescribed by law. Counselors do not discriminate against clients, students, employees, supervisees, or research participants in a manner that has a negative impact on these persons.

What are the legal rulings that have protected GLBTQ

individuals?

Legal Responsibilities

Follow this “Golden Rule”• Under the U.S. Constitution, public schools

must protect all students equally• A situation cannot be handled differently

because the student is gay and/or transgender• The same rules apply to all students

Source: The Lambda Legal Defense and Education Fund, Midwest Regional Office

Legal Responsibilities: Bullying• Schools must protect students who are bullied

because of their sexual orientation or gender identity or expression, just as they must protect students who are bullied because of race, religion, or gender. L.W. v. Toms River Regional Schools (2007); Henkle v. Gregory (2002); Nabozny v. Podlesny (1995).

• Students have a right to be out at school without fearing un-addressed retaliation. Henkle v. Gregory (2002); Nabozny v. Podlesny (1995).

ACLU of Illinois-Youth at Risk Project, Fall 2007

Legal Responsibilities: Discrimination• Schools must address disciplinary infractions equally

regardless of a student’s sexual orientation or gender identity/expression. Nguon v. Wolf (2007).

• If a school permits students to form non-curricular clubs like the French club or the drama club, it also must permit students to form Gay-Straight Alliances. Morrison v. Boyd County Bd. of Educ. (2007); see also SAGE v. Osseo Area Schools—District No. 279 (2007); + many more—see handout!

ACLU of Illinois-Youth at Risk Project, Fall 2007

Legal Responsibilities: Expression

• Schools may not prohibit a student from bringing a same-sex date to the prom or any other school event. Fricke v. Lynch (1980).

• If a schools permits students to wear t-shirts expressing support for political candidates, opinions about abortion, or other issues, the school must permit students to wear pro-gay t-shirts. Myers v. Thornsberry (2005).

• Schools may not discipline transgender students for expressing their gender identity even if that expression does not conform to their biological sex. Doe v. Yunits (2001).

ACLU of Illinois-Youth at Risk Project, Fall 2007

Illinois State LawHuman Rights Act Amendment

Public Act 094-0803-Amends the IL Human Rights Act to include: Sexual orientation. "Sexual orientation" means actual or perceived heterosexuality, homosexuality, bisexuality, or gender-related identity, whether or not traditionally associated with the person's designated sex at birth. "Sexual orientation" does not include a physical or sexual attraction to a minor by an adult.

Legal Responsibilities: Privacy

• Schools may not reveal students’ sexual orientation or gender identity/expression to their families or anyone else without the students’ permission, even if the students are out at school. Nguon v. Wolf (2007); Sterling v. Borough of Minersville (2000).

ACLU of Illinois-Youth at Risk Project, Fall 2007

No Child Left Behind Act of 2001

Along with tests and highly qualified teachers, the NCLB aims to prevent violence and promote school safety so that…

“students and school personnel are free from violent and disruptive acts, including sexual harassment and abuse, and victimization associated with prejudice and intolerance. . . through the creation and maintenance of a school environment that fosters individual responsibility and respect for the rights of others.” NCLB, 20 U.S.C. § 7161

Developmental Phases of GLBT Youth

• Identify Formation difficulty-10% of school population – Cook 1991; Gonsiorek, 1988

• Key Questions– How early do these youth become aware of the

sexual orientation?– How do they respond to their personal discovery?

•Vare & Norton (1998) state “they may respond with confusion, denial, avoidance or acceptance; hence consider the developmental circumstances of gay and lesbian adolescents.

WHAT ARE THE CONSIDERATIONS FOR FAMILIES AND PROFESSIONALS?

• Coming Out Issues• Identity Formation• Relationships• Abuse• Support• Other

IMPACT ON SOCIO-EMOTIONAL HEALTH

• External forces that impact student’s psychological and emotional well-being– Cerny & Polyson, 1984; Gonsiorek & Rudolph,

1991; Herek, 1984; Kite, 1984

• Harassment, stigmatization and suicide rates– (AAUW, 1993, 2001; Fineran, 2001; Frankfurt,

2000; Pohan & Bailey, 1998; Price & Telljohann, 1991; Remafedi, French, Story, Resnick, & Blum, 1998; Russell & Joyner, 2001).

Psychological Impact

Overview of the psychological impact on the homosexual in development process under background of external elements of negativism and stereotyping issues those individuals may experience.

Several research studies (Cerny & Polyson, 1984; Frankfurt, 2000; Gonsiorek & Rudolph 1991; Herek, 1998; Kite, 1984; Sanelli, 1998)

Risk & Protective Factors • Secure attachment• Good intellectual

functioning• Self esteem • Self efficacy• Self confidence• Talents• Health risk

behavior

Coping Factors

1.Ability to plan2.Sustaining hope3.Building interpersonal relations

Tharinger & Wells 2000

Recommendations: 2011 GLSEN National Climate Survey

GAY STRAIGHT ALLIANCE (GSA)

• GSAs are student initiated, but need advisor

• Have beneficial impact on school climate and students

• Today over 4000 GSAs in existence (GLSEN, 2007)

• 4 roles of GSAs (Griffin, Lee, Waugh, and Beyer, 2004)– Counseling and support– Safe space– Primary vehicle for queer consciousness raising– Part of broader school efforts for queer

consciousness raising

GSA: SAFE SPACE

• Visible in school through advertising and announcements

• Did not address systemic issues of homophobia and heterosexism

• Space where non-queer students may demonstrate values of inclusion and support for queer family and friends

• Helped to address isolation• Safe space for whom?

GSA: Connection to school and community

• Provide school wide events for staff training

• Incorporate diversity forums for community and school

• Promote positive approaches to provide inclusion rather than victimization

• Sustain broader support through partnerships

GSA: PART OF BROADER SCHOOL EFFORT FOR CONSCIOUSNESS RAISING

• Institute Safe Schools Task Forces of staff, parents, and students

• Implement “diversity days” or used school surveys to assess school climate

• Create policies to address homophobic bullying, student's rights law, domestic partner benefits, and topics in curricula, etc.

The Legacy Project Lesson Educational Outreach – Resources/Networking

Group Processing

How have your personal beliefs been impacted?

How will you advocate for GLBT adolescents/families?

CLICK on the following link:

https://www.surveymonkey.com/s/DTDH3QS

Conclusion

Address Ignorance or Lack of

UnderstandingThrough Education

Dr. Gerri Spinella, Director The Legacy Project Chicago, Walden University

gerri.spinella@gmail.com; 8477692288

Victor Salvo.Executive Directorvictorsalvo@legacyprojectchicago.org312.608.1198

Dr. Gabriel Gomez, Editor sicoitver@gmail.com