Creating Inclusive Schools for Sexual Minorities: Professional, Ethical, and Legal Contexts for Educ

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Creating Inclusive Schools for Sexual Minorities
Professional, Ethical, and Legal Contexts for
Educators

• André P. Grace
• Sarah-Jane Flynn
• Institute for Sexual Minority Studies and
  Services (iSMSS)

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Introduction Overview

• Why educators might avoid sexual-minority issues
  and concerns
• Health safety concerns of sexual-minority youth
• What the research says
• The matter of youth resiliency
• Law, legislation, and policy
• What one educator can do
• iSMSS Contact Information

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Why educators might avoid sexual-minority issues
and concerns

• Personal discomfort
• Lack of knowledge
• Fear of parental reaction
• Lack of administrative support
• Private moral objections (religious or secular)
• Ignorance of ATA policy around mandated ethical
  professional practice

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Health Safety Concerns of Sexual Minority Youth

• Invisible minority groups
• Disproportionate targets for violence and
  victimization
• Coming out at younger ages
• Street involvement
• Suicide and Suicide Ideation
• Lack of knowledge of sexual health and safety

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Research on Sexual-Minority Youth in our Schools

• - Truancy or dropping out
• - Drug and alcohol abuse
• - Increased peer victimization
• - Withdrawal from social and school activities
• - More experiences of dating violence
• - Significantly higher rates of bullying and
  sexual harassment
• - Running away from home
• - Turning to prostitution and/or living on the
  streets
• - Depression and/or increased suicide ideation or
  suicide attempts
• (Bagley Tremblay, 1997 Grace Wells, 2001,
  2004, 2005
• McCreary Centre Society, 1999 Ryan Futterman,
  1998 Wells Tsutsumi, 2005
• Wells, 2006 Williams, Connolly, Pepler, Craig,
  2003 2005 )

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Resiliency Sexual-Minority Youth

• - Positive representations
• - Family community acceptance
• - Positive peer school relationships
• - Sexual-minority support networks
• - A variety of coping strategies (resiliency
  mindset)
• - Higher self-esteem/social-esteem

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Law, Legislation, and Policy

• - Alberta Human Rights, Citizenship and
  Multiculturalism Act (1998) Vriend decision -
  April 02, 1998
• - ATA Professional Code of Conduct (1999/2003)
• - ATA Declaration of Rights Responsibilities
  for Teachers (2000/2004)
• - The Alberta School Act Section 45 (8) (2000)
• - Canadian Charter of Rights and Freedoms
  Section 15 (1) Individual rights and accommodation

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More on ATA Policy

• In 1999 ATA amends Code of Professional Conduct
  to include protection against discrimination
  based on sexual orientation
• In 2000 ATA adds the same protection to
  Declaration of Rights and Responsibilities for
  teachers
• In 2001 ATAs establishes the Sexual Orientation
  Gender Identity DEHR subcommittee
• In 2002 SOGI link added to the ATA website

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More on ATA Policy

• In 2003 ATA amends Code to include protection
  against discrimination based on gender identity
• In 2004 ATA adds the same protection to the
  Declaration of Rights and Responsibilities
• In 2005 ATA passes a resolution to support the
  establishment of GSAs in Alberta High Schools
• In 2006 ATA passes a resolution respecting
  same-gender nuclear family units

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More on ATA Policy

• In 2006 ATA also passes resolutions urging
• The Department of Education to include a focus on
  sexual-minority issues in curricula and
  educational resources
• Alberta School Boards to develop district
  policies focusing on the health and safety of
  sexual-minority youth, teachers, and staff
• Faculties of Education to include curriculum and
  instructional strategies in their teacher
  preparation programs that focus on sexual
  orientation and gender identity in
  age-appropriate ways in Alberta classrooms and
  schools

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Concluding Perspective What Can One Educator Do?

• Create ethical pedagogies
• Announce and denounce conditions of symbolic and
  physical violence
• Use inclusive language
• Display affirming symbols and images
• Examine your own biases and prejudices
• Engage in personal reflection and education

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iSMSS Contact Information
For further information, please contact the iSMSS
APO, Sarah J. Flynn sjflynn_at_ualberta.ca