Reflection #2: LGBTQ issues and gay-friendly pedagogies in context
Rebecca Jot: Reflection #2:LGBTQ issues and gay-friendly pedagogies
Option 1: Reflect on a context
“…one must also accept that sexual identities may become salient in the classroom and influence language learning and acquisition processes.” (Paiz (2019) Queering Practice: LGBTQ+ Diversity and Inclusion in English Language Teaching)
I would like to use this reflection to address concerns in my current place of work, specifically the reality for LGBTQ students. As I stated in my setting the stage assignment for Ed Research, “my school is a public 9-12 high school with a student body numbering 726 in 2019. Of those who reported ethnicity 76% of the students are classified as White; 13% are latinx; 9% are two or more races; asian 2%; black 0%; native American .4 %. 21% of students come from economically disadvantaged households. US News and World Reports classifies the school as being in a fringe rural setting. Most departments offer AP courses in their subject area. There are many school sponsored sports and performing / visual arts programs available to students. The vast majority of teachers are white and many of them graduated from the school. Buildings and facilities are all in good repair. Classes range in size from 15 to 36 students. The District loans out textbooks and Chromebooks to all students. Classrooms have Apple TV’s and projectors. There is stable internet connection via Wifi.” Most of the students I teach are sophomores (age 15). Our school promotes the respect of every student to express their gender as they choose. If a student who is nonbianary or transgender chooses to go by another name, they can request that the school change their name in all documentation, correspondence, and on the learning management platform. One of the student organizations on campus is the Gay-Straight Alliance (GSA).
What do students say if they want to be seen as queer? I’ve hear the expressions gay and big gay to self-define.
What do students say if they want to be seen as straight? In my experience they say nothing as in this school population straight is considered the ‘default’.
What do they say if they want to be seen as nonbinary? My pronouns are they/them.
Transgender? I have not encountered any transgender young women at my school, but I have had a transgender young man in class: their pronouns are he/him/his.
Why/when do they want to be seen as gay? The gay guys I had in class felt no need to mention anything about being gay other than to ask if they could sit together. It was obvious they were romantically involved for a bit, so while they were dating they wanted to be seated next to one another.
To my knowledge, I have only had one young person who identified as lesbian. She approached coming out to me in a gradual manner by hinting at being lesbian. For example, she asked if I had seen the French film, “Blue is the Warmest Color”. I said I had and that I had found it tragically beautiful. Some days later she brought up another program, Gentleman Jack. And again we chatted about this excellent show as well. Several days later, she asked if she could add something to her self-portrait hanging with those of the rest of the class on our classroom wall. I told her I was surprised that she asked, as it was her drawing and she could add whatever she liked. She proceeded to add the words “big gay”.
How safe do you think your school is for LGBTQ students?
The following are a series of emails I sent to the school psychologist concerning two of my students: one person who is nonbianary, and another who is a transgender male. I feel these messages clearly illustrate the types of concerns that arise when students are struggling to find representation in their school community.
Hi D,
I’m slightly concerned about my French 2 student , K. A little background: K. prefers the pronouns they/them, prefers to be called K. (as opposed to their given name, A.) and proudly wears their non-binary flag ball cap and hoodie almost everyday. I’m prompted to request an intervention for them with you as over the last week I have observed the following new behaviors, attitudes, and comments:
-When asked how they are doing they say they are tired. Every time I ask. And that they are not getting enough sleep.
-They generally are letting self-hygiene slip: hair unwashed – hoodie unwashed.
-On Friday, Oct. 4th at the end of 6th period they waited behind, slowly packing up. All the other students had left and the classroom door was open. I asked them how they were doing and they said they were preoccupied and worried about a friend who has suicidal tendencies and is currently not doing well. I suggested K. come see you. As they were leaving they asked, “Could I get a hug?” I shake hands with all my students everyday as they leave class, but did give K. a brief hug following this request.
Could you let me know when you manage to talk with K? Also, if you have advice for me, I am entirely open to feedback.
Thanks so much.
R-
Wed. Sept. 12, 2018
Hi D,
I’m contacting you because I’m concerned about R. He is a senior in my French 3/AP class. For the past few classes he has been withdrawn and given to responding with 1-2 word answers. He has chosen to draw in his sketchbook more than do his work. On Monday I asked him to stay after class for a minute to check in. I wanted to confirm that my use of male pronouns was what he wanted. He said that I was using the pronouns he wanted but that the other AP student was “purposefully using feminine pronouns when it’s obvious to everyone else that I identify as male.” Today was much the same and he even came to sit in my classroom during lunch. He did not want any food and also was not open to talking. I asked if he had talked to anyone and offered to meet with him after 6th period AP French, but he did not stay to talk . He did mention that he has been feeling ‘foggy but that that is how I’ve felt all year anyway. ‘
I’d appreciate any intervention, or advice you could offer. Something is not okay for him but I’m not sure what to do next.
Thanks,
R-
Thurs. Sept. 13, 2018
Thank you, D.
I did not realize that S. had left the school. I thought he just wasn’t taking French. I remember meeting him and R. last year when I came to observe their classes. R. was smiling then and is not now.
I think the pronoun issue was more of a misunderstanding as I have not witnessed what I would consider ‘teasing’. I have witnessed one occasion on which the other student kind of hesitated before using the female pronoun to refer to R. Yesterday during a short break in class when R. went to the restroom, I spoke briefly to the other student to say that it’s really important that we use the male pronouns with R. And he nodded his agreement.
On Monday I asked R. if he experienced disregard for his identity in French class or outside of class and he said sort of both. I asked him if he wanted to change seats. But he wants to sit with the only other AP student.
I teach MWF and can easily meet after school on those days.
Thanks for your support.
R-
A few steps I have taken to provide an LGBTQ inclusive classroom:
Ask students, “What are your pronouns?”
State “I’m going to call roll. I’d like you to reply in French. If you identify as female, answer présente (I should hear a ‘t’ sound). If you identify as male or nonbinaray, answer ‘présent’. (no ‘t’ sound at the end. It just ends in a nasal sound.)”
On my Zoom ID “ Madame Jot (she/her/hers)” in hopes of encouraging others to do the same.
Ensure that the Linguistic Landscape of our classroom communicates allyship.
Educate myself.
Additional areas to address:
Supplementing our textbook with materials that help to include all voices.
Hi Rebecca, thank you for sharing! I really appreciate your reflection on your context because you have the unique perspective of being in the public school setting for many years and are currently in that setting as well.
It was really interesting how one student slowly came out to you as she tested the waters so-to-speak. It reminded me that seemingly innocent or innocuous conversations with students, like you had about the two movies, were actually much deeper and important. It is a good reminder to us as educators that the conversations we have with students matter. We must always be mindful of what we say and how we say it.
I think your concerns about what you can do is one we all share. I think your actions certainly showed the students you cared and you are dedicated to having an inclusive environment. They clearly saw your classroom as a space of refuge. However, it never feels like enough, and sadly we can’t protect our students from everything that lies outside of our classroom walls.
Rebecca,
Thank you so much for your reflection. There is a lot I could say about your post. I want to say that as a member of the LGBTQ+ community, I have never heard of the term “big gay”, but it is interesting to read more about this. I am guessing it quite colloquial and most likely started in the K-12 context. As a high school educator, you are creating impactful change for your students. I always have so much praise for many high school and middle school teachers, because as you are very aware, many issues arise within the school context that are not necessarily educational related. Teachers truly have to be an effective and supportive leader for this context and help students through their educational and developmental process. As Miranda also mentioned, just creating and engaging in conversations around certain subjects with students either individually or as a group, can create such a huge and meaningful impact (one that the educator may never be aware of).
Hi Miranda,
Thank you for your comments. I apologize for the delayed reply.
You make a good point about how sometimes – or even often times – teaching/learning happens outside of our plan. And sometimes with students that are from other classes – just passing by in the hallway or stopping in during lunch or brunch.
It will be nice to add more supportive imagery to the classroom once we are able to go back and also to check in with the Gay-Straight Alliance on campus.
Hi Josh,
Thank you for your comments. I feel very fortunate to have access to all of the content and discussions we are able to have in this class. There are several new actions I’d like to take in making my classroom more inclusive. And although they may seem small with each step forward I think further actions will naturally become apparent.
Hi Rebecca – I agree with Josh and Miranda – I read your reflection as if I were reading a novel. I was deeply moved with the exchange you had with the student who came out to you. Also, thanks for sharing those letters. I think your reflection does an amazing job displaying your school, your classroom and your students…
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This article thoughtfully addresses an important aspect of inclusive education. As someone who’s seen how LGBTQ students thrive in supportive environments, I appreciate the focus on real-world classroom dynamics. It reminds me of the inclusive resources I’ve found on wacky flip, which also emphasizes creating safe spaces for all learners. The data on student demographics adds valuable context to the discussion.
This article offers important insights into LGBTQ inclusivity in education. It’s refreshing to see discussions on how identity impacts learning, as these nuances are often overlooked. For educators seeking more resources, wacky flip has thoughtful content on inclusive pedagogies. Keep up the meaningful work!
This article offers valuable insights into LGBTQ-inclusive education. As an educator myself, I appreciate how it highlights the real-world challenges these students face. It reminds me of how important safe spaces are in schools. For more on inclusivity, fish eat fish has some great resources on creating supportive environments for all learners. The demographic breakdown really puts these issues into perspective.