- Reported hearing fewer homophobic remarks;
- Experienced less harassment and assault because of their sexual orientation and/or gender expression;
- Were more likely to report incidents of harassment and assault;
- Were less likely to feel unsafe because of their sexual orientation or gender expression;
- Were less likely to miss school because of safety concerns, and
- Reported a greater sense of belonging to their school community.
GSAs, like all student clubs, must have a faculty advisor. Serving as the advisor for your school's GSA is one important way that you can be an ally to LGBT students. Not only does being an advisor allow you to help the efforts of your GSA, it makes you more visible as an ally to all members of your school community, making it easier for LGBT students to identify supportive school staff.
As an ally, you may also need to advocate for the rights of students to establish a GSA in their school. Although some opponents of GSAs have attempted to restrict the existence of or access to these clubs, the federal Equal Access Act of 1984 requires public schools to allow GSAs to exist alongside other non-curricular student clubs.
For information about starting a GSA or GSA activities, download GLSEN's Jump-Start Guide for Gay-Straight Alliances at: www.glsen.org/jumpstart.
PUTTING IT ALL TOGETHER: DOs AND DON'Ts OF BEING AN ALLY TO LGBT STUDENTS
DO… | DON’T… |
Listen. One of the simplest yet most important ways to be an ally is to listen. Like all students, LGBT students need to feel comfortable expressing themselves. If a student comes to talk to you about being harassed, feeling excluded or just about their life in general, keep in mind that you may be the only person they feel safe speaking to. Be there to listen. | Think you have all the answers. Do not feel that you must always have the answers. If you are faced with a problem you don’t know how to solve, let the student know you will look into the subject to try to find an answer. Sometimes the best thing for you to do is to refer the student to an outside source that may be able to help them. |
Respect confidentiality. Effective allies will respect their students’ confidentiality and privacy. Someone who is coming out may not want everyone to know. Assume that the person only to you and just wants you to know, unless they indicate otherwise. Informing others can create an unsafe environment for the student. | Make unrealistic promises. Be careful not to promise something you may not be able to deliver. This can damage the relationship you have with the student as an ally. |
Be conscious of your biases. Effective allies acknowledge how homophobia, transphobia and heterosexism may affect their efforts to be an ally to LGBT people. They continuously work to recognize and challenge their own biases. | Make assumptions. It is important to avoid making assumptions and perpetuating stereotypes. These can be extremely offensive and may turn a student away from you. It is also important to avoid assuming you know what the student needs. Be sure to listen to you student and ask how you can support them. |
Seek out knowledge. Effective allies periodically brush up on LGBT-related language and current issues facing the LGBT community. | |
Be a resource. An effective ally will also know when how to refer students to outside help. |
ASK YOURSELF
- Which of these strategies are you most likely to use in your school?
- Are there other strategies that you have used when intervening in anti-LGBT language, harassment and bullying in your school?
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