Holmes, S. E., & Cahill, S. (2003). School experiences of gay, lesbian, bisexual and transgender youth. Journal of Gay & Lesbian Issues in Education, 1(3), 53-66.
1. What are the major ideas in the article?
In this article, Holmes & Cahill explore the gay, lesbian, bisexual, and transgender (GLBT) youth experience in schools. The main idea of the article is that the education system – including teacher education, school administration, and policy – does not currently protect GLBT from anti-gay harassment, which can lead to dropouts, bullying, violence, and suicidal ideation. GLBT youth of color feel these effects even more profoundly. This harassment extends to children with GLBT parents/guardians, as well as questioning youth. Holmes & Cahill also observe the resilience and power of self-advocacy that GLBT youth possess, through enacting social change at the school level and beyond.
2. What serious questions/issues does the reading raise regarding gender and sexuality and young people?
While Holmes & Cahill cite the U.S. Constitution that guarantees equal protection under the law to all students, they observe that, “one day this may be interpreted by the courts to protect students of a minority sexual orientation or gender identity” (p. 58). Why isn’t this already the case? Shouldn’t “all students” include all students? This incongruity between law and practice is an example of how, even though there is legal precedent for inclusive and open schools, there still needs to be a cultural shift before all students feel safe welcome in their learning environment.
3. In what ways does this article reinforce, extend, challenge, or oppose your own views on gender and sexuality study/research/practice?
This article extended my views on the experience of GLBT youth in schools to include the role of teachers in anti-gay harassment. I found it disconcerting that teachers even participated in promoting this behaviour, and I had no idea this issue was systemic. How do GLBT youth have a chance if educators are not on their side?
4. What do you take away from the reading in terms of your own gender inclusive practice as a future educator?
In applying this article to my experience as an educator, I was particularly touched by the resilience and self-advocacy that is shown by GLBT in fighting for social change in equality both within their schools and in the community at large. I will endeavour to encourage this behaviour in my classroom (and school), while at the same time making sure I am advocating for them and their rights myself. It is important that students feel they have allies in positions of power – such as teachers.
1. What are the major ideas in the article?
Schofield’s main idea is to end gender – but more specifically, to end the labelling and othering that occur because of our social construction of gender. He views gender, at its root, as a “cry for beauty” and consequently believes that we should just let everyone be as a beautiful as they want to be without prescribing to any preconceived notions of gender. Gender and gender expression result in expectations and limitations which can leave individuals feeling othered, excluded, and unvalued. Schofield envisions a world society that is inclusive of all people and does not use gender as a means of categorization.
2. What serious questions/issues does the reading raise regarding gender and sexuality and young people?
How do you educate young people about gender identity without getting backlash from the community that you are spreading “propaganda” or “infecting” youth? I admire Schofield’s ideal view of a society without gender, but what are some concrete steps we can take toward realizing this vision? Does it begin with schools? Or does it begin with educating medical health professionals?
3. In what ways does this article reinforce, extend, challenge, or oppose your own views on gender and sexuality study/research/practice?
I feel this video has extended my understanding of gender as something which is independent of sex and sexuality. However, while Schofield’s vision of a genderless society is beautiful, I feel that gender labels are meaningful for people because they denote belonging a particular group or identity, and, in this sense, gender does have a place in our society. When a gender label is forced upon someone it can become a constrictive burden; gender is useful only when it originates from within the individual who is expressing it.
4. What do you take away from the reading in terms of your own gender inclusive practice as a future educator?
What I take away from this video in terms of my experience as an educator is Schofield’s idea of gender as story. All of my students will be different, and each will have their own story. As a teacher, I believe it is more useful to think of my class as a collection of individuals with stories than as a group of boys and girls. Recognizing their individuality will make sure my classroom is a safe space for everyone.
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