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Every Class in Every School: Final Report on the First National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools

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Every Class in Every School: Final Report on the First National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools EVERY CLASS IN EVERY SCHOOL: FINAL REPORT ON THE FIRST NATIONAL CLIMATE SURVEY ON HOMOPHOBIA, BIPHOBIA, AND TRANSPHOBIA IN CANADIAN SCHOOLS RESEARCHERS: CATHERINE TAYLOR (PRINCIPAL INVESTIGATOR), PH.D., UNIVERSITY OF WINNIPEG AND TRACEY PETER (CO-INVESTIGATOR), PH.D., UNIVERSITY OF MANITOBA Human Rights Trust EVERY CLASS IN EVERY SCHOOL: FINAL REPORT ON THE FIRST NATIONAL CLIMATE SURVEY ON HOMOPHOBIA, BIPHOBIA, AND TRANSPHOBIA IN CANADIAN SCHOOLS RESEARCHERS: CATHERINE TAYLOR (PRINCIPAL INVESTIGATOR), PH.D., UNIVERSITY OF WINNIPEG AND TRACEY PETER (CO-INVESTIGATOR), PH.D., UNIVERSITY OF MANITOBA ReseaRcheRs: PRoject FundeRs: Catherine Taylor Egale Canada Human Rights Trust (Principal Investigator), Ph.D., Canadian Institutes of Health Research University of Winnipeg and Tracey Peter (Co-Investigator), Ph.D., The University of Winnipeg SSHRC Research University of Manitoba Grant Program Sexual and Gender Diversity: Vulnerability PRoject ReseaRch assistants: and Resilience (Canadian Institutes for Health TL McMinn, Sarah Paquin, and Kevin Research) Schachter (Senior RAs) Stacey Beldom, Allison Ferry, and Zoe Gross Winnipeg, Manitoba PRoject advisoRy Panel: May 2011 Joan Beecroft, Jane Bouey, James Thank you to The McLean Foundation for so Chamberlain, Ellen Chambers-Picard, Tara kindly supporting the printing and distribution Elliott, Noble Kelly, Wayne Madden, Joan of this report. Merrifeld, Elizabeth J. Meyer, Susan Rose, Annemarie Shrouder, and Helen Victoros Human Rights Trust Published by Egale Canada Human Rights Trust 185 Carlton Street, Toronto, ON M5A 2K7 Ph: 1-888-204-7777 Fax: 416-963-5665 Email: [email protected] www.egale.ca When referencing this document, we recommend the following citation: Taylor, C. & Peter, T., with McMinn, T.L., Elliott, T., Beldom, S., Ferry, A., Gross, Z., Paquin, S., & Schachter, K. (2011). Every class in every school: The frst national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Toronto, ON: Egale Canada Human Rights Trust. Egale Canada Human Rights Trust is a national organization that conducts research and delivers educational programming on lesbian, gay, bisexual and trans (LGBT) human rights in Canada. For more information on Egale, visit www.egale.ca. © Copyright 2011, Egale Canada Human Rights Trust and Catherine Taylor. All rights reserved, but permission to duplicate freely given on request. contents Foreword ……………………………………………………………………………………… 9 Executive Summary …………………………………………………………………………… 13 Introduction …………………………………………………………………………………… 33 Study Background ………………………………………………………………………… 34 Project Team ……………………………………………………………………………… 35 Working Defnitions ……………………………………………………………………… 36 Methodology .………………………………………………………………………………… 38 Survey Instrument ..……………………………………………………………………… 38 Sampling ………………………………………………………………………………… 39 Ethics Protocol …………………………………………………………………………… 41 Participants ……………………………………………………………………………… 42 Analysis ..………………………………………………………………………………… 43 Findings ..……………………………………………………………………………………… 44 School Climate ………………………………………………………………………………… 47 Homophobic, Transphobic, and Sexist Comments ……………………………………… 47 Homophobic Comments ..………………………………………………………… 47 Transphobic and Sexist Comments ………………………………………………… 50 Other Between-Group Diferences ………………………………………………… 53 Direct Victimization ……………………………………………………………………… 56 Verbal Harassment ………………………………………………………………… 57 Physical Harassment and Assault ..………………………………………………… 63 Sexual Harassment ………………………………………………………………… 67 Other Forms of Victimization .……………………………………………………… 67 Ethnic and Regional Diferences …………………………………………………… 70 Every Class in Every School 5 contents cont’d Impacts .……………………………………………………………………………………… 73 Emotional Distress ……………………………………………………………………… 74 Sense of Personal Safety at School ..…………………………………………………… 84 Skipping School ..……………………………………………………………………… 89 Perception of School as Becoming More Homophobic or Less Homophobic .………… 92 School Attachment ..…………………………………………………………………… 93 Indicators of School Attachment .……………………………………………………… 93 Isolation ………………………………………………………………………………… 96 Social Connectedness .………………………………………………………………… 101 Institutional Responses ..…………………………………………………………………… 107 Supportive Teachers and Teacher Intervention in Homophobic and Transphobic Incidents … 108 Anti-Homophobia Policies ……………………………………………………………… 114 LGBTQ-Inclusive Curriculum …………………………………………………………… 123 Gay-Straight Alliances ..………………………………………………………………… 127 Limitations ..………………………………………………………………………………… 132 Types of Schools ..……………………………………………………………………… 132 Varieties of Religiosity ..………………………………………………………………… 132 Conclusions and Recommendations ..……………………………………………………… 134 References …………………………………………………………………………………… 142 Publications on the Climate Survey ………………………………………………………… 148 Resources .…………………………………………………………………………………… 149 6 Egale Canada Human Rights Trust FiguRes Figure 1: Frequency of Homophobic Comments (All Students) ..…………………………… 48 Figure 2: Inappropriate Gendered Remarks (Male Sexual Minority/Female Sexual Minority/ Trans Students) .……………………………………………………………………………… 51 Figure 3: Verbal Harassment (LGBTQ/Non-LGBTQ Students) ………………………………… 58 Figure 4: Verbal Harassment (Trans/Female Sexual Minority/Male Sexual Minority Students) … 61 Figure 5: Physical Harassment (LGBTQ/Non-LGBTQ Students) ………………………………… 64 Figure 6: Physical Harassment (Students with/without LGBTQ Parents) ..……………………… 66 Figure 7: Other Forms of Harassment (LGBTQ/Non-LGBTQ Students) ………………………… 69 Figure 8: Feeling Upset by Homophobic Comments (LGBTQ/Non-LGBTQ Students) ………… 75 Figure 9: Unsafe Areas for LGBTQ Students (LGBTQ/Non-LGBTQ Students) …………………… 79 Figure 10: Unsafe Areas for LGBTQ Students (Trans/Female Sexual Minority/Male Sexual Minority Students) ………….………………………………………………………………… 81 Figure 11: Feelings of Not Being Safe (LGBTQ/Non-LGBTQ Students) ………………………… 85 Figure 12: Feelings of Not Being Safe (Male Sexual Minority/Female Sexual Minority/Trans Students) ..…………………………………………………………………………………… 87 Figure 13: Feelings of Not Being Safe (Students with/without LGBTQ Parents) ……………… 88 Figure 14: Skipping School Due to Feeling Unsafe (Male Sexual Minority/Female Sexual Minority/Trans Students) ..…………………………………………………………………… 90 Figure 15: Skipping School Due to Feeling Unsafe (Students with/without LGBTQ Parents) … 91 Figure 16: School Attachment (Non-LGBTQ/Sexual Minority/Trans Students) .……………… 94 Figure 17: School Attachment (Students with/without LGBTQ Parents) ..…………………… 95 Every Class in Every School 7 FiguRes cont’d Figure 18: Knowledge of Openly LGBTQ Students and Teachers (Male Sexual Minority/Female Sexual Minority/Trans Students) ..…………………………………………………………… 97 Figure 19: Indicators of Isolation (Students of Colour/Aboriginal Students/ Caucasian Students) .………………………………………………………………………… 100 Figure 20: Comfort Level Talking to School Coaches, Teachers, and Classmates (Sexual Minority/Trans Students) ..…………………………………………………………………… 102 Figure 21: Comfort Level Talking to Teachers, Counsellors, Classmates, Parents, and Close Friends about LGBTQ Matters (Students with/without LGBTQ Parents) ……………………… 104 Figure 22: Reporting Incidents of Homophobic Harassment (Male Sexual Minority/Female Sexual Minority/Trans Students) ..…………………………………………………………… 111 Figure 23: Supportive Schools and Teacher Intervention by Region ………………………… 112 Figure 24: School Support and Comfort Level Talking about LGBTQ Matters (Schools with/ without Anti-Homophobia Policies) .………………………………………………………… 116 Figure 25: School Anti-Homophobia Policies and Climate Indicators ..……………………… 117 Figure 26: LGBTQ Students’ Willingness to Report and Efective Intervention in Homophobic Incidents (Schools with/without Anti-Homophobia Policies) .………………………………. 118 Figure 27: Unsafe Areas for LGBTQ Students (Schools with/without Anti-Homophobia Policies) ……………………………………………………………………………………… 119 Figure 28: Feelings of Not Being Safe among LGBTQ Students (Schools with/without Anti-Homophobia Policies) ..………………………………………………………………… 120 Figure 29: LGBTQ Students and School Attachment (A) (Schools with/without Anti-Homophobia Policies) ..………………………………………………………………… 121 Figure 30: LGBTQ Students and School Attachment (B) (Schools with/without Anti-Homophobia Policies) ..………………………………………………………………… 121 Figure 31: Positive LGBTQ-Inclusive Curriculum (LGBTQ Students) ..………………………… 125 Figure 32: GSAs by Region …………………………………………………………………… 128 8 Egale Canada Human Rights Trust hydrogen helium 1 2 1.0079H He4.0026 lithium berylium boron carbon nitrogen oxygen fluorine neon 3 4 5 6 7 8 9 10 Li6.941 Be9.0122 B10.811 12.01C1 N14.007 15.999O 18.998F Ne20.180 sodium magnesium aluminium silicon phosphorus sulfur chlorine argon 11 12 13 14 15 16 17 18 Mg Al Si P S Ar Na22.990 24.305 26.982 28.086 30.974 32.065 35.453Cl 39.948 potassium calcium scandium titanium vanadium chromium iron cobalt nickel copper gallium germanium arsenic selenium 19 20 21 22 23 24 26 27 28 29 31 32 33 34 V Fe Co Ni Cu Ga Ge As Se 39.098K Ca40.078 Sc44.956 Ti47.867 50.942 Cr51.996 55.845 58.933 58.693 63.546 69.723 72.61 74.922 78.96 yttrium molybdenum 39 42 Y Mo 88.906 95.94 tungsten osmium iridium barium 74 76 77 56 W Ba fore 183.84ord Os190.23 192.22Ir 137.33 he terms “homophobia” and “transphobia” signify a great deal of t unnecessary misery in the lives of Canadian students. Knowledge of their distress and a determination to bring it to the consciousness of educators and parents motivated the members of the Education Committee of Egale Canada to conduct a climate survey of Canadian schools. I joined
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