The Truth About Gay and Lesbian Issues in the Public Schools

The Oversight and Investigations Subcommittee has announced its intention to hold a hearing on Parental Involvement in Social Issues in Education and a number of allegations have already surfaced in anticipation of these hearings. Some are general -- that our public schools are filled with teachers and counselors who are "recruiting" for the homosexual movement -- and others are more specific, dealing with particular programs in use in the schools. It is vital that anyone seeking the truth --- Members of Congress, the media, the public, and particularly parents of schoolchildren --- go to the appropriate place for the truth: the curricular materials, the teachers and the counselors themselves. Only in that way can they determine exactly what is being taught and what programs are in place.

In recent years, a number of public school districts have instituted programs that include discussion of homosexuality. Local communities have chosen to incorporate these programs because they meet the needs of students. School board members, administrators, counselors and teachers have responded because gay, lesbian and bisexual students are under attack, and young people are being lost. They suffer from isolation and fear. They are harassed, verbally and physically, by their peers. They are beaten and raped. They have higher rates of drug and alcohol abuse. They drop out of school at higher rates. And, most critically, government reports document that approximately 30 percent of teen suicides occur among teens who are gay, lesbian or bisexual, or who are struggling with sexual orientation issues. American educators have identified the need and have worked with health care professionals, parents and others concerned about this problem to develop programs to help gay, lesbian and bisexual (g/l/b) students and to ensure a safe and supportive educational environment where all students can develop their potential. The goals of these programs are several: to fight violence, discrimination and harassment against students who are gay or are perceived to be gay; to fight prejudice; to provide comprehensive sexuality education and AIDS education (often mandated by state law); to provide support to students who may be struggling with sexual orientation issues; and to provide accurate and complete information to students.

This backgrounder examines, in brief, some of the programs currently in the schools. It provides an overview of the types of programs in place in the schools, and attempts to respond to some of the deceptive allegations of the opponents of these programs, the most prominent of whom is the Rev. Lou Sheldon, Chairman of the Traditional Values Coalition. The allegations are most often based on partial truths about elements of programs that have been taken out of context. This backgrounder attempts to provide that context. Full descriptions of the programs themselves, however, have been made available to members of the committee, and it is only by reviewing the full context -- the curriculum, mission and purpose statements and evaluations -- that one can have the full picture of how these programs operate.

Since 1984, the School District of Philadelphia has sponsored a staff development program for educators titled "Equity in an Era of Diversity." The program examines the issues of "sexism, racism, heterosexism and ableism." The program's rationale states:

There is an emerging need for the School District to develop a comprehensive program to assure that our schools and staff ensure an atmosphere in which all children, regardless of race, gender, socioeconomic background, disability, language, or sexual orientation, can develop their full potential.

In the staff training, along with units on diversity in general, and sexism, racism, and prejudice based on disability, teachers discuss the prejudice against gay men and lesbians and how to counter its effects on students, gay and straight. Participants have the opportunity to learn to identify stereotyping; understand the effects in the educational setting of behavior based on prejudice, stereotyping and power relationships; and to explore strategies to reduce prejudicial behaviors and to instill an appreciation of differences.

An evaluation of the program in a recent school year included the following comment from a participant:

What I found disturbing was the attitude that some people held that this issue does not belong in the Public Schools of Philadelphia. Whether we like it or not, there are homosexual students in our classes. Their feelings have to be heard and their needs met to the best of our abilities.

Another participant reported:

I still don"t think I can approve of the lifestyle but I can appreciate the need to be sensitive to those who are homosexual.

In Washington State, the Safe Schools Coalition Anti-Violence Documentation Project reports on incidents of violence against gay and lesbian students. The incidents include verbal and physical harassment (including tearing off of clothes and throwing of objects), physical assaults (including serious beatings) and gang rapes of children and teens. While this is not a school based-program, it provides vital information to educators who are working to counter prejudice in the public schools. The descriptions of the treatment of children as young as 10 and 12, based solely on the perception that they might be gay or lesbian, are chilling. Thirty-four agencies and a number of private individuals are involved in the Safe Schools Coalition, including the Washington Education Association, American Friends Service Committee, and the Seattle-King County Department of Public Health. The Coalition's Anti-Violence Documentation Project also provides recommendations for creating safe schools.

In the St. Paul public schools, the "Out for Equity" program provides voluntary support groups for gay and lesbian students in three schools. The program's materials make quite clear that it is not a part of the curriculum, it is completely voluntary, and there is no recruiting or advocating of homosexuality. The rationale for the group states, in part:

The experience of gay, lesbian and bisexual youth by self report and research available is one primarily of isolation and fear. . . [T]his project will strive to improve the quality of life and educational experience of lesbian, gay, and bisexual youth, as well as improve school climate for all those involved.

Since 1985, Project 10 has been implemented in nearly fifty high schools in the Los Angeles Unified School District (LAUSD). Contrary to Sheldon's allegations, the project is not intended to recruit students but to provide support for students who are struggling with sexual orientation issues. A recognition of gay pride month or the holding of a gay prom for students who would be harassed for taking a same sex date to the prom does not promote homosexuality, but it may keep a student in school who would otherwise drop out, or save a teenager from being attacked by his or her fellow students.

Project 10 focuses on dropout prevention, prevention of violence and harassment of gay and lesbian students, and suicide prevention. As the Los Angeles school district has recognized the very severe pressures brought to bear on students struggling with these issues, it has provided support. And the results have been positive. Gay and lesbian students have stayed in school, and violence and harassment have decreased.

The governor of Massachusetts has enacted by executive order, a "Safe Schools Act" because of a desire to protect gay and lesbian students who were threatened with violence and harassment. The findings which led to the passage of this Act included the following:

Public health and educational research has documented that gay and lesbian students and other students dealing with sexual identity issues face increased risk of violent victimization, harassment, and discrimination, impeding their ability to do well in school. In addition, due to their low self-esteem, lack of support, and family difficulties, some of these students may be at greater risk for alcohol and other drug abuse, suicidal behavior, infection with HIV and other sexually transmitted diseases, and homelessness.

The state Board of Education voted to adopt a set of recommendations designed to improve the safety of schools and school-based support services for g/l/b students. They include encouraging schools to 1) develop policies protecting g/l/b students from harassment, violence, and discrimination; 2) develop training for school personnel in violence prevention and suicide prevention; 3) offer school-based support groups for g/l/b and heterosexual students; and 4) provide school-based counseling for family members of g/l/b students.

In Minnesota, the State Department of Education has developed a publication titled Alone No More: Developing a School Support System for Gay, Lesbian and Bisexual Youth, that addresses the need to create safe and healthy school climates for gay, lesbian and bisexual students. It is a resource for educators, not a curriculum and not a "how to" manual on sexuality. As did the state of Massachusetts, Minnesota recognized the isolation and fear, the harassment and abuse suffered by g/l/b youth, and made a commitment to respond to this need.

Sheldon's comment on the Minnesota publication is that the state has "prepared guidelines to do nearly everything the National Education Association suggests." To the extent that both the NEA and the state of Minnesota have committed to trying to prevent harassment, discrimination and abuse of g/l/b youth, Sheldon is correct. In this case, it is his characterization of this as somehow wrong that is in error.

The programs at issue in these hearings provide the following to students: A discussion of the harm done by prejudice and bigotry, a plea to treat fellow students with respect regardless of sexual orientation (their own or that of family members), a recognition that others -- even a few well-known historical figures, or writers or performers -- were or are gay or lesbian, a "safe space" in which to discuss one's concerns about sexuality issues. The programs do not promote homosexuality, they are not used to recruit students to homosexuality. They may, in fact, prevent a child's death either by his or her own hand or by others viciously acting out their own prejudice. In a society that persecutes, harasses and condemns those who are or who are perceived to be gay and lesbian, or even those who question their sexual orientation, it is inconceivable that responsible educators could be accused of promoting and recruiting. As the mission statements of so many of these programs state, students are suffering, physically and emotionally, and caring teachers and counselors want to reduce that suffering in whatever responsible way they can. It is unconscionable that a political movement -- particularly one that claims to represent God and family -- is perpetuating prejudice and bigotry by vilifying these educators for their caring and compassion.