Introduction
LGBTQ+ adolescents face well-documented health disparities in suicide risk, substance use, and sexual health. These disparities typically stem from negative stigma directed toward LGBTQ+ youth in the form of minority stressors such as violence, discrimination, and harassment. Given the proportion of time that LGBTQ+ students spend in school, schools should provide a comfortable and safe environment to improve the health and wellbeing of these populations.
As DiPietro (2012) wrote, “…for closeted LGBTQ+ students…trying to mask their identities; monitoring their classroom speech; using gender-neutral pronouns; avoiding mention of revealing names, places, and websites; and otherwise censoring their speech and writing…diverts cognitive energy away from the real focus of the classroom—delving deeper into content—and can translate into unrealized learning potential.”
Here are ways we can foster a more inclusive LGBTQ+ learning environment
Familiarize yourself with current LGBTQ+ terminology. Language is constantly evolving and is context-dependent. For example, queer was used as a slur against people who were LGBTQ+ but has more recently been reclaimed by some, but not all, in the LGBTQ+ community. Being respectful to students and refraining from using LGBTQ+ jokes is essential in ensuring that these individuals are comfortable in their environments. Remember that it never hurts to ask a student or a classmate first. If you do use a word inappropriately, humbly correct yourself on the spot. Then help correct others, in a positive manner.
Assess the course content of the education curriculum. Incorporate LGBTQ+ history, current events, and LGBTQ+ people who have contributed to your field into course content and assignments where applicable. Seeing their identities reflected in course content sends a powerful message that they belong in this class and major/field of study.
Be mindful of pronouns. Put the pronouns you use on your email signature and beside your name during Zoom meetings to avoid being misgendered. Doing so signals to individuals that you are sensitive to identities outside of the gender binary.
Concluding Remarks
It’s not enough to tell students that they will be accepted for who they are. We must show them, in the literature we read, in the language we use, and in the way we invest our resources, that we are a deeply connected society made up of different voices and perspectives that all deserve to be seen, heard, and respected. Shying away from these topics will strengthen the discrimination present amongst LGBTQ+ students. Note that there is nothing wrong with making mistakes as long as you are open-minded enough to correct them.
As educators, students, allies, and change-makers, we should consider it our greatest responsibility to create school communities that are more equitable and more inclusive. In doing so, we are changing — and maybe even saving — the lives of the youth, especially the LGBTQ+ community.
References
Written by Althea Ocomen from Manila City, Philippines
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