Assignment task:
Opening Case Study
Janice Hall was quite surprised when Amy and André asked her to serve as the faculty sponsor for the gay-straight alliance (GSA) club that they planned to organize. She was heterosexual and knew very little about the history and experiences of LGBTQI+ people. Amy and André explained that she was one of the few teachers in the school who had posted a "safe space" sticker on her classroom door, and she was always willing to listen to them. They knew a number of students who were questioning their sexual identity and who could benefit from a supportive group where they could be themselves and openly discuss issues related to their sexual orientation or their gender-nonconforming identity. As openly gay students, they had faced harassment at school and in the community and thought that a GSA could help them learn more about their identities and be able to deal with the prejudice and discrimination they felt. "What an honor to be asked to join you in this important work," Ms. Hall responded, "but I need to learn more about a GSA and what will be required to make it successful and supportive of the LGBTQI+ students in the school. Could we meet after school tomorrow to discuss the next steps?"
Ms. Hall realized immediately how valuable the club could be to LGBTQI+ students. It could also help educate other students and hopefully reduce, if not eliminate, the prejudice, discrimination, and harassment against them in the school. She knew that the goal was ambitious and could be difficult in this very conservative community that was located in a state with "no promo homo" laws that forbid teachers and staff from discussing LGBTQI+ issues in any positive way. She did know that the students would need to seek approval for the establishment of the club and that neither the school administrators nor the school board could deny their request according to the Equal Access Act of 1984.
When Ms. Hall met with Amy and André again, they brought two other students who were supportive of establishing a GSA. The students outlined their initial goals: making the school safer for LGBTQI+ students, combating anti-LGBTQI+ attitudes, and educating the community and politicians about the need for inclusive schools and LGBTQI+ rights. They wanted the curriculum to include LGBTQI+ people and address the issues that they face. They also wanted to work with state politicians to pass legislation to prevent discrimination based on sexual orientation and gender identity and expression. They understood that these goals might be long-term and that they could face resistance from school officials and the community, but they agreed that it would be worth the struggle. The students said they would talk with other students they thought would be interested. In addition, they would conduct research on the school's requirements for starting a club; for example, they might need to write a mission statement. Then, they would set up a time to meet with the principal about formally establishing the club.
Reflect:
1. Why do Amy and André want to start a gay-straight alliance at their school?
2. Most schools require a club to have a faculty advisor. Why did Amy and André approach Ms. Hall about advising the GSA that they wanted to start?
3. If you had agreed to serve as the faculty advisor for a GSA and the school principal told the students that he would not grant permission to establish the club, what advice would you give the students? (Check online for ACLU's "How to Start a Gay-Straight Alliance (GSA)" for assistance.)