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FOR LESBIAN, GAY, BISEXUAL, TRANSGENDER and QUESTIONING YOUTH by Lori "WOW...THEY CARE, RIGHT?" MAKING SCHOOLS SAFE(R) FOR LESBIAN, GAY, BISEXUAL, TRANSGENDER AND QUESTIONING YOUTH by Lori Anne Watson B.A. (Tougaloo College) 1988 M.S. (Jackson State University) 1994 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree Doctorate in Education Doctoral Program in Educational Leadership for Social Justice California State University, East Bay 2012 Copyright © 2012 by Lori Anne Watson Lori Anne Watson June 2012 Educational Leadership ii "WOW...THEY CARE, RIGHT?" MAKING SCHOOLS SAFE(R) FOR LESBIAN, GAY, BISEXUAL, TRANSGENDER AND QUESTIONING YOUTH Abstract Schools contribute heavily to the feelings of isolation and stigmatization that many gay, lesbian, and bisexual youth experience. Research demonstrates that the climate of US middle and high schools are generally unsupportive and unsafe for many of these youth who are often susceptible to harassment, discrimination, and other negative events, often specifically related to their sexual orientation, gender identity, and/or how they express their gender. The research reports that in order to create safe schools for students who identify as LGBTQ, school districts must have 4 components in place: nondiscrimination policy specifically addressing sexual orientation and gender identity; inclusive curriculum; support groups for students; and staff development for teachers and support staff. San Leandro High School has a safe schools program which consists of the 4 components. This mixed methods study sought to analyze the program through an analysis of the school policies, programs and practices by answering the question, How is the Safe Schools work at San Leandro High School impacting the climate for students who identify as LGBTQ? Quantitative data was collected through the GLSEN Local School Climate survey. Qualitative data was collected through focus group interviews with staff members, heterosexual students, and LGBTQ students. iii Major findings of the study include the following: (1) prevalent use of homophobic language; (2) discomfort of staff regarding LGBTQ issues; (3) limitations of the Safe Schools curriculum; (4) the positive influence of Club Rainbow; (5) fewer boys “out” than girls; and (6) additional 9th grade campus support needed. Recommendations made are: (1) yearly program evaluation; (2) reviewing and revising the Safe Schools curriculum; (3) ongoing staff development and support for staff; (4) continued support to the club rainbow advisor; (5) outreach to gay boys as well as other gay students that are not “out”; and (6) additional 9th grade campus support. This study supports the research that schools that implement the 4 components— nondiscrimination policy, inclusive curriculum, support groups, and staff development— do have safe(r) school climates for students who identify as lesbian, gay, bisexual, transgender, and questioning. These findings may help educators to better understand LGBTQ students and how to better support them in school; provide information to schools that don’t have “safe schools” programs about how to start them, as well as make recommendations to schools that have existing programs in place as to how to strengthen them. iv California State University, East Bay Doctoral Program in Educational Leadership for Social Justice This dissertation was presented by Lori Anne Watson It was defended on April 10, 2012 and approved by: _______________________________________________ Ginny Lee,Chair Department of Educational Leadership ______________________________________________ Kyzyl Fenno-Smith Department of Educational Leadership ______________________________________________ Ardella Dailey Department of Educational Leadership v ACKNOWLEDGEMENTS I would first like to thank the Good Lord above for blessing me with the gifts that enabled me to write this dissertation. The two greatest gifts that I was given are the greatest parents in the world, Constant W. Watson and Annie B. Watson. Although they are no longer of this world, they are with me and inspired me through this whole process (you too, Teddy). I thank them for encouraging me to always do my best and never settling for mediocrity. I hope that I have made them proud—this is for them. I would like to thank my brothers, Byron and Darryl, and my cousin Bonnie for pushing me from afar and telling me that I’m smart (well Byron and Bonnie did), even when I didn’t think so. I’d also like to acknowledge two special role models, my Uncle Joffre, Ph.D. and Aunt Zadie, Ed.D. Although Zadie is with my parents in heaven, I know she sprinkled some of her brain dust on me on many days. A huge thank you goes to my girlfriend, Kimberly who believed in me from the very beginning of this process. She made me work harder to earn the Ed.D. than CSUEB! She awarded my Ed.D. one letter at a time (E, after the first year; d, after the 2nd year; and I don’t know when I’ll get the last D—I guess after graduation)! She is working toward her first degree, and her focus and drive to complete it is amazing. I’ll be so proud of her when she’s done. A shout out to my co- administrators who took up the slack for me on Friday night supervisions when I told them, “I have class!” now what excuse will I use? And also my coworkers at FTK who supported me til the end. Kudos to SLUSD for making this work important; and to the SLHS staff and students who participated in my study. I also want to acknowledge Chris vi who initially led this work and made me realize that this is what I want to do. Last but not least I’d like to give a HUGE THANKS to my committee members. Thanks Ardella for joining the team when I so desperately needed you. Kyzyl, I’ll never forget our Farley’s meetings. Your brain is something out of this world! I don’t know half of what you’re talking about, but I just feel smarter listening. Thanks for helping me think through this thing. And Ginny, you’re the greatest! I connected with you from the very start in class and I knew then that you were the one for me. You make me feel as if I could write a bestselling novel on anything. You’ve been supportive, helpful, encouraging and everything anyone could ask for in a chair. I know you’re the reason that this felt “easy.” Thank you all! vii TABLE OF CONTENTS CHAPTER 1: STATEMENT OF THE PROBLEM………………………………..1 San Leandro Safe Schools Work…………………………………………….6 CHAPTER 2: REVIEW OF THE LITERATURE………………………………...11 Policy……………………………………………………………………… 12 Barriers to policy………………………………………………….. 13 Enactment of policy………………………………………………. 14 Effectiveness of policy……………………………………………. 16 Summary………………………………………………………….. 16 Inclusive Curriculum……………………………………………………… 17 Heterosexist curriculum…………………………………………… 17 Inclusive curriculum………………………………………………. 18 Bullying curriculum at work………………………………………..20 Summary……………………………………………………………21 Staff and Professional Development……………………………………….. 21 Barriers to staff support……………………………………………. 22 Staff training………………………………………………………. 23 University programs………………………………………………. 24 Results from Respect for all………………………………………. 24 Summary……………………………………………………………26 Student Support Groups…………………………………………………….27 Support groups at work……………………………………………. 28 viii Summary…………………………………………………………… 29 Literature Summary……………………………………………………… ..29 CHAPTER 3: METHODOLOGY…………………………………………………32 Setting……………………………………………………………………… 33 Participants………………………………………………………………… 34 Student survey (GLSEN Local School Climate survey)………….. 34 Staff survey…………………………………………………………37 Focus groups………………………………………………………. 39 Straight students…………………………………………… 39 Semi-structured interview questions……………… 40 Staff……………………………………………………….. 41 Semi-structured interview questions………………. 42 LGBTQ students…………………………………………… 43 Semi-structured interview questions………………..44 Participants’ Rights………………………………………………………… 45 CHAPTER 4: DATA ANALYSIS………………………………………………...46 Peers & Homophobic Language…………………………………………… 47 GLSEN results…………………………………………………….. 47 Focus groups………………………………………………………. 49 Staff……………………………………………………….. 50 Straight students…………………………………………… 51 LGBTQ students………………………………………….. 53 Summary………………………………………………………………….. 56 ix Relationships With Adults………………………………………………….56 Focus groups………………………………………………………. 57 Staff…………………………………………………………57 Straight students…………………………………………… 58 LGBTQ students…………………………………………… 59 Club Rainbow……………………………………… 60 Summary…………………………………………………………………… 61 Climate of Perceived Acceptance & Support……………………………… 62 GLSEN results…………………………………………….. 62 Focus groups………………………………………………. 63 Staff………………………………………………… 64 Straight students…………………………………… 66 LGBTQ students…………………………………… 67 Summary…………………………………………………………………… 68 Ninth Grade Campus vs. Main Campus…………………………………… 69 GLSEN results…………………………………………….. 70 Focus groups……………………………………………….. 72 Staff………………………………………………… 72 Straight students…………………………………… 73 LGBTQ students……………………………………74 Safe Schools curriculum…………………………………… 74 Summary……………………………………………………………………77 Staff Discomfort With LGBTQ Issues……………………………………..78 x GLSEN results……………………………………... ……... 78 Focus groups………………………………………. ……... 81 Staff………………………………………… …….. 81 Straight students…………………………… …….. 83 LGBTQ students…………………………… …….. 83 Summary…………………………………………………………… …….. 84 CHAPTER 5: DISCUSSION AND RECOMMENDATIONS……………………85 Prevalent Use of Homophobic Language…………………………..………88 Discomfort of Staff Regarding LGBTQ Issues…………………………….88 Limitations of Safe Schools Curriculum…………………………………...89 Positive Influence of Club Rainbow for LGBTQ Students………………...91 Fewer Boys ‘Out’ Than Girls………………………………………………92 Additional Ninth Grade
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