Rural Lgbtq Youth: Starting a Gsa

RURAL LGBTQ YOUTH: STARTING A GSA

A Project

Presented to the faculty of the Department of Graduate and Professional Studies in

Education

California State University, Sacramento

Submitted in partial satisfaction of the requirements for the degree of

MASTER OF ARTS

Education

(Curriculum and Instruction)

Megan Catherine Haas

SPRING 2018

Megan Catherine Haas

RURAL LGBTQ YOUTH: STARTING A GSA

A Project

Megan Catherine Haas

Approved by:

______, Committee Chair Frank Lilly, Ph.D.

______Date

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Student: Megan Catherine Haas

I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project.

______, Graduate Coordinator Albert S. Lozano, Ph.D

______Date

Department of Graduate and Professional Studies in Education

Abstract

RURAL LGBTQ YOUTH: STARTING A GSA

Megan Catherine Haas

The United States historically oppresses marginalized people. The Lesbian, Gay,

Bisexual, Transgender and Questioning (LGBTQ) community is an example of an oppressed group. Activists groups such as the Mattachine Society and the Daughters of

Bilitis have been fighting for equal rights since the 1950’s, and LGBTQ people still face oppression. In the educational system, LGBTQ students often feel unsafe to attend school for fear of being victimized, harassed and unsupported. LGBTQ youth experience higher rates of absenteeism, suicidal thoughts, depression and substance abuse (Kann, et al., 2016). Rural youth are even more likely to experience victimization because of because of the high intolerance of homosexuality and conservatism in these communities (Kosciw, Greytak, & Diaz, 2009).

Starting a successful gay straight alliance is one essential solution to providing support for LGBTQ students. A gay straight alliance helps to build tolerance on a school campus, provides support for LGBTQ youth and allies, and builds self-efficacy in a group of students who generally do not feel supported.

The handbook designed in this project provides a heuristic of how to start a GSA.

It suggests activities for building relationships between students to create safe space for

LGBTQ students and their allies. The handbook provides essential information on getting started, recruiting members developing goals for what to accomplish in the first few meetings.

______, Committee Chair Frank Lilly, Ph.D.

______Date

DEDICATION

I would like to dedicate this project to my mother Janet Haas. Thank you for always believing in me and reminding me that I can succeed with hard work and patience. Also, to my LGBTQ students who inspired this work and continue to amaze me each day with your passion and resiliency.

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ACKNOWLEDGEMENTS

I would like to thank Dr. Lilly for believing in me when I did not always believe in myself. Your encouragement and advice guided me through my project and kept me sane. My brother Tim Haas, you kept me calm during my highest points of frustration.

Patricia Frerking thank you for your guidance and patience as you read my project.

Lastly, thank you Grandma Jeannette for being my first student when I told you I wanted to be a teacher at three years old. You did not make it to see me walk the stage, but I know you are cheering me on from above.

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TABLE OF CONTENTS Page

Dedication……………………………………………………………………………..vii

Acknowledgment……………………………………………………………………..viii

List of Tables …………………………………………………………………………..xi

List of Figures………………………………………………………………………….xii

Chapter

1. INTRODUCTION…………………………………………………………………...1

Background……………………………………………………………………...1

Statement of the Problem………………………………………………………..2

Purpose of the Project…………………………………………………………...5

Theoretical Framework……………………………………………………...... 5

Benefits of a Gay Straight Alliance …………………………………………….7

Misconceptions ………………………………………………………………....7

Limitations …………………………………………………………………...…8

Definitions of Terms …………………………………………………………....8

Organization of Thesis ………………………………………………………….9

2. LITERATURE REVIEW ………………………………………………………….10

Introduction ……………………………………………………………………10

Oppression and Discrimination in America……………………………...... 10

Gay Rights Movement………………………………………………………….14

Similarities and Differences in Rural and Urban LGBTQ Youth…………...... 17

Negative Effects of Homophobia………………………………………………19

Gay Straight Alliance ………………………………………………………….21

Bullying and Harassment of LGBTQ Students in School …………………….22

Theoretical Framework………………………………………………………...24

Social Emotional Learning …………………………………………………….29

Conclusion…………………………………...... 31

3. METHODOLOGY ………………………………………………………………...32

Introduction ……………………………………………………...... 32

Purpose ……………………………………………………………………...... 32

Settings ……………………………………………………………………...... 33

Participants…………………………………...... 33

Steps Taken to Design the Project ……………………………………………..34

Description of the Project …………………………………………...... 35

Conclusion ……………………………………………………………………..36

4. CONCLUSIONS, LIMITATIONS, RECOMMENDATIONS AND

REFLECTIONS ………………………………………………………...... 37

Conclusions…………………………………………………...... 37

Limitations ……………………………………………………………………..38

Recommendations and Reflections………………………...... 39

Appendix A. A Middle School GSA Handbook ………………………………...... 41

References...... 71

LIST OF TABLES Tables Page

1. Types of GSAs………………………………… ... .………………………… 60

LIST OF FIGURES Figures Page

1. Theoretical Framework Connections……… ...... ……………………………28

2. Types of GSAs……………………….………………………………………..62

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Chapter One

Introduction

Background

The fight for equal rights in the Lesbian, Gay, Bisexual, Transgender, and

Questioning (LGBTQ) community has been an excruciatingly long and enduring fight.

During the early 1950’s, the Mattachine Society was started by Henry Hay Jr, in order to address the fact that homosexuals are not mentally ill but an oppressed minority (Ashley,

2015). By 1964, the Civil Rights Act made it illegal to discriminate based on race, color, religion, sex and natural order (Fejes, 2008). Discrimination of homosexuals still occurred and the Civil Rights Act did not protect them because society did not see them as a minority.

However, in the 1960’s, the Civil Rights Movement began with the idea of equal rights for all oppressed groups. Concurrently, women were fighting for equal rights and liberation. Women’s rights, civil rights and gay rights movements shared similar ideals of fair treatment and equality for all oppressed groups (Poindexter, 1997). In 1965, civil rights activists and gay rights activists marched in Washington D.C to protest the ban on hiring homosexuals. Then in 1969, police raided a gay club called Stonewall Inn.

Patrons and other demonstrators grew fed up over police raids on gay clubs and started fighting back. It was not until 1970 that homosexuals were viewed as a minority group.

In 1977, Harvey Milk was the first gay person elected to a public office in the country. As a Board Supervisor in San Francisco California, Milk started a pro-gay rights campaign (Russo, 2006). Milk and other gay rights activists worked relentlessly to

2 stop the passage of Proposition six, which would have banned homosexual teachers from working in California public schools (Fejes, 2008).

In 1984, President Ronald Reagan passed the Federal Equal Access Act. This law states that if a school allows one extracurricular club, they must allow all. The law originated with Christian parents who wanted their children to be able to hold religious clubs on school campuses. Ironically, this law allowed LGBTQ students to hold gay straight alliance (GSA) clubs on campus. One of the first GSAs began at Concord

Academy High School in Newton Centre, Massachusetts. As of 2013, according to the

Gay Straight Alliance Network, there were about 900 GSA’s in California, of which only

40 are in middle schools (Gay Straight Alliance Network, n.d.).

Statement of the Problem

Bullying and harassment are prevalent problems among middle school students who are gay, lesbian, bisexual, transgender and questioning (LGBTQ). In a national survey administered by, the Gay Lesbian and Straight Education Network (GLSEN),

57.6% of LGBTQ students feel unsafe at school (Kosciw, Greytak, Giga, Villenas, &

Danischewski, 2016).

When students feel unsafe at school, they are prone to chronic absenteeism, lower grade point averages, suicidal thoughts, depression, and substance abuse. In rural communities, LGBTQ youth are more likely to face discrimination and harassment than those in urban areas due in part to isolation, as rural communities tend to offer fewer supports for LGBTQ youth. Rural students are also more likely to have higher rates of absenteeism, suicidal thoughts, depression, and substance abuse (Kann, et al., 2016).

The U.S. Department of Human Services Center for Disease Control and

Prevention (CDC) developed the Youth Risk Behavior Surveillance System (YRBSS) to survey high school students about risky health related behavior (Kann, et al., 2016). The latest survey administered in 2015, surveyed 15, 713 students from fifty states in private and public schools. These students completed a questionnaire with ninety- nine questions. This survey classified the students into three groups: heterosexuals, gay, lesbian and bisexual, and not sure students (questioning) (Kann, et al., 2016).

According to the CDC YRBSS survey, 12.5% of gay, lesbian and bisexual students and 10.8% of questioning students reported missing school at least one day in the past 30 days due to feeling unsafe as opposed to just 4.6% of heterosexual students

(Kann, et al., 2016). Similarly, 10 % of gay, lesbian and bisexual students reported being threatened or injured with a weapon in the past twelve months compared to just 5.1 % of heterosexual students. Additionally, 8.7% of questioning students reported injures from physical fights in the past twelve months compared to only 2.5% of heterosexual students

(Kann, et al., 2016).

Suicide and suicidal ideation are also higher in LGBTQ youth. Compared to

14.8% of heterosexual students 42.8 % of gay, lesbian and bisexual students have considered attempting suicide, as have 31.9% of students who are questioning. Gay, lesbian, and bisexual youth reported attempting suicide at a rate of 29.4 percent and

13.7% of questioning youth reported the same, as compared to 6.4% of heterosexual youth (Kann, et al., 2016).

Depression and feelings of hopelessness are higher among LGBTQ youth.

According to the CDC, in the past 12 months before the survey 60.4% of gay, lesbian and bisexual teens reported feeling sad or hopeless every day for more than two weeks consecutively (Kann, et al., 2016).

Substance abuse is also more prevalent in LGBTQ youth with 52.9% of gay, lesbian, and bisexual youth and 42.3% of questioning youth reporting trying marijuana at least once, while13.9% and 9.9% of youth respectively, reported trying marijuana before the age of thirteen (Kann, et al., 2016). Smoking cigarettes daily is higher with gay, lesbian, and bisexual teens and with questioning teens, 4 percent and 7 percent respectively, compared to 1.9 percent of heterosexual students. Gay, lesbian, and bisexual teens that reported using alcohol before the age of thirteen were 24.5% and

22.9% of questioning youth reported the same. 21.8% of gay, lesbian, and bisexual youth reported drinking five or more drinks in a row while only 17.3% of heterosexual teens reported this behavior (Kann, et al., 2016).

In general, middle schools are lacking support systems, but in particular, rural communities are lacking support systems for LGBTQ youth. Gay Straight Alliances

(GSA) are often found in high schools, but not in middle schools. According to the Gay

Straight Alliance Network, as of 2013, only forty middle schools in California have a

GSA (Gay Straight Alliance Network, n.d.). There is an obvious need for support systems such as GSAs. While GSA’s are more prevalent in high schools, more middle school students report feeling harassed and having inadequate support by adults.

Purpose of the Project

The purpose of this study is to create a GSA handbook for a rural middle school that will provide an important resource for the school. This project aims to shed light on the lack of support provided for LGBTQ middle school students in rural communities.

By providing these startling statistics, background information and research, this project aims to emphasize the importance of Gay Straight Alliance Clubs in middle schools as a resource to improve absenteeism, suicidal ideations, depression, and substance abuse among LGBTQ students.

Theoretical Framework

Abraham Maslow and Carl Rodgers were both humanistic psychologists who believed that humans desire to grow and achieve their full potential. Maslow and

Rodgers suggested that for people to achieve their full potential, they must achieve self- actualization. In an article, “A Theory of Human Motivation, Maslow discussed his theory regarding hierarchy of needs that people must satisfy in order to reach self- actualization and to succeed (1943). Rodgers believed in a person-centered approach in which a human’s experiences and sense-of-self shape the experience (Fernald, 2000). It is important to understand this humanistic approach and the need for self-actualization when working with LGBTQ youth, who have a lower sense-of-self and are more likely to be victims of harassment and bullying. These theories strongly suggest that for an intervention such as a GSA to provide an effective support system this handbook needs to focus on social and emotional learning (SEL) to build the individual’s self-efficacy.

Bronfenbrenner’s Ecological Theory suggests that environmental factors affect human development. His theory discusses levels of systems that directly or indirectly shape a person’s environment and life (Mustanski, Birkett, Greene, Hazenbuehler &

Newcomb, 2014). Each of these levels or systems: macrosystem, mesosystem, and microsystem, affects the LGBTQ youth and how they interact with others, and society.

All these systems have to be working together to help a LGBTQ youth thrive and become a productive member of society.

Unfortunately, many traditional and “commonsense” ways of teaching are oppressive in nature. Anti-oppressive education focuses on understanding why these traditional ways of teaching are oppressive and discovering ways to work against an oppressive approach (Kumashiro, 2000). In his article “Toward a Theory of Anti

Oppressive Education”, Kevin Kumashiro defines marginalized groups of people who are seen as other than the “norm”: students of color, queer students, students from underemployed or unemployed families, girls, and boys who are not masculine enough, as “others” (2000). Kumashiro analyzes four aspects of education that are oppressive and suggests ways to change them: education for the other, education about the other, education that is critical of privileging and othering, and education that changes students and society. He also discusses potential benefits and problems inherent in each suggestion he makes (2000). Because LGBTQ youth are a part of the marginalized group that Kumashiro refers to as others, anti-oppressive education is imperative to creating inclusivity at schools and providing a safe space for LGBTQ youth.

Benefits of a Gay Straight Alliance

GSAs provide a safe place for students who identify as LGBTQ or students who are straight allies to discuss important topics related to the LGBTQ community.

Involvement in a GSA can a) provide counseling and support, b) provide a safe place, and c) cultivate awareness (Bertram, Crowley & Massey, 2010). Research suggests that youth who participate in a GSA tend to have fewer absences, higher self-esteem, and higher grades because they feel more connected to their school and have a safe place to share ideas with other LGBTQ youth (Bertram, Crowley, & Massey, 2010). Schools that have GSAs tend to have an overall safer school climate. LGBTQ youth regardless if they are members or non-members of the school’s GSA benefit from a school having the club because there is a higher comfort level with gender expression on campus (Seelman,

Forge, Walls, & Bridges, 2015).

Misconceptions

There are many misconceptions about what a GSA is and does. A GSA is a safe place to discuss LGBTQ issues and bring awareness to the school and community. A

GSA is not a sex club or a recruitment process (Macgillivray, 2012). Another misconception is that being an LGBTQ youth is just a phase or a choice. Research suggests that LGBTQ youth like their heterosexual peers become more aware of their sexuality while navigating through relationships with parents, friends and school adults

(Abreu, McEachern, & Kenny, 2017).

Limitations

Although created this handbook was not empirically tested. Research conducted before and after using the handbook will suggest revisions for improvements. By surveying, students at the beginning and end of the school year about the safety of the school will assist in deciding if the handbook is effective.

Additional constraints on the creation of the handbook included administrative and parental concerns for safety and anonymity of students. However, with the institutionalization of a GSA will reduce the initial anxiety in the of the community.

Definition of Terms

Bisexual: a person who experiences sexual and emotional attachments to both men and women (Mikalson, Pardo, & Green, 2012).

Gay: Men who identify with this category experience their sole or primary sexual and emotional attachments to other men (Mikalson, Pardo, & Green, 2012).

Gay straight alliance (GSA): a student lead club that provides a safe place for all students, regardless of their gender or sexual identity, to discuss sexual orientation, gender identity and to advocate for change in a school’s culture to decrease homophobia

(Gay Straight Alliance Network, n.d.).

Heterosexism: heterosexuals in a society that take their social and economic privilege for granted (Diangelo, 1997).

Homophobia: “the fear and /or hatred of gays, lesbians, and same- sex closeness”

(Diangelo, 1997).

Lesbian: “An adult female or female youth who is predominantly or exclusively emotionally, physically, romantically and erotically attracted to females” (Mikalson,

Pardo, & Green, 2012).

Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ): Represents lesbians, gay males, bisexual, transgender, and transsexual persons and queer or questioning persons when addressed as a group rather than as individual sexual or gender minorities

(Mikalson, Pardo, & Green, 2012).

Oppression: a term for social marginalization associated with political movements such as Marxism, feminism and gay liberation. Within such movements oppression refers to using power to silence and subordinate a group of people (Clarke, Ellis, Peel, & Riggs,

2010).

Outing: “Exposing someone’s lesbian, gay, bisexual or transgender identity to others without their permission” (Human Rights Campaign, n.d.).

Questioning: The “Q” in LGBTQ is for people who are questioning and exploring their sexuality (Mikalson, Pardo, & Green, 2012).

Transgender: “An umbrella term for people whose sex/gender diverges in some way for the sex/gender they were assigned at birth” (Clarke, Ellis, Peel, & Riggs, 2010).

Organization of Thesis

The remainder of the thesis project will be as follows: chapter two reviews the literature that is pertinent to the problem, chapter three presents the methodology, and chapter four encompasses the discussion, conclusions, and recommendations.

Chapter Two

Literature Review

Introduction

This literature review covers the history of oppression of marginalized people in

America, specifically focusing on the LGBTQ community. The oppression of marginalized people has been in existence since the birth of this country. This review focuses on rural LGBTQ youth and negative effects that oppression has on their education. Using social emotional learning strategies in a gay straight alliance (GSA) provide a much-needed support system for this group of oppressed people.

Oppression and Discrimination in America

The United States originated from the oppressing and discriminating against marginalized people and those who are different. As a society, we have an inherent need to “normalize” people to fit the boxes of white, male, rich, and straight. Built on the backs of slaves, our country protected slave owners with the Declaration of

Independence, which stated that a person enslaved is only three-fifths a person (Reed-

Gordon, 2018). American society is described as being democratic and pluralistic but to many in the United States these policies are monolithic and oppressive (Singer, 2001).

According to Annette Gordon-Reed, author of “America’s Original Sin”, during the

1800’s the United States enslaved black people from Africa and defined them as an inferior group of people and even after being freed they did not possess the same status in society as white people (2018). Reed-Gordon continues by arguing that in contrast to the enslavement of Africans and the inferior social status they kept as freed people,

11 indentured servants from European countries that immigrated to America at the same time did not remain inferior once they were no longer indentured servants (2018). In the

United States, whiteness equals superiority and freedom, whereas blackness equates to slavery, oppression and discrimination.

In the 1960’s and 1970’s, activists became increasingly unhappy with the unjust oppressive political stance that most of America was espousing. Activists worked to combat the marginalization of oppressed groups by protesting issues such as racism, inequalities due to low socio-economic status, sexism and war (Ashley, 2015). Activists tried to bridge the gap between the search for the American dream of justice and liberty for all and the experience of marginalized people (Hall, 2010).

The LGBTQ Movement of the 1960’s shared common ideals with the Civil

Rights Movement and the Women’s Rights Movement (Ashley, 2015). These groups had a shared a vision for change. Each one focused on a specific group of oppressed people:

LGBTQ people, African Americans, and women. The LGBTQ community and activists grew tired of the heterosexist norms entrenched in society.

According to Robin Diangelo, author of “Heterosexism: Addressing Internalized

Dominance”, homophobia is defined as “the fear and /or hatred of gays, lesbians, and same- sex closeness” (1997). Homophobia acts as social control used to physically and psychologically manipulate sexual minorities in a heterosexist society (Sullivan, 2003).

Heterosexuals in a society who take their social and economic privilege for granted is an example of heterosexism (Diangelo, 1997).

Homophobia can be traced as far back as Biblical times and Ancient Greeks and

Romans, even though the term homosexuality was not coined until 1869 (Sullivan, 2003).

Homophobia was well established in Greek and Roman culture (Hubbard, 2003).

According to Thomas Hubbard, editor of Homosexuality in Greece and Rome: a

Sourcebook of Basic Documents, upper class men and boys took part in homosexual clubs, but even though these clubs were common in the societies, there was still hatred and persecution towards these men (2003). Homosexuality was not acceptable for women nor was it acceptable for men who took the passive role in a homosexual relationship. These men and women were outsiders. Hubbard states, “Aristotle and his followers believe that the desire to be penetrated anally arises from physiological deformity, either a congenital defect or something occurring through “abuse” as a child”

(2003, p.2). Society considered being homosexual a disease or an effect of child abuse.

Further, in ancient Greece, pederasty, sex between two homosexuals who have a large age difference, was acceptable for upper class citizens or sex between a slave and a slave- owner (Hubbard, 2003). Whereas, in ancient Rome pederasty was condemned (Adamut,

2011).

In the book of Leviticus, in the Christian Bible, chapters eighteen through twenty discuss that a man should not lie in bed with another man, and if it does occur than an abomination has been committed (The New King James Version). The book of Samuel states that the relationship between Jonathon and David consists of homosexual tendencies (2 Samuel 1:26, The New King James Version). Many interpret their relationship to be a sin. Another example of homophobia in the Christian Bible is in the

13 book of Ruth between Ruth and Naomi. Many view these women as a lesbian couple and refer to it as an abomination (Ruth 1:14, The New King James Version).

Heterosexism and homophobia are prevalent in the education system (Fine, 2011).

Fine suggests through her qualitative study of twenty- three LGB college students that many LGB students minimize the negative effects of heterosexism and homophobia

(2011). College campuses inherently portray characteristics of heterosexism. For example, dorm rooms and Greek life divide by gender rather than gender identity, and neither is accepting of LGBTQ persons (Fine, 2011). Classrooms generally follow heterosexist norms, which can lead LGBTQ students to feel ostracized and unsupported.

Many LGBTQ youth report that their schools’ polices protect heterosexual students. For instance, LGBTQ students state that administration and teachers allow derogatory statements such as “fag” or “that’s so gay” without consequences (Kosciw,

Greytak, Giga, Villenas, Danishweski, 2016). LGBTQ students also report that schools implement disciplinary actions for students expressing gender nonconformity and discourage these students from participating in school activities. Transgender students have to cope with the heterosexist policies for using the bathrooms and locker rooms.

Most schools have a policy in place requiring transgender students to dress and use the restroom in a separate facility than the gender they identify with.

In a recent news article from the Washington post, a high school in Maryland banned Max Brennan, a transgender student, from using the bathroom or locker room dedicated to the gender, which he identified with. Instead, the school made him use a separate facility that was far away from his class and the gym. Additionally, teachers

14 penalized him for not dressing for gym or being late. U.S. District Judge George L.

Russell III found that it is a federal right that transgender students should use the bathroom or locker room for the gender they identify with (Marimow, 2018). This judgment is progress for the Gay Rights Movement.

Gay Rights Movement

In 1951, the first International Congress for Sexual Equality (ICSE), which included representatives from countries such as Denmark, West Germany, Great Britain,

Italy, Netherlands and Sweden met in Amsterdam and called upon the United Nations to demand equal rights for homosexual minorities. This was the start of a transnational homophile movement. The United States entered into this movement in 1953 when the

ICSE accepted the Mattachine Society from Los Angeles, California.

An English immigrant actor named Henry “Harry” Hay Jr. in 1951 founded the

Mattachine Society. This organization was one of the earliest gay rights activist groups.

By 1952, 5,000 men participated in the Mattachine Society. Members of the group became worried that the Mattachine Society would be shut down due to Hay’s communist views, so two journalists, Hal Call and Donald Lucas replaced Hay and became the new leaders. The ideology of the Mattachine Society had spread nationally, but by 1961, the Los Angeles Chapter disbanded due to internal arguments amongst leaders. New York, Washington D.C and Philadelphia still had active chapters and went on to lead public demonstrations protesting discriminations of homosexuals (Hall, 2011).

A lesbian couple from San Francisco, Del Martin and Phyllis Lyon cofounded the first women’s gay rights organization. In 1955, eight women met to form The Daughters

15 of Bilitis; a lesbian group that would provide a social outlet for lesbians and would later become an activist group to fight for equal rights. The Daughters of Bilitis (DOB) lasted for fourteen years during which they published a magazine called The Ladder to provide education to the public on lesbian issues. The magazine also fielded letters from woman who were struggling with coming out and realizing that homosexuality was not an illness.

The DOB was an essential part of the American Psychology Association (APA) reconsidering labeling homosexuality as an illness. The DOB went to many meetings at the APA to discuss removing homosexuality from the Diagnostic and Statistical Manual of Mental Disorders where is had been designated as a sociopathic personality disturbance (Murray, 2014). It was not until 1973 that homosexuality was depathologized in the Diagnostic and Statistical Manual of Mental Disorders (Drescher,

2015).

In 1969, the Stonewall Inn, a gay bar in New York City was raided in an effort to promote the reelection of Mayor John Lindsay. Lindsay agreed to have police crackdowns at gay bars. The Stonewall Inn was a popular gay bar for young gay men of color and runaways. This raid was like no other because this time the patrons of the bar fought back instead of being passive as usual. News of the raid spread rapidly because of the media. Rioting continued for three nights. Many consider this raid to be the start of the modern gay rights movement (Poindexter, 1997).

In 2003, Lambda Legal Group celebrated a victory in a landmark LGBT rights case that would change laws in thirteen states providing more rights for LGBT people.

The arrests of John Lawrence and Tyron Garner in 1998 for breaking the Homosexual

Conduct Law in Texas, which states that it was illegal for two people of the same sex to participate in oral or anal sex. After Texas courts refused to hear the case, attorneys

Brian Chase, Susan Sommer, and Ruth Harlow sought the help of the United States

Supreme Court. The Supreme Court found Texas’s Homosexual Conduct Law to be unconstitutional. Similarly, the Supreme Court found thirteen other states that had

Sodomy laws, and stated those laws were also unconstitutional (United States

Department of Justice, 2017).

President Obama signed the Hate Crime Prevention Act into law in 2009. This

Act joined the existing Hate Crime Statue that President Lyndon Johnson implemented in

1968. The Hate Crime Prevention Act now included gender, disability, gender identity and sexual orientation as protected classes (United States Department of Justice, 2017).

Congress and President Obama passed The Hate Crime Prevention Act into law in response to two vicious murders where the victims were killed based on sexual orientation and race. James Byrd was, an African American male, beaten and dragged behind a truck for miles by three men before finally dying. A few months later, in

Wyoming Matthew Shepard was beaten and chained to a fence and left to die (Simmons,

2012). Both of these vicious murders were committed because of hatred toward the victim’s race or sexual orientation. The Hate Crime Prevention Act included these protected classes and gave more resources to courts and police to try to convict suspects of crimes initiated by perpetrators who opposed the victim’s race or sexual orientation.

Marriage equality for same sex couples is easily traceable to the early 1970’s.

San Francisco was one of the earliest cities to allow city domestic partnership, which

17 allows some of the same benefits as being married. In 1996, Republican Representative

Rob Barr introduced the Defense of Marriage Act (DOMA), which for federal purposes defined marriage as one man and one woman. President Clinton signed this bill into law in 1996 (Pelts, 2014). With the passing of this law, same sex marriages were federally illegal. In 1999, Vermont’s Supreme Court was the first state to rule that gay and lesbian partners could still have domestic partnerships. California also created a domestic registry in 1999, which allowed same sex couple to have many benefits of married heterosexual couples (Croyle, 2010). In May of 2008 the California Supreme Court ruled that the limiting marriage to heterosexuals was unconstitutional. Marriage licenses for same sex couples were approved from June until November of 2008. Then in November of 2008 Proposition 8, opposing same sex marriage passed, stopping any new marriage licenses from being approved. The California Supreme Court overturned Proposition 8 in

2010 legally allowing same sex marriage in California in 2013 (Pelts, 2014). It was not until 2015 that the United States Supreme Court declared DOMA as unconstitutional.

The LGBTQ community’s struggle for equality is clearly present in the history of the United States. Homosexuals remain marginalized people, victimized and harassed and denied rights given to heterosexual couples. These examples of oppression have addressed adults, but now imagine these inequalities and oppressive behaviors endured by LGBTQ youth.

Similarities and Differences in Rural and Urban LGBTQ Youth

In the United States, LGBTQ people in rural communities are more likely to experience negative attitudes and discrimination than those living in urban or suburban

18 settings. According to Kosciw, Greytak, Giga, Villenas, and Danischewski, authors of

The National School Climate survey, 81.2 percent of rural LGBTQ youth witnessed discrimination against peers compared to 67.9 percent in urban areas and 73.7 percent in suburban areas (2016). LGBTQ youth in rural areas are more likely to hear derogatory language such as “that’s so gay”. In rural communities, LGBTQ youth hear this language

50.5 percent of the time compared to 36.3 percent of urban youth and 37 percent of suburban youth (Kosciw, et. al., 2016). Rural LGBTQ youth are more likely to experience harassment and bullying. Rural students experience higher levels of victimization, 56.1 percent of the time compared to urban students’ 43.2 percent and suburban youth 43.7 percent (Kosciw, et al., 2016). Research suggests that LGBTQ youth are victimized more in rural schools than in urban schools because there are fewer opportunities to belong socially. A GSA can assist in providing positive social interactions for these students. Rural communities also have higher levels of intolerance and stigma for homosexuals (Kosciw, Greytak, & Diaz, 2009). This intolerance in a rural community originates from the lack of diversity in the community and conservative religious beliefs (Kosciw, Greyak, & Diaz, 2009).

In addition to having higher rates of discrimination and victimization, LGBTQ youth have limited access to support and resources. According to The National Climate

Survey 31.4 percent of rural students reported having access to a Gay Straight Alliance

(GSA) in their school compared to 62.6 percent of suburban students and 63 percent of urban students (Kosciw, et al., 2016). Having a supportive adult on campus is important for LGBTQ students to thrive, but only 27.1 percent of rural LGBTQ youth reported

19 having at least one supportive staff member. In contrast, 42.9 and 38.9 percent, respectively, of urban and suburban youth reported the same. Similarly, only 24.6 percent of rural LGBTQ youth reported having eleven or more supportive staff members compared to 48.2 percent of urban youth and 46.8 percent of suburban youth (Kosciw, et al., 2016).

Negative Effects of Homophobia

Homophobia causes an abundance of problems for LGBTQ youth. In the

National School Climate Survey 57.6% of LGBTQ students reported feeling unsafe at school (Kosciw et. al., 2016). Feeling unsafe at school precipitates chronic absenteeism, suicidal ideation, depression, and substance abuse (Kosciw, Greytak, & Diaz, 2009). One thought as to why LGBTQ youth experience higher emotional distress is due to having a stigmatized identity (Almeida, Johnson, Corliss, Molnar, & Azrael, 2009). LGBTQ youth live in a society where they face social rejection, isolation lack of support, derogatory words, and emotional and physical abuse (Almeida et. al., 2009).

Chronic absenteeism is a crucial negative effect of homophobia. For example,

12.5 percent of LGBT students reported missing at least one day of school in the past two weeks due to feeling unsafe compared to only 4.6 percent of heterosexual classmates

(Kann, et al., 2016). Students who were victimized at school and were absent due to feeling unsafe had lower grade point averages compared to heterosexual classmates, 2.9 versus 3.3 respectively (Kosciw et.al., 2016).

According to Smokowski, Evans, Cotter, and Gua (2014), depression has roots in adolescences because it is a time with hormonal changes and increases in vulnerability.

Rural LGBTQ youth have higher experiences with depression than their heterosexual peers. According to the Youth Risk Behavior Surveillance System (YRBSS) conducted by the U.S. Department of Human Services Center for Disease Control, 60.4 percent of gay lesbian and bisexual teens stated they felt depressed almost every day for the past two weeks (Kann, et al., 2016).

Literature suggests a ubiquitous relationship between mental health issues, suicidal ideation and suicide within the LGBTQ population (Johnson, Oxendine, Taub, &

Robertson, 2013). LGBTQ youth have increased suicidal ideation. According to the

CDC, 42.8 percent of gay, lesbian and bisexual students and 31.9 percent of questioning students have admitted to considering suicide compared to only 14.8 percent of heterosexual students (Kann, et al., 2016). LGBTQ students more frequently have attempted suicide compared to heterosexual students, 29.4 percent and 6.4 percent respectively (Kann, et al., 2016). Immediate stressors that can cause the perceived notion that suicide is the answer can range from coming out to family or friends, being harassed at school, or being outted before they were ready (Thompson & Johnson, 2003). LGBTQ youth are at higher risk for mental health issues, suicidal ideation and suicide not because they are a sexual minority, but because of the reaction of society towards homosexuality

(Oswalt & Wyatt, 2011).

Research suggests that substance abuse in LGBTQ youth is also higher than among their heterosexual counterparts, and the correlation between increased substance abuse and trouble coping with psychological issues is significant (Thompson & Johnson,

2013). Research reports that, 52.9 percent of gay, lesbian, and bisexual youth and 42.3

21 percent of questioning youth have tried marijuana at least once. The percentage of

LGBTQ youth that admitted to drinking five or more alcoholic drinks in a row was also higher at 21.8 percent compared to their heterosexual peers at 17.3 percent (Kann, et al.,

2016).

Gay Straight Alliance

LGBTQ youth endure many hardships while attending school including victimization, depression, suicidal ideation, chronic absenteeism and lower self-esteem.

Research suggests that a gay straight alliance (GSA) can help to alleviate some of these hardships and provide students with a support system to navigate through these difficult times. A gay straight alliance (GSA) is a student lead club that provides a safe place for all students, regardless of their gender or sexual identity, to discuss sexual orientation, gender identity and to advocate for change in a school’s culture to decrease homophobia

(Gay Straight Alliance Network, n.d.). Marx and Kettrey’s research suggests that GSA’s support youth activists and ingenuity in order to provide a positive impact on youth development (2016). Research also suggests that schools with GSA’s have fewer incidences of homophobic victimization, homophobic remarks, and LGBTQ youth feeling unsafe at school (Marx & Kettrey, 2016).

Virginia Uribe, a high school teacher at Fair Fax High school in Los Angeles perceived a lack of support for the LGBTQ students at her school after learning that a student dropped out of school after being harassed for being gay (Friends of Project 10, n.d.). Uribe worked with counselors and others at her school to start Project 10 in 1984

22 to support LGBTQ youth. While this organization was not a GSA, it was instrumental in starting to provide support for LGBTQ students in the education system.

Miceli discusses the parallel between colleges in the 1970’s and 1980’s and the beginnings of GSAs in high schools in the 1990’s as they begin demanding organizations to support gay and lesbian students (2005).

Kevin Jennings, an inspiring high school teacher in Massachusetts, started the first GSA after a conversation he had with one of his students in 1988. He later founded the Gay, Lesbian, & Straight, Education Network (GLSEN) as a resource for the LGBTQ community.

Students at East High School in Salt Lake City Utah attempted to start a GSA but denied the right. The school, hoping to avoid a lawsuit for violating the Equal Access

Act, disbanded all extracurricular clubs. The members of the GSA later discovered that other groups were still meeting on campus, while the GSA could not. The students proceeded to file a lawsuit. A district court judged that the school had been in violation, but had solved the problem by banning all clubs. The Lambda Legal Group appealed the court’s decision, but before going to court the school district allowed the GSA to exist, so the Lambda group to dropped the suit (Groutage, 1998).

Bullying and Harassment of LGBTQ Students in Schools

Over the last few decades, research findings about LGBTQ youth and their educational experiences suggests LGBTQ youth feel unsafe and unsupported at school

(Kosciw, Greytak & Diaz, 2008). As stated previously, 57.6 percent of students feel

23 unsafe because of their sexual orientation and 43.3 percent of students feel unsafe because of their sexual identity (Kosciw et al., 2016).

School based harassment and victimization can affect all students, but LGBTQ youth have a greater risk of harassment and victimization (Marx & Kettrey, 2016). There is a stronger correlation between LGBTQ youth that experience harassment and victimization becoming depressed and presenting signs of suicidal ideation than there is among their heterosexual peers (Marx & Kettrey, 2016).

The National School Climate survey administered by GLSEN, suggests 27 percent of LGBTQ students were victims of physical harassment, for example being pushed or shoved, because of their sexual orientation, 20.3 percent were similarly victimized because of their gender identity (Kosciw et al., 2016). Just over 85 percent of

LGBTQ youth experienced verbal harassment. Close to 49 percent of LGBTQ students were harassed online, and almost 60 percent of LGBTQ students experienced sexual harassment in the last school year (Kosciw et al., 2016). An astounding, 63.5 percent of students who reported an incident of harassment were told to ignore it, or the school did nothing (Kosciw et al., 2016).

Because of victimization LGBTQ students are three times more likely to miss school than heterosexual students. In turn, LGBTQ youth have lower GPAs than those students that are not harassed or victimized. LGBTQ students were also twice as likely to report that they did not have post-secondary school plans (Kosciw et al., 2016).

Theoretical Framework

Abraham Maslow’s (1943) theory of self-actualization emphasizes that humans have basic needs that must be met in order to be fully functioning humans. At the bottom of Maslow’s hierarchy of needs triangle is physiological needs, including food, shelter, water and sleep. The second level of the triangle is safety (Maslow, 1943). When looking at the two lowest levels of basic needs according to Maslow, a red flag already arises for

LGBTQ teens. According to The Williams Institute, once outted 40% of LGBTQ youth become homeless because the family does not agree with their sexual orientation or gender identity (Choi, Bamms, & Wilson, 2017).

An additional concern regarding LGBTQ students achieving safety, research suggests that LGBTQ youth do not feel safe at school. In a survey, completed in 2015,

10,528 students from all 50 states answered questions about how safe they felt at school.

Of those 10,528 students 49.2 percent identified as gay or lesbian. 57.6 percent of the population felt unsafe at school based on their sexual orientation and 43.3 percent felt unsafe based on their gender identity (Kosciw et al., 2016). Maslow argues that these students cannot be self-actualizing, which would better suit them to be successful in school, if they do not have the basic need of safety fulfilled (1943).

Carl Rodgers, a humanistic psychologist, agreed with Maslow’s theory that students need to be self-actualizing in order to be successful. According to Rodgers, self- actualization allows a person to grow, change and become autonomous. In addition to

Maslow’s beliefs that people must work towards self-actualization, Rodgers added that humans need a supportive genuine environment (Joseph & Murphy, 2013). Rodgers

25 believed that humans need a support system filled with people that are warm, nurturing and caring and then they can reach self-actualization. LGBTQ youth can reach self- actualization too if they have a supportive environment with adults that are genuine, caring and nurturing.

Bronfenbrenner’s Ecological Theory is relevant to the success of LGBTQ youth in school. The levels of systems in the Ecological Theory interact and either directly or indirectly shape the environment of LGBTQ youth (Mustanski, et al., 2014). The macrosystem is the over arching system that consists of social norms and institutional practices. The stigma of homosexuality is part of a macrosystem and can be a challenge for LGBTQ youth, thus making it difficult for these youth to be successful.

Microsystems are the personal relationships that LGBTQ youth have with friends, peers, family and teachers. These relationships are important to the success of LGBTQ youth and directly affect mental health functioning and development help (Smokowski, Ebavs,

Cotter & Guo, 2013). Mesosytems are the interactions between the LGBTQ youth’s microsytems. This could be interactions between the family and the school or the family and friends. Positive interactions in this system assist in the healthy development of the

LGBTQ youth (Smokowski, Ebavs, Cotter & Guo, 2013).

Kumashiro discusses four aspects of anti-oppressive education in his article

“Toward a Theory of Anti Oppressive Education”: education for the other, education about the other, education that is critical of privileging and othering, and education that changes students and society (2000). When analyzing the oppression of others while educating them, research suggests that action towards others can be harmful. The

26 isolation that LGBTQ students feel on campus is one example of this. Research also suggests that the inaction of educators and campus staff such as not stopping derogatory speech like the pejorative use of the word gay, or not having curriculum that is inclusive to LGBTQ people is also oppressive to this marginalized group (Kumashiro, 2000).

Another oppressor that is not easily recognizable is the assumptions or expectations that

LGBTQ youth face (Kumashiro, 2000). Teachers and staff have their own values and feelings about what is right or wrong, and consciously or unconsciously portray these expectations on how a student should act or live. Knowing that a teacher does not support you because of your gender or sexuality can create a perceived lack of acceptance and feelings of isolation. In his article, Kumashiro suggests two ways to overcome these types of oppression. First, schools need to create a safe school climate for all students

(2000). School staff and students can work together to create a positive and safe school climate where all students feel welcomed. Second, Kumashiro states that schools need to provide resources for these marginalized students to be able to express themselves in a safe atmosphere. A GSA is an excellent example of a resource that provides support for

LGBT students and can educate school staff and students on LGBTQ issues.

The second aspect of anti-oppressive education is education about the other.

Kumashiro explains two types of knowledge: knowledge of the norms and knowledge based on stereotypes (2000). Knowledge of the norms means people only have knowledge of what society indicates as normal. For instance, LGBTQ issues are not the norm in society, so the knowledge about these students would be lacking for most, which can create a barrier and feeling of isolation. The second type of knowledge considers

27 stereotypes in a society. For many students this could be what they see about LGBTQ people in the media or on social media, which does not always portray what is real, but is actually a stereotype. Inclusive curriculum where LGBTQ students and other students can see positive and powerful LGBTQ people in history and current events is an excellent way to avoid stereotypes. A GSA is another resource for a school because the students and staff involved in the club can educate the school to create more understanding and an inclusive school climate.

Kumashiro’s third aspect of anti oppressive education is education that is critical of privileging and othering (2000). For a school to fight the oppression of marginalized students, a school must realize that oppression occurs at every school-even the well- intentioned schools. Part of the process to combat oppression is to understand that some groups have privilege. Unfortunately, those that are privileged do not recognize it as privilege, but the norm for society. Heterosexism is the norm in society and considered moral, which would imply that homosexuality, is neither normal nor moral. Additionally,

Kumashiro writes, “Thinking critically, then, involves recognizing this couching and masking of privilege, and teaching critically involves unmasking or making visible the privilege of certain identities and the invisibility of this privilege” (2000, p. 37). This quote suggests that privileged groups need to acknowledge that they are privileged, and assist in educating others about their privilege and using the privilege to help the oppressed.

The final aspect of Kumashiro’s anti-oppressive education is education that changes students and society. This approach focuses on the repetition of stereotypes

28 throughout history. For example, the stereotype that all Asian’s are smart and hardworking, or homosexuality is a sin. Research suggests that the oppressed encounter these stereotypes daily throughout their lives, which promotes even more feelings of oppression. The problem is not only what is said to the oppressed but what is not said

(2000). For example, hidden curriculum in schools mainly focuses on heteronormative practice in society.

It is important as educators to combat the oppression of LGBTQ youth.

Educators can do this by educating themselves first and spreading the knowledge to other school staff and students. Education is vital to stopping the spread of stereotypes as is insisting that our schools have inclusive curriculum without hidden content. Helping to start a GSA, is an important step to educating schools and creating a safe environment for

LGBTQ youth.

Figure 1: Theoretical Framework Connections

Anti-Opressive Education

Bronfenbrenner

Maslow and Rodgers

LGBTQ Youth

Figure 1 explains the connections between the theoretical underpinnings of oppression in LGBTQ youth in middle schools. According to humanists, Maslow and

Rodgers LGBT youth need to be able to achieve self-actualization to thrive and feel safe

29 in their schools. Achieving self- actualization and feelings of safety depend greatly on the environment and community raising LGBTQ youth according to Bronfenbrenner’s

Ecological Systems Theory.

Social Emotional Learning

Bronfenbrenner’s Ecological Theory examines the importance of studying a person’s environments to understand their development. Studying adolescent development in relationship to rural microsystems and mesosystems can help to recognize the difficulties LGBTQ youth face. Rural mesosystems also create a great geographic isolation for a community, which in turn means fewer resources for residents to turn to for help (Smokowski, Ebavs, Cotter & Guo, 2013). This could mean fewer mental health resources or fewer LGBTQ resources for schools, parents and youth. Once in middle school, there is a high correlation between school connectedness of LGBTQ youth decreasing, and behavior problems increasing help (Smokowski, Ebavs, Cotter &

Guo, 2013).

Similarly, systems theories suggest that people are more than their internal experiences, but a combination of all their relationships (Kearns, Kukner, Thompkins,

2014). In order to understand a person’s actions one must understand that person’s relationships. In addition, neuroplasticity describes the brains ability to form new connections throughout a human’s life in response to illness, injury and changes in environment (Davidson & McEwen, 2012). Research suggests that social interactions and behaviors directly correlate to changes in the brain (2012). Behavioral interventions have shown to reverse plasticity in some cases, repairing or rejuvenating regions of

30 adult’s brains. For example, an LGBTQ student victimized at school who no longer feels safe can form new healthy connections through the brains plasticity and learn to cope with the traumatic experience using tools such as social emotional learning.

Social emotional learning (SEL) is a collection of strategies and tools that can teach youth how to manage emotions, regulate their feelings, and then communicate their feelings to others in order to solve conflict (Espelage, Rose & Polanin, 2015). Learning these invaluable skills can help LGBTQ youth handle life’s challenges. Research has suggested that using SEL strategies has improved behavior problems, and chronic absenteeism, and increased academic achievement and student self- efficacy (Smith &

Low, 2013).

There is a positive correlation between social emotional learning (SEL) and children’s social, emotional, behavioral and academic success in school (McCormick,

Capella, O’Conner & McClowry, 2015). School social emotional learning programs vary from school to school, but most programs include managing emotions, appreciating other’s perspectives, initiating and maintaining positive relationships, and using critical thinking skills to make responsible decisions and handle daily situations positively (Zins

& Elias, 2006). At best, schools will have a semblance of an SEL program, but many schools do not. SEL programs are immensely important to LGBTQ students in rural middle schools. Social emotional learning programs help LGBTQ youth to navigate the hostile environment in which they live in every day. An SEL programs can provide youth with the necessary tools and coping strategies when dealing with harassment, derogatory language and perceived feelings of isolation. A GSA is a place where

31 students can learn and practice SEL strategies to become more successful in school and life.

Conclusion

Oppressing marginalized people has an extensive history in the United States starting with slavery in the 1800’s. The need to normalize people and ostracize those that do not fit into the ideal of normalcy has been a long-standing fight in the United States.

In the educational system LGBTQ youth encounter oppressive acts on a daily basis.

They must deal with harassment and victimization from peers and feelings of inadequate support from school staff. A GSA is a way for these students to gain much needed support. Creating a successful GSA empowers LGBTQ students to stand up for their rights, gain tools to overcome intolerance, educate peers and staff on LGBTQ issues and build and create positive relationships with peers.

Chapter Three

Methodology

Introduction

The idea for this project started from observations of middle school students in a rural community and identifying a need for immediate change. School climate is an important factor for ensuring that all students including LGBTQ students feel safe enough to thrive and be successful. Observing a hostile school climate where students express feelings of isolation and perceived feelings of homophobia within the school and community is what initiated the desire to research how to start a gay straight alliance

(GSA) and create a handbook for teachers and staff to start a GSA.

Students expressed concerns that the school and community did not understand what it was like to be an LGBTQ teen. While teaching in a rural school district in

Northern California, it became increasingly obvious that the needs of middle school

LGBTQ students were overlooked and it was imperative that immediate action was required. Therefore, the process of starting a gay straight alliance needed to occur to support these students, and teachers and staff needed a handbook to guide them in an effort to support rural LGBTQ students. As stated in previous research middle school

LGBTQ students have a greater need for support against bullying and harassment but have fewer GSA’s in schools than high school students do.

Purpose

The purpose in designing this handbook is to aide middle school teachers, staff and students that want to start a GSA in their middle school to support LGBTQ students.

The importance of this handbook is to focus on middle school students, and provide a safe place to partake in activities that build inclusion and leadership skills that teens can use in their everyday life.

Settings

The school is a middle school in a rural town in Northern California. It is the only middle school in a district with six elementary schools. This handbook would be effective in any rural middle school that is starting a GSA. It would be most effective in a rural community because it will address the needs of students dealing with higher percentages of homophobic behavior, and isolation. The handbook will provide students with coping mechanisms when facing this dilemma. The handbook will also help facilitate community meetings and educational opportunities to unite the school and the community.

Participants

While designing this handbook the author had a particular school in mind. This school had 939 students in which 530 were Latino and 345 were white, and the other 5 percent was a mix of African American, American Indian, Pacific Islander, Filipino and

Asian (California School Dashboard, 2017). This handbook however, is usable in other rural middle schools that are looking to start a GSA. The handbook will focus on the hardships that rural LGBTQ teens deal with when facing homophobia in their communities, so it would be appropriate for other rural communities to use the handbook to help LGBTQ youth cope with homophobia, harassment and bullying. It would also be useful to help raise awareness in the community and school.

Steps Taken to Design the Project

After observing the need for a support system for rural LGBTQ middle school students, the author began to consider possible solutions. Research suggests that LGBTQ students feel unsafe at school and according to the National School Climate Survey administered by GLSEN, chronic absenteeism, suicidal thoughts, depression and substance abuse are higher in LGBTQ youth (Kosciw, et al., 2016).

Adequately providing support to LGBTQ students required reviewing curriculum from other GSAs, researching of appropriate websites, and reviewing literature to design this handbook. For example, the website GSAFE has great resources for how to start a

GSA. It has sample middle school GSA meeting agendas, topics for discussions, and ideas on how to run an effective meeting.

GLSEN is another website that explains LGBTQ terms, history, and events, this will be helpful to educate the club members and possibly the rest of the school. This website collects articles for teens to read about current LGBTQ issues, allows discussions to ignite, and leads to educating members of the GSA. On the GLSEN website, schools can also register their GSA to get updates on current events in the area and connect to other local GSAs. The GLSEN website offers a site for school administrators to create a personalized school climate survey similar to the National School Climate Survey. This survey is useful for school administrations to gather information on the climate of their school.

The GSA has partnered with a local LGBTQ task force where networking an connections can be made with people that are more knowledgeable on this subject and

35 have more experience. Creating this network of supportive people is helping me to gather more ideas to help me create a curriculum that is supportive and appropriate for my students.

Description of the Project

A Middle School GSA Handbook is composed of eleven sections to guide students and school staff to set up and run a successful GSA, and is in Appendix A. Each section explains how it relates to forming or running a GSA and gives specific examples for students and staff to use in their own GSA.

The first section introduces the local school climate survey found on the GLSEN website. Administrators or teachers can personalize the survey to address specific school needs to help students and advisors see the areas of concern faced by LGBTQ students.

The second section emphasizes the importance of creating a safe space on campus and provides specific examples of how to create a safe space. Sections three and four discuss the importance of team building, icebreaker activities, and SEL activities, and give specific examples of activities that can be used. Sections five through nine addresses the initial club decisions students need to decide on right away. First, students need to decide what type of GSA they will have on their campus (social, support, or activist). Then they need to create group agreements to follow when conducting club discussions and meetings. The handbook contains sample group agreements and provides guidelines for how to create group agreements. Next, students need to create a mission statement. The handbook provides guidelines to create a mission statement. Once the GSA is established, students need to recruit new members. The handbook provides suggestions

36 on how to invite new members and keep original members interested. Section nine provides sample types of leadership models for GSA groups to choose from with examples of leadership titles that can be used. Section ten, provides sample monthly topics and themes that students can use to run the meetings. The last section discusses trainings for school staff. It provides activities to have GSA members decide what their objectives are for training staff and acknowledging who the school allies already are.

Conclusion

This project is intended to support students and staff in a middle school setting develop and facilitate a GSA. Based on research, a GSA is a crucial support system for

LGBTQ middle school students to thrive in school. The handbook provides a specific structure to follow in order to develop and facilitate a GSA on a middle school campus.

The focus of this handbook is to assist students and staff who observe a need in their school for a GSA and provide the resources to implement a successful support system for

LGBTQ youth through a GSA.

Chapter Four

CONCLUSIONS, LIMITATIONS, RECOMMENDATIONS, AND REFELECTIONS

Conclusion

This project focused on the needs of LGBTQ students in the educational system and problems that arise in rural communities and educational structures that impede the success of these students. The research suggests that LGBTQ students perceive schools to be unsupportive and unsafe. Feelings of insecurity often cause LGBTQ youth to miss school, fall into depression and have suicidal ideations, which often leads to risky behaviors such as alcohol and drug abuse.

The research also suggests that LGBTQ youth in rural communities acclimatize to the stigma of homosexuality and endure the negative effects of small town homophobia.

With support from school staff and a GSA club, LGBTQ students can thrive in the face of adversity. Using social emotional learning components in classrooms and in GSAs, can provide LGBTQ youth with tools to overcome the oppression and homophobia.

Providing a GSA on a school campus not only provides support and assistance to

LGBTQ students, but to the entire school climate. LGBTQ youth and straight allies collaborate in a GSA to change negative attitudes and a negative school climate. The

GSA provides training to staff and students to educate all on LGBTQ issues. By educating more people on the school campus, the GSA is creating more allies and helping to make the school a safer place not only for LGBTQ youth, but also for all students.

SEL strategies are the very essence of GSA’s. These strategies equip all youth with tools to navigate and survive in an outside of school. The SEL strategies that youth

38 learn from participating in a GSA create resilience and self-efficacy which many youth lack.

This project examined the history of homophobia, the struggles of LGBTQ youth and the importance of social emotional learning and a supportive GSA on campus.

Further research should include a focus on effective mental health services for rural

LGBTQ youth inside and outside of the educational system

Limitations

A limitation to consider is the fact that this project did not interview LGBTQ students to assess what needs they feel are most important to address when making their school safer and more supportive. This information can then be used to build curriculum based on actual needs of the student. Allowing and encouraging student input can make the GSA club more valuable and helpful for students.

Another limitation to consider is that this handbook was not tested. Conducting further research after the implementation of the GSA handbook in a middle school is important. Administering the local school climate survey, created by GLSEN at the beginning of the school year and at the end of the school helps to evaluate if the implementation of the GSA has made students feel safer at school. The survey could then identify if students feel safer at school, if harassment and bullying has decreased, and chronic absenteeism is lower since the GSA began.

Recommendations and Reflections

This research and the handbook intend to bring awareness to the needs of LGBTQ youth, and to guide educators in organizing a GSA to support students. Further research may reveal where the highest needs are and explain some of the issues that today’s

LGBTQ youth endure. The research also suggests the need for the educational system to provide support for these students to enable them to be more successful in school during the middle school and high school years. Students and staff that have a desire to start a

GSA on their school’s campus would benefit from using this handbook. The handbook suggests how to recruit members, run meetings, and provide support to change school climate.

Additionally, research needs to be conducted on how to support and provide education for parents of LGBTQ youth. Education needs to be provided for district and school staff on how to implement policies that help LGBTQ youth thrive in education and training for staff to promote a safe school climate for all students including LGBTQ youth.

The research suggests that LGBTQ students that feel supported by a group like a

GSA and supportive teachers are more likely to do well in school. When students feel supported they have higher grade point averages and attend school more regularly.

Starting a GSA in any school can be challenging, especially in a rural community.

Schools in these challenging communities need teachers and school staff that are willing to push back against homophobia and the oppression of LGBTQ youth. As Roger’s believed, students need an environment in which they feel accepted to thrive (Fernald,

2000). Forming a GSA gives this oppressed group an outlet to feel safe and accepted to help them thrive in their current surrounding. Since middle school is where LGBTQ students feel the most victimized, the best possible action is to increase the number of

GSA’s in middle school. According to the California Department of Education, there are

1,348 middle schools in California (California Department of Education, 2017). Of those

1,348 middle schools, about forty have GSA’s (Gay Straight Alliance Network, n.d).

Because middle schools have the highest victimization rates it is, imperative as educators we create GSA’s across California middle schools to support LGBTQ youth.

Appendix A A Middle School GSA Handbook

A Middle School GSA Handbook

Table of Contents

School Climate Survey ………………………………………………………………….43

Creating a Safe Zone …………………………………………………………………....43

Icebreakers/ Team Building Activities ………………………………………………….44

SEL Activities …………………………………………………………………………...57

Type of Club (Social, Support, Activist) ………………………………………………..59

Creating Group Agreements …………………………………………………………….63

Mission Statement ……………………………………………………………………….64

Recruitment ……………………………………………………………………………...66

Leadership Officers ……………………………………………………………………...66

Monthly Themes ………………………………………………………………………...67

Teacher Trainings ……………………………………………………………………….69

School Climate Survey

Before starting the Gay Straight Alliance (GSA) it would be a advantageous to distribute a school climate survey. The school climate survey evaluates students’ perceptions of their school pertaining to race, gender, and bullying. GLSEN has an online survey that an advisor can customize to her school and then print on paper or get a link to send out to students (http://localsurvey.glsen.org/).

Before administering the survey, advisors should get permission from administration at the school. It might also be necessary to get parental consent and student assent since students are under age. All surveys are anonymous.

Creating a Safe Space

Creating a space for students to share their ideas and concerns is essential to developing a GSA. Students need to know what they say will stay in the GSA and not be spread to others outside of the group.

It is also important that the GSA advisor assure the students that he will not talk to administration or other teachers about topics discussed in a GSA meeting unless he has student permission. The exception to this is that the advisor is a mandated reporter must share information with administration if a student is going to harm himself or others.

Suggestions for helping to create a safe space:

• Create an email address that students can email the advisor with topics to

discuss, problems that arise on campus, personal questions, and ideas to

share. This allows all students to feel safe to share even if they do not

want to share in front of a group of people.

• Have students create group agreements together (how to do this will be

discussed later)

• Start meeting with an icebreaker or team activity to create inclusion and

let group members and advisors get to know each other.

• Know your students by name and what they like to do outside of school

Icebreakers/ Team Building Activities

Icebreakers

Icebreakers are great for the beginning of the year when youth in your GSA are getting to know each other. Starting a meeting with icebreakers allows your group to interact with each other and learn about each other so they may build relationships where the youth trust each other enough to share and talk about difficult discussions later.

• Lines: Divide your group in half and explain that when you say go the

goal is for the two groups to form a line in alphabetical order by first

name. The first group to finish is the winner. Next round, the youth

form a line in numerical order by birthdates (oldest to youngest or

youngest to oldest).

• The Way the Wind Blows: Have youth form a circle. One person calls

out “The wind blows in the direction of people who are the only child”.

Then any member that is an only child will rush in the circle to trade

places with someone else who is an only child. The person left without

a spot is the next caller. The advisor should be the first caller in the

middle of the circle. Examples of other phrases to call: The wind blows

in the direction of- anyone wearing blue, anyone who wears glasses,

anyone who loves to read, and anyone who has a dog. The idea is to get

the group moving and learning about each other.

• Beach Ball Toss: Have members form a circle. The advisor will start

the beach ball toss. Each time the ball is caught the person who caught

it will read and answer one of the questions on the ball.

o Sample questions to put on the beach ball

§ What is your favorite animal and why?

§ If you could eat dinner with one famous person dead or

alive who would it be and why?

§ If you had one superpower what would it be and why?

§ What is your favorite food and why?

§ What are you most proud of?

§ If you were stranded on an island what three things would

you want to have with you?

• Name Toss: Have members form circle. The idea of this game is to

learn everyone’s name. The person who starts with the ball introduces

himself/herself and then throws it to another person who then says his

or her name. This first round goes until everyone in the circle has

introduced himself or herself. The next round goes faster and is more

challenging. The person who has the ball calls the name of a member

and throws the ball. This person catches the ball and then calls out

another member to throw to. Repeat this until everyone has caught the

ball. Do not throw the ball to someone that has already had it. The

third round the players should go as fast as they can, calling out names

of other members to throw the ball to. If the ball is dropped in any

round, the round must start over.

• Giant Jenga: Play the game with the large sized Jenga game. On

each Jenga block, the advisor will write a get to know you question.

The members will play the regular Jenga game, but each time a student

pulls a block there is a question to answer. For large groups you may

want to have two games going at once. You can use the questions

from the Beach Ball Toss and here are more samples of questions to

use. Each of the fifty -four Jenga blocks has one question on it.

o What is a hobby you enjoy doing?

o What is the weirdest thing you have ever eaten?

o If you were ice cream, what flavor would you be?

o What is your favorite cartoon character and why?

o If you could change your name, what would you change it to?

o How many siblings do you have?

o Would you rather eat a stick of butter or a spicy pepper dipped

in hot sauce?

o Would you rather kiss a jellyfish or step on a crab?

o What is something you hate doing? Why?

o What is something you love doing? Why?

o What is your hidden talent?

o Are you a morning person or a night person? Why?

o What is your biggest fear?

o Which bad habits of other people’s really drive you crazy?

o What is the best gift you ever received?

o What are two words that describe you?

o What is the best compliment you ever received?

o Who is your favorite band or solo artist?

o What do you do when you are bored?

o What is your favorite movie

o What is your favorite color? Why?

o What makes you laugh?

o Who is your role model?

o What is your favorite sport to play or watch?

o Describe your perfect day in three words.

o What is the best thing that has happened to you this week?

o Who is the most inspirational person you know?

o What is the funniest thing that has ever happened to you?

Adapted from Icebreakers Ideas (2015). 600+ Icebreaker questions- Biggest list ever! (2015). Retrieved

from https://icebreakerideas.com/icebreaker-questions-biggest-list-ever/

• Who Me?: Members will each write down three facts about

themselves on an index card. Facts should be things that they think

others will not guess about them. Do not have members put their

names on the index cards. Advisor should collect all cards and include

a card with facts about her too. Advisor will read a card and the

members will try to guess who the card belongs to. Whoever guesses

correctly would get a piece of candy. Continue this until all cards are

read.

• Name Sheet: Give members one minute to try to learn everyone’s

name. (This activity is good for the beginning of the year but not the

first meeting). Next, divide members into two teams. To divide the

two groups, the advisor and one member hold up a sheet. One

member from each group will come up to the sheet. When the sheet

drops, it is a race to see who can say the other team member’s name

first. The first person to call out the opponent’s name gets a point.

Repeat until all members have had a turn.

• Questions Only: Members sit in a circle. The advisor starts by

looking at a member and asking a question. The member then

responds with a question not an answer. The advisor can continue the

question with this same member or turn to a new member. The person

that is responding must respond in 5 seconds and must respond with a

question or is out. The funnier the question is the easier it is to throw

off your opponent and get them out. This line of questioning goes

until only one superb questioner is left.

• Categories: Advisor calls out different categories like birthdates, birth

order, color clothes and members quickly form the group. The first

group to form correctly without leaving anyone out wins the game.

• Picnic: The advisor or another member starts by saying, “I’m going on

a picnic and I’m bringing…”. The person leading, thinks of a category

of items. For example, the category is pizza, so the leader would say,

“I’m going on a picnic and I’m bringing cheese.” The next person

would have to bring another item used to make pizza to be able to

come to the picnic. If the next player says something that is not to

make pizza then the leader would say I am sorry you cannot go on my

picnic. The game continues with each member trying to go on the

picnic. The game finishes when everyone figures out the category and

can go on the picnic.

• Chocolate Chomp: You will need a chocolate bar, clothing (men’s

boots, gloves, scarf), knife, fork and dice for each group. The amount

and size of groups will depend of how big your GSA is. The first

person in the group will roll the dice. Then that person has to go and

put on the clothes and work on eating the chocolate bar using only a

knife and fork. Do not use hands to eat the chocolate. The rest of the

group members have to roll the dice until they get the same number

that the first person rolled, so if the first person rolled a 2 then the

group has to roll a 2. Once that number is rolled again, the person who

rolled it will trade places with the person eating chocolate. This

continues until the chocolate bar is all gone. The group that finishes

the chocolate first is the winner.

Team Building Activities

Team building activities are to build positive relationships among the GSA members. Use these activities once the members all know each other a little bit.

• Gender Stereotype: Trace two bodies on large butcher paper. (If your

GSA is large, create two separate traced bodies and divide your members

in to two groups). Label one female and one male. Have the members

write stereotypes for each gender that they have heard or experienced.

After group members have completed labeling stereotypes have a group

discussion. (Gay, Lesbian & Straight Education Network (GLSEN),

n.d.b.).

o Possible questions to discuss:

1. Why are these stereotypes harmful?

2. Why does society have stereotypes?

3. What can we do to stop stereotypes at our school?

4. What can we do if faced with being stereotyped?

• Heterosexism in Media: You will need magazines that members can cut

up. Have students search magazines for pictures that portray heterosexism

in our society and have them make a college. You could have each

member do a collage or have him or her form groups. After the collages

are done have a discussion about the media shapes our identities.

(GLSEN, n.d.b.).

• Autobiography: Have members sit in a circle. The question is how

would you sum up your life in one sentence. As the members share, you

can discuss why they choose that sentence. This activity requires a lot of

trust in the group.

• Blindfolded Self-Portrait: Blindfold all members and instruct them to

draw a self-portrait. Once all members have finished drawing their self-

portrait, and the advisor has collected the portraits, the blind folds come

off and everyone tries to guess who drew what portrait.

• Who Am I?: This activity requires magazines that can be cut up, or

pictures printed from the computer. Members will create their own

collage about themselves. The idea is to put pictures of things that

represent you. Once everyone is done, the group will share (One Colorado,

n.d.).

o Discussion questions

1. What did you find difficult about his activity?

2. Did anything surprise you while making it or while

learning about other group members?

• Marshmallow Challenge: Put members into groups of three or four. The

goal is to build the tallest freestanding tower that can stand for 30 seconds

without falling over. Each group will need 10 sticks of uncooked

spaghetti, one marshmallow, masking tape and string. Give the groups a

time limit (depending on how long your meeting is 15-30 minutes). After

the time is up the advisor will measure the tallest freestanding tower that

can stand for 30 seconds. The winner gets bragging rights or a treat.

• Pass the Hoop: Divide the members into groups of 5-8. The members

will stand in a circle and hold hands. One Hula Hoop will be dangling on

the arm of one member. The goal is to pass the Hula Hoop completely

around the circle without any member unclasping hands. The first group

that successfully gets the hoop around the whole circle of people wins. If

at any time, the circle is broken and hands are unclasped, the group has to

start over.

• Building Bridges: The theme of this activity is overcoming barriers to

communication. Divide the room in half with some type of barrier so the

teams cannot see each other. Supply both teams with building materials.

Brief each team separately. Without talking to each other, except at a

designated site outside the room, the two teams must construct two halves

of a bridge that meets when the divider is removed.

The two groups will self-evaluate the resulting span between them by using the following criteria (or you can ask the students to come up with their own criteria/values): Alignment, Stretch, Ingenuity of Design, and Beauty

1. Suggested equipment: Legos, paper, cardboard, wood, sticks, tape,

paper plates, cups

2. Time: 45 minutes

Rules:

• The bases of the initial bridge spans must be behind the tape that is several

feet from the barrier.

• Each team can communicate with the other team only at a meeting site

designated by the trainer. Team members should not look at the other

teams work while in route to that site.

• No more than two representatives from a team may go to the meeting site

at the same time.

• The length, width, and height of the bridge are up to the builders.

• Designate one volunteer from each team as an “observer.” The observer’s

job is to watch how the teams operate both internally and with each other.

They make no comments or suggestions. As insiders, they will often have

valuable observations and insights that the trainer, an outsider, may have

missed.

• Debriefing Questions:

1. How successful were the teams, based on the criteria/values?

2. To what extent did the team cooperate?

3. How did that level of cooperation or the lack of it affect the outcome of

the project?

4. How effective was communication between the two groups?

5. How did the level of communication or miscommunication affect the

outcome?

(Adapted from Snow, H. (1997). Indoor/outdoor team-building games for trainers: Powerful activities from the world of adventure-based team-building and ropes courses. New York, NY: McGraw-Hill.)

• Circles: Lay out rope circles of 1 – 3 feet in diameter on the ground (for

now, there should be enough rope circles to equal one per participant).

Tell the group they are going to play “Star Wars”, a problem-solving

game. Tell them there are only 2 rules to the game:

1. Put your two feet entirely in a circle.

2. When the leader says, “Change!” move to another circle and put your two

feet entirely in it.

Begin the game, sending participants to a circle. After each time you say

“Change!” casually pick up one or two of the rope circles while unoccupied. As the number of circles decreases, the speed at which people dash around will increase. (If team members fight with you for the rope circles, invoke the third rule that “no one will fight the trainer for rope circles.”) When the last circle or two are left, people will be

55 struggling to cram their feet into it. As you feel so inspired, repeat the rules and repeat that this is a problem-solving initiative. At some point, the light bulb will go off and that person will sit down with their feet in someone else’s circle. Others will follow and the problem is solved. Sit down with them, putting your feet in a circle, and let the debriefing begin.

• Discussion Questions:

1. What assumptions did you make when you first heard the rules?

2. Did you unconsciously make up rules that were not there?

3. How did that limit your options? (Some people will try to jump

from circle to circle, assuming their feet cannot touch the ground.)

4. Before you could increase your options, what did you have to do?

5. Were you ever afraid to look foolish?

6. Did anyone think of requesting a time out for brainstorming?

7. Did you take a personal time out for brainstorming? (Often the

pressure of the task holds us hostage to doing things the same way

over and over.)

8. Did each person approach the problem on his own or was there an

effort made to use the team approach?

9. What assumptions caused you problems?

10. Can that happen at work or school?

11. How did the breakthrough finally occur?

(Adapted from Snow, H. (1997). Indoor/outdoor team-building games for trainers: Powerful activities from the world of adventure-based team-building and ropes courses. New York, NY: McGraw-Hill.)

• Roll, Roll, Roll Your Roll: Divide students into 4 sitting rows. Urge them

to scoot close to each other until there are no large gaps between them and

it will be easy to pass an item without dropping it. Then, give the person

on the left end of each row a roll of toilet paper. Explain that teams must

unroll the toilet paper as the pass it down the row, making sure NOT to

break the paper! They may not toss the roll; they must pass it from one

person to the next. In addition, everyone must say his or her full name

while passing the roll. If the toilet streamer breaks, team members must

send the roll back to the first person in the row and start over. When the

roll reaches the end of a row, the last person must stand and hold the toilet

paper roll above his or her head, all without tearing the paper! Whoever

stands first with an empty roll above their heads is the winner! Play the

game until every team has finished unrolling its paper to the end of the

row. Then tell the kids that you don’t really want to waste the toilet paper

so teams are now to race to see which row can roll the paper back up

again. Then, you have a second winning team! Playing music in the

background of this activity really enhances it!

Adopted from Keefer, M. (compiler). (1998). All- star games from all-star youth leaders. Group

Publishing, Inc: Loverland, Colorado.

• Telephone: Have members sit in a circle. The first person thinks of

something to say (tricky longer sentences work best). For example, the

purple elephant bellows his favorite song while taking a bubble bath.

Whisper this sentence in the ear of each person until it makes it to the last

person in the circle. A member that is listening can ask for the sentence to

be repeated only once. The last person in the circle shares the sentence

that they heard aloud to the group. Usually, the sentence is completely

different from the original sentence.

• Discussion Questions:

1. How is this game like gossip we hear in the halls at school?

2. How can gossip hurt us?

3. What can we do to stop the spread of gossip?

SEL Activities

Infusing social emotional aspects throughout the GSA meetings is imperative to the well-being of members. The following are specific social emotional activities to use.

• Circle Time

To introduce circle time, have members sit in a circle so all members can be seen.

Advisor should remind students that they always have the right to pass.

o Introduction Activity 1: Create a centerpiece. Members will bring

something from home or create something that represents them. Members

will explain this piece to the group. After this first activity, circle time

will always include the member’s centerpieces in the middle of the circle.

o Introduction Activity 2: Have students from the circle. Give students and

index card. Ask them to think about what they need from others in order

to feel save sharing in this circle. Members will write the word and then

share with the group once everyone has finished writing. Some examples

are caring, open-mindedness, honesty. Every meeting after this one will

include these words fanned out on the floor in the center of the circle.

Once the circle is established, there are different ways to use the circle.

• Check in circle: Members do a quick check in about their week or day.

o Ask a question:

1. If you had one superpower what would it be and why?

2. If you see someone being bullied what would you do?

3. What is your favorite food?

• Meditation Circle:

o Listening to chime sounds and instructing members to close their eyes and

clear the minds by focusing on the chime can be a good way to start or

close a meeting. Chime Sound Effects on YouTube is a good choice for a

chime activity (Audio Enabled, 2015).

o Focusing on the middle of a moving picture and instructing members to

block out sound and clear their mind is another way to start or close a

meeting (Faraday, 2011).

• Appreciation, Apology, Aha: this is a great way to close a meeting in

circle. Members give an appreciation about another member, apologize

for something they need to work on during meeting time or give an aha

moment they experienced during meeting.

Other SEL Activities

• Baby Picture: All members will bring in a baby picture to the advisor but

not show other members. The advisor will project the baby picture and

the members will guess whose picture it is. Once the member is matched

with the picture, they will share a childhood memory with the group. This

is a good way for the group to grow and learn about each other and it is a

good way for the advisor to build relationships with each member.

• Positive Peers: Each member will tape a piece of paper on their back.

Members will walk around and write appreciations on each member’s

back. At the end, each member will have positive thoughts about

themselves to read and use on days when they do not feel so positive. If

members want to they can share their positive feedback or they can keep it

to themselves.

• Stress Relief: Members will write down something that has been stressing

them out this week. After everyone has written something down the group

will have a rip-it-up party. All members will rip up their stress in a big

pile and the group will all help throw the pile away.

Type of Club (Social, Support, Activist)

It is important that GSA members decide what kind of GSA they want to have. It is a good idea that the members themselves make this decision together so the purpose of the GSA suits the needs of the members and the school. There are three types of GSA clubs: social, support, and activist. A social GSA focuses on fun activities and safe

60 places on and off campus for LGBTQ youth to socialize. A GSA that focuses on support provides a safe place for students to talk about topics of LGBTQ youth, ask questions, discuss feelings and problems they are facing at home and in school. An activist GSA focuses on education and creating a safe school and community for LGBTQ youth (GSA

Network, n.d.a.).

Type of GSA Activities

Arts and crafts

Charades

Social Icebreakers

Team building activities

Games

Movies

Sharing circles

Support Trust activities

Team building

Guest speakers

Educational posters

Activist Climate survey

Organize events

Teacher trainings

Table 1: Types of GSAs and Activities

Image Source: https://www.gsafewi.org/resources/for-youth-gsas/building-your- gsa/elements-of-a-gsa/

What Type of GSA?

Give each group member two index cards. Use one index card to have members write why they are here (what was their purpose for coming to the GSA today?) After 5 -

10 minutes have members get in partners to discuss why they came to group today. Give another five minutes after talking to a partner for each member to reflect on their why am

I here card and to make any final adjustments.

The second index card is for members to write what they hope to achieve in this group (social networking, educate peers or teachers, close group of peers to discuss problems and feeling).

Once everyone has written on both cards, come back together as a group. Advisor will draw three overlapping circles on the board: social, activist, support like the example below.

Figure 2: Types of GSAs

Image Source: https://www.gsafewi.org/resources/for-youth-gsas/building-your- gsa/elements-of-a-gsa/

Members will each take turns placing their “why I am here” card in one of the three circles (social, support, activist). After each group member has placed a card, start the process of places cards in one corresponding circle with the second index card “what do I want to achieve”. After placing all the cards, have a group discussion about where most of the students placed cards. This visual display will help the members to see what kind of GSA will be beneficial to their school. Keep in mind a GSA can be a combination of the three types. Your club might want to be a social support club or a social activist club.

The important part is to find out what your members need and want.

Creating Group Agreements

It is important that the GSA create a list of group agreements to hold members accountable during meetings. In the first or second meeting, have members create group agreements that everyone agrees to and commits to following. Have each member write down an agreement that he/she/they finds important. After members write the agreement on paper, have members crumble the paper into a ball. Next, is the snowball fight! Get members energized by having a snowball fight with the agreements. For two minutes have members throw around the paper agreements like snowballs (GLSEN, n.d.). After the two minutes, have one person record ideas on the white board. Have other members open the snowballs and call out group agreements. After reading agreements, record responses on the white board, have a group discussion about combining agreements that are similar into one agreement. Discuss what each agreement means, some might need more explanation from the member that wrote it. Once all the agreements are clear and discussed turn it into one list and post it during meeting.

Sample group agreements from GSAFE

1. One person is talking, everyone else listens

2. What’s said here, stays here. What’s learned here, leaves here. (GSA’s should be

a safe place for people to share about their identity and not worry about it being

discussed outside of meeting. But what you learn at the meeting about LGBTQ

topics should be taken and shred to educate others.)

3. Take space, make space (If you talk a lot challenge yourself to be a better listener.

If you don’t share or talk much challenge yourself to share your ideas.)

4. Use “I” statements (Don’t assume what you believe is what everyone else

believes. Avoid making generalizations.)

5. We are all learning: (your knowledge of LGBTQ issues may be more advanced

than other members. Be patient and allow others to learn too.)

6. Care for each other

Adopted from GSAFE (2018). Sample gsa agreements. Retrieved from

https://www.gsafewi.org/resources/for-youth-gsas/building-your-gsa/sample-gsa-

group-agreements/

Mission Statement

According to GLSEN, a mission statement should “lead your group’s effort in planning its goals and projects” (n.d).

Four questions to answer in order to create your mission statement.

1. Who are we?

2. What do we stand for?

3. What do we do?

4. How do we do it?

Members will form four groups to answer each question. Groups will rotate to each poster with one of the four questions on it. Groups should discuss the question and decide how to answer it.

After each group has contributed to each question, the group should come back as a whole and review what all groups wrote on each question. One member will be the

65 recorder. The group will discuss how all the ideas can be condensed and shortened into one concise mission statement. This may take multiple drafts.

Ten Tips for Writing an Effective GSA Mission Statement

Stay focused. A mission statement should say who you are, what you stand for, what you do and how you do it. Keep it concise. Mission statements tend to be two or three precisely written sentences. Describe your goals. Mission statements often include an infinitive that indicates a change in the status of a situation or in your school climate: for example, to increase, to decrease, to prevent, to eliminate. Be honest. Clarity and frankness are the ideal characteristics of a mission statement. Invite input. An effective mission statement is best developed with ideas from all members of your group. Be inclusive. Even if your membership does not currently include individuals who identify as lesbian, gay, bisexual, transgender, or straight, it’s important that your mission statement convey the fact that your group is inclusive of LGBT issues and open to straight allies. Examine other mission statements to get ideas for your own. Simply copying other groups’ statements, however, probably won’t accurately reflect what your group is about. Take your time. Effective mission statements usually take a while to develop. Revisiting your mission statement drafts during a couple meetings allows for additional input and final editing. Distribute copies of the completed statement to everyone in your group. Your mission statement should lead your group’s efforts in planning its goals and projects. Share your mission statement widely. Consider posting copies around your school, having it published in the campus newspaper, submitting it to your school’s administration, printing it for your group archives, and including it in all your published materials— flyers, posters, event programs, website pages and so on.

Adopted from Gay, Lesbian & Straight Education (GLSEN) Network (n.d.). Building and

Activating your GSA or Similar Student Club. Retrieved from

https://www.glsen.org/sites/default/files/966-4_optimized.pdf

Recruitment

Recruitment can happen in many ways. Initial recruitment might start with a small group of students that approach an advisor to start the club, or an advisor that observes a need at the school and begins recruitment. In either case, there are many ways to start initial recruitment and keep up continually requirement throughout the year.

• Make an announcement on your schools broadcast system

• Hang posters

• Provide food at meetings

• Bring a buddy pass (then both students names are entered in a raffle)

• Ask teachers to post club fliers in their classroom

• Have lunchtime activities promoting the GSA

• Create a social media page promoting your club

Leadership Officers

There are four possible leadership structures to run your GSA: hierarchy-based leadership, board-based leadership, collective leadership, and committee-based leadership

(Buehler, et al., 2011).

A hierarchy-based leadership has student officers such as President, Vice

President, Treasurer, and Secretary. These officers oversee, plan and run the meetings.

Officers are elected by the other group members and meet once a month with the advisor to organize club meetings and plan. The drawbacks of this type of leadership could be other members feeling like they do not have a voice in decision-making (Buehler, et al.

2011).

A board-based leadership structure is run by a group of elected officials that sit on the board and approve all decisions pertaining to the GSA. The roles of these elected officials are as follows: Facilitator, Publicity Specialist, Event Coordinator, Fundraising

Director, and Class Representative. This type of structure focuses on equality for all in the group. The possible problem with this type of structure is difficulty in holding everyone accountable for his or her position and duties (Buehler, et al., 2011).

The collective leadership structure has no hierarchy. All members work together to make decisions and the majority rules. The problem with this type of structure can be holding members accountable to get jobs done. This model works particularly well with smaller clubs (Buehler, et al., 2011).

The final type of structure for a GSA is the committee-based leadership. In this type of leadership, committees form for tasks that need to be completed. There is usually a chairperson for each committee and it would be a god idea to have a monthly chairpersons meeting to organize, update and plan for future meetings (Buehler, et al.,

2011). Examples of committees are event planning, recruitment, fundraising, and education.

Monthly Themes

Sample Monthly Theme 1

August: Welcome Back and Yearlong Planning

September: Sexual Orientation and Gender Identity

October: LGBTQ History Month

November: Transgender Awareness

December: Safe Schools and Bullying Prevention

January: Gay Straight Alliance History and GSA Day

February: Students Rights

March: Activism and Advocacy

April: Intersections of Identity and ISMS

May: End of the Year Summary and Celebration

Adopted from One Colorado (2018). Working together for a Fair and Just Colorado. Retrieved from

http://www.one-colorado.org/issues/safe-schools/

Sample Monthly Theme 2

All year: Anti-Slur Campaign

September: Meet and Greet/Why be a member? Latina/Latino History Month

October: Ally Week LGBTQ History Month

November: GSA Informational Lunch for Teachers

December: World AIDS Day and Legal Rights

January: No Name Calling Week and Black History Month

February: Healthy Relationships and Religion and Sexuality and Gender

March: LGBTQ Roles in Media

April: Day of Silence and Talking to Your Family

May: AIDS Walk, Harvey Milk Day, Pride Celebration, End of the Year Party

Adopted from GSA Network. (n.d.). What to do in your GSA. Retrieved from

https://gsanetwork.org/files/resources/GSA%20Advisor%20Handbook%20What%20to%20Do%2

0in%20Your%20GSA.pdf

Teacher Trainings

Once your GSA is successfully running meetings, it is a good idea to think about training teachers and other staff on your school campus. The members need to meet as a group and discuss the following topics: objectives, allies, agenda, and roles/responsibilities.

Have five flip chart papers mounted on the white board labeled: objectives (wish list), objectives (final), allies, agenda, roles/responsibilities.

1) Objectives (wish list)

a) What outcomes do you want from this training?

i) What do you want teachers to know or do?

ii) How do you want teachers to respond to LGBTQ name calling and

harassment?

iii) How will your school be different after the training?

iv) Why is this training important?

2) After all wish list objectives are on paper the members need to review and discuss the

objectives based on SMART goals (Specific, Measurable, Attainable, Realistic,

Timely). After reviewing objectives and using SMART, members should list the

objectives on the final objectives flip chart paper.

3) Allies

a) Make a list of allies that can support the club

i) Families

ii) Teachers

iii) Administration

iv) Support staff

v) Graduated LGBTQ youth

vi) Local GLSEN chapter

4) Agenda

a) It is time to make the agenda for the training.

i) Suggested topics to cover

(1) Review to data (national and local school climate survey)

(2) Use visuals

(3) “Get to know you” activity

(4) Share personal experiences

(5) Invite speakers

(6) Question and Answer session

5) Roles and Responsibilities:

a) Members should divide the agenda among themselves so everyone is involved

and one person is not running the entire training by himself or herself.

Adopted from Gay, Lesbian & Straight Education (GLSEN) Network (n.d.b.) Stratagies for training

teachers. Retrieved from

https://www.glsen.org/sites/default/files/Jump%20Start%20Guide%20Part%203_1.pdf

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Adamut, A. (2011). Philosophical aspects of homosexuality in Ancient Greek.

Philosophy, Social and Human Disciplines, 2, 11-22.

Almeida, J., Johnson, R.M., Corliss, H. L., Molnar, B. E., & Azrael, D. (2009).

Emotional distress among LBTQ youth: The influence of perceived

discrimination based on sexual orientation. Journal of Youth and Adolescence,

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Ashley, C. P. (2015). Gay liberation: How a one radical movement got married and

settled down. New Labor Forum, 24(3), 28-32.

Audio Enabled. (2015). Chime sound effect. Retrieved from

https://www.youtube.com/watch?v=WWrK6aRVZf4

Bertram, C. C., Crowley, M. S., & Massey, S. G. (2010). Beyond progress and

marginalization: LGBTQ youth in educational contexts. New York, NY: Peter

Lang.

Buehler, A., Littlefield, S., Marsocci, K., Michael, T., Oshinsky, K., Solis, D., &

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