Toolkit for Safe and Caring Discussions About Sexual and Gender Minorities FOR SECONDARY SCHOOLS © Copyright 2016 Revised 2017 To protect the privacy of certain individuals the names and identifying details have been changed. Although the author and publisher have made every effort to ensure that the information in this book was correct at press time, the author and publisher do not assume and hereby disclaim any liability to any party for any loss, damage, or disruption caused by errors or omissions, whether such errors or omissions result from negligence, accident, or any other cause. Reproduction of material in this monograph is authorized for classroom and professional development use, provided that each copy contain full acknowledgement of the source and that no charge be made beyond the cost of printing. Any other reproduction in whole or part without prior written consent of the ATA is prohibited. Alberta Teachers’ Association 11010 142 Street NW, Edmonton AB T5N 2R1 Telephone 780-447-9400 or 1-800-232-7208 www.teachers.ab.ca One copy of this publication is available free of charge to all ATA members. Non-ATA members or ATA members who require more than one copy can view pricing and ordering information on the ATA website at www.teachers.ab.ca. Click on Publications>Other Publications or contact ATA Distribution at 780-447-9400 (Edmonton); toll-free within Alberta 1-800-232-7208. ISBN 978-1-927074-45-9 PD 80-15e 2017 02 TOOLKIT FOR SAFE AND CARING DISCUSSIONS ABOUT SEXUAL AND GENDER MINORITIES FOR SECONDARY SCHOOLS Toolkit for Safe and Caring Discussions About Sexual and Gender Minorities FOR SECONDARY SCHOOLS This resource was developed by the Alberta Teachers’ Association, with funding support from the Government of Alberta. It is freely available to use in support of creating welcoming, caring, respectful and safe learning environments for children and youth. Download this resource and more at www.teachers.ab.ca. Acknowlegements Thank you to the principal contributors for their expertise, time and guidance: Jessica Scalzo, Lead Writer, Parkland Teachers’ Local 10 Lauren Alston, Provincial GSA Coordinator, Institute for Sexual Minority Studies and Services, University of Alberta Sandra Anderson, Librarian, Alberta Teachers’ Association Andrea Berg, Staff Officer, Alberta Teachers’ Association Anna Burn, Teacher and Consultant, Edmonton Public Teachers Local No 37 Mary-Frances Fitzgerald, Teacher and Counsellor, Edmonton Public Teachers Local No 37 Christy Haggarty, Teacher, Parkland Teachers’ Local No 10 Robert Kelly, Teacher Alyson King, School Counsellor, Red Deer City Local No 60 Kerry Maguire, Teacher and Consultant, Edmonton Public Teachers Local No 37 Brent Franco Saccucci, Student Teacher, University of Alberta School and Community Supports for Children and Youth, Alberta Education Design and editorial services provided by Erin Solano and Sandra Bit, Alberta Teachers’ Association Additional thanks to Kristy Harcourt, (Pride Centre of Edmonton), Rick Kremp (Parkland Teachers’ Local 10), Peggy Bly (Parkland Teachers’ Local 10), Kim Frail (HT Coutts Education Library, University of Alberta) and other Alberta teachers who contributed to the development and review of this resource TOOLKIT FOR SAFE AND CARING DISCUSSIONS ABOUT SEXUAL AND GENDER MINORITIES FOR SECONDARY SCHOOLS Overview The PRISM toolkit was created to help teachers promote safe and supportive classroom discussions about sexual and gender minorities. PRISM is an acronym for Professionals Respecting and supporting Individual Sexual and Gender Minorities. Like the brilliant and varying colours of the rainbow refracted through a prism, Alberta’s students are a vibrant kaleidoscope of diversity. A diverse classroom environment is rich in possibilities for teaching and learning for both students and teachers. A welcoming, caring, respectful, safe and inclusive school environment allows all students to feel safe and to thrive. Teachers are sometimes at a loss without ready materials to answer questions when the need arises. The benefit of the PRISM toolkit to individual students, small groups, classes and whole schools, is that resources are available to destigmatize sensitive aspects related to sexual orientation, gender identity and gender expression. In the 1990s the age of youth “coming out” (stating they are lesbian, gay, bisexual or trans-identified) was approximately 18–20 years; however, now there are more students coming out in their early teens and younger. Due to the gradual societal shift towards acceptance and equity, teachers are recognizing their responsibilities to engage appropriately with these topics in their classrooms. Opening young minds to these topics in school will promote a lifelong understanding and respect for diversity. The PRISM toolkits provide opportunities for teachers to explore content related to sexual orientation, gender identity and gender expression. The toolkit is organized into the following chapters: Background information, terminology and relevant statistics Legal frameworks relevant to Alberta teachers Possible questions arising from parents, school leaders and students Creating safer spaces in our schools and classrooms Lesson plans for a variety of courses in Grades 7–12 including core subjects Supplemental lesson plan leads and ideas Literature and support resources Students are counting on you! Addressing homophobia and transphobia in our schools and classrooms makes a difference in students’ lives. This work matters! When asked how the resources like the PRISM Toolkit for Secondary would impact their lives, this is how youth responded: Raise awareness and respect for those that identify with the LGBTQ2SIAP+ community. –Grade 8, Alberta It would educate children in the LGBTQ+ world and make people more sensitive to queer issues and understand people more. –Grade 10, Alberta I feel like it would make queer students feel safer. –Grade 11, Alberta Removes alienation and some fear to come out. It also spreads knowledge and reduces ignorance. –Grade 9, Alberta It would allow students to feel more comfortable in their environments and make them feel accepted. –Grade 10, Alberta It would minimize discrimination due to ignorance, and it would help LGBT students themselves feel included and safe in discussions. –Grade 11, Alberta It would make queer students more comfortable and reduce bullying by increasing mutual understanding between students. –Grade 12, Alberta TOOLKIT FOR SAFE AND CARING DISCUSSIONS ABOUT SEXUAL AND GENDER MINORITIES FOR SECONDARY SCHOOLS Table of Contents Background Information for Professionals 9 Alberta Perspective 33 Questions 41 Creating Safer Spaces 47 Lesson Plans for Grades 7–12 65 Supplemental Lesson Plan Leads and Ideas 111 Literature and Supporting Resources 121 A Note On Acronyms Many acronyms are used, but the most recognizable and common is LGBTQ. While this acronym is useful and has important historical roots, it has been criticized for not being inclusive of all marginalized identities. A more inclusive version of that acronym is LGBTTTPQQAI+ (Lesbian, Gay, Bisexual, Transgender, Transsexual, Two-Spirit, Pansexual, Queer, Questioning, Asexual, Aromantic, Ally, Intersex, etc.…); however, this acronym can make conversations about this topic cumbersome. The Alberta Teachers’ Association uses Sexual and Gender Minority (SGM) to be inclusive of all identities and ways of being. You will find this acronym throughout ATA materials. Materials adapted from outside sources may still use the LGBTQ acronyms or variations thereof. Outside of this resource, you may encounter other acronyms such as MOGAI (Marginalized Orientations, Gender Identities and Intersex) or QUILTBAG (Queer/Questioning, Undecided, Intersex, Lesbian, Trans (Transgender/Transsexual), Bisexual, Asexual, and/or Gay). TOOLKIT FOR SAFE AND CARING DISCUSSIONS ABOUT SEXUAL AND GENDER MINORITIES FOR SECONDARY SCHOOLS Background Information for Professionals RED—The need to address topics of sexual orientation, gender identity and gender expression in schools is critical to the safety and health of students and teachers. Through research articles and striking statistics, the RED section provides a rationale to inform school communities of the need to address sexual orientation, gender identity and gender expression in classrooms. Additionally, a glossary is included to provide the common and appropriate language for discussing these topics. The RED section was created for teacher information. It should only be shared with students at the teacher’s discretion. Building Welcoming, Caring, Respectful and Safe Learning Environments 10 Statistics about the LGBTQ Community in Canada 12 Sexual and Gender Minority Terms and Definitions 15 What is Gender? 19 Generation Queer: Sexual and Gender Minority Youth in Canadian Schools 24 9 STOCK Building Welcoming, Caring, Respectful and Safe Learning Environments Several important factors can help teachers build resilient school-based communities and, in turn, reduce the health and safety concerns of sexual and gender minority (SGM) youth. These proactive strategies include • positive relationships among teachers, parents and other caregivers; • school environments that value and embrace diversity; • clear policies and guidelines that protect students from discrimination on the basis of sexual orientation, gender identity and gender expression; • visible allies and SGM role models; and • establishment and support of school-based GSAs or QSAs (Griffin et al 2004; Lee 2002). These factors