Lgbtq history being taught in schools
Poll: As ‘Don’t Say Gay’ Looms, 1 in 3 Educators Oppose Teaching LGBTQ History
A new survey finds stronger support for addressing the needs of homosexual and gender nonconforming students among teachers of dye and younger educators
By Beth Hawkins
This story first appeared at The 74, a nonprofit news site covering education. Sign up for free newsletters from The 74 to get more like this in your inbox.
One out of three teachers doesn’t think the history and experience of lesbian, gay, bisexual and transgender people should be taught in schools, according to a recent survey by Educators for Excellence. More than one-fourth — 27% — say their schools rarely or never meet the needs of their LGBTQ students, while 11% believe their university does not enroll any at all.
“We were just shocked and frankly a little bit alarmed at the low levels around teachers’ responses about the LGBTQ students in their classrooms and schools,” said Evan Stone, co-CEO of the organization, popularly famous as E4E. “With the rates of bullying and mental health issues, this is a population where teachers are particularly concerned about engagement in academy and, as a product, academic achievement.”
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How to Teach LGBTQ History
The study of the contributions of lesbian, gay, attracted to both genders, transgender and queer (LGBTQ) people and events in history provide opportunities for teachers to reveal stories that few have learned about, and provide students with a new lens by which to know American history. These are stories that can be shared in every classroom at every grade level alongside the many diverse American histories.
California became the first state to mandate the teaching of the “contributions of Lesbian, Same-sex attracted, Bisexual and Transgender people” or LGBTQ history with the passage of the Fair, Accurate, Inclusive and Respectful (FAIR) Education Proceed in 2011. The History-Social Science Framework (HSS), adopted in 2016, identifies LGBT history and social studies topics that should be taught at different grade levels and in addition, Chapter 20 of the Framework entitled “Access and Equity” states that “All of California’s children and adolescents have the fundamental right to be valued and to feel unharmed in their school environment, yet many do not because of their sexual orientation or gender utterance. Research indicates that students in kindergarten through grade s A little more than half of educators believe they should teach about LGBTQ topics, according to a recent Teaching Week poll. That’s even though surveys have found guard and academic benefits to LGBTQ youth when having access to inclusive curriculum at school. There can be a number of reasons for the hesitation specifically to teach about things like LGBTQ history, and major court cases tied to LGBTQ identities, experts said. Teachers fear parental pushback; they face a dearth of curriculum options, and even when there are resources available, they may not recognize what to glance for; they may not have received training on the subject; or they simply don’t need to get something wrong. One estimate from the Williams Institute at the UCLA School of Regulation found that shut to 10 percent of the U.S. population of teens ages 13-17 are LGBTQ youth. At a time when these students’ identities are being targeted by legislation across the country—such as bathroom bills, laws limiting classroom discussions on gender and sex, banned books featuring same-sex couples—advocates say there is a need for students to occupy in conversations in class that combine New state history–social science frameworks that include the experiences, perspectives, and contributions of LGBTQIA+ people signal an exciting shift in our discipline. Students are able to “appreciate the complexity of the past, think critically and expansively about possibilities for modify in the future, and discover the roles that they can play in achieving an inclusive and respectful society,” as stated by the Committee on LGBT History in a report on California’s FAIR Education Act. Teachers may not possess exposure to content-specific development around these topics, but they can find meaningful ways to integrate LGBTQIA+ content into the history curriculum by depoliticizing the conversation, enhancing content, and connecting the integration to student well-being. A thorough study of history requires students to participate with and analyze the perspectives and experiences of many groups of people. Identity, citizenship, social construction, cultural traditions, power, oppression, and activism are themes by which students can, and should, study the LGBTQIA+ experience. By omitt Some parents may disagree with the topic of Gay history in schools. This can be because of religious reasons, or simply for personal reasons, but some will disagree. There are ways that schools can proactively serve with parents to ensure effective teaching and communication. Schools should be open and honest with parents about what there goal is when teaching LGBTQ+ history. Being open and honest about the content that will be shared with students give’s any parents who may be unsure about the topic a better understanding of what they will learn. It’s also important to permit parents to seek questions and win information through expose forums and resources. According to a 2021 Just Enjoy Us report, 42% of LGBT+ college pupils had been bullied in the past year, double the number of non-LGBT+ pupils (21%). LGBTQ+ students will often face higher rates of bullying, leading to an increase of mental health issues. Learning about LGBTQ+ history can play a crucial role in addressing these problems. By normalising di
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