Picture from imgur: “We just got back from the prom.” “Did you have dates?” “Um, yeah.” Umm, isn’t this incredibly cute? :)

Picture from imgur:

“We just got back from the prom.” “Did you have dates?” “Um, yeah.”

Umm, isn’t this incredibly cute? :)

1 month ago · 64 notes

Universities Don't Know How To Deal With LGBT Students, Warns NUS

By Lucy Sherriff | HuffPost Students UK

Universities do not know how to deal with students who want to come out or transition, leaving them without support and at risk of mental health issues, student leaders have warned.

The lesbian, gay, bisexual and transgender (LGBT) officers for the National Union of Students (NUS) said many institutions still do not know how to tackle homophobic bullying and are instead ignoring the problem.

In an interview with the Huffington Post UK, Finn McGoldrick says the manner in which universities treat LGBT students is “just not good enough”.

“As long as they have an LGBT staff network most institutions are happy,” she says. “LGBT students’ experience at their institutions has a huge part to play.”

“It’s not interacting with other students which is necessarily the problem. I think it’s when problems arise and institutions don’t know how to deal with homophobic bullying. They can’t help someone who comes in and says I’m transitioning, or someone who says I am no longer feel like I am of this gender identity, can I move halls.”

…

“Universities don’t know how to deal with huge rates of depression among LGBT students,” she continues, “and they aren’t even attempting to.”

Click on the title or click here to read more.

6 months ago · 26 notes

'Strengths and Silences: The Experiences of Lesbian, Gay, Bisexual and Transgender Students in Rural and Small Town Schools'

Rural lesbian, gay, bisexual and transgender (LGBT) students feel less safe, face heightened victimization and have fewer supportive resources than LGBT students in suburban and urban areas, according to Strengths and Silences: The Experiences of Lesbian, Gay, Bisexual and Transgender Students in Rural and Small Town Schools, a new study released today by the Gay, Lesbian & Straight Education Network (GLSEN). 

KEY FINDINGS

Hostile School Climate and Student Victimization

  • 87% of rural LGBT students reported being verbally harassed, 45% reported being physically harassed and 22% reported being physically assaulted at school in the past year because of their sexual orientation.
  • 68% of rural LGBT students reported being verbally harassed, 31% reported being physically harassed and 16% reported being physically assaulted at school in the past year because of their gender expression.
  • 91% of rural LGBT students heard “gay” used in a negative way (e.g., “that’s so gay”) and 79% of LGBT students frequently or often heard other homophobic remarks (e.g., “dyke” or “faggot”) at school.
  • 3 in 5 (61%) rural LGBT students heard remarks about students not acting “masculine” enough; 42% had heard similar comments about students not acting “feminine” enough frequently or often at school.
     
  • Rural LGBT students reported feeling unsafe in specific school spaces, most commonly locker rooms (45%), bathrooms (44%) and physical education/gym class (37%).

Presence of Interventions and Support

  • 11% of rural LGBT students reported having an LGBT-inclusive curriculum (i.e., having been taught positive things about LGBT people, history, or events in their classes), significantly less than the 18% of suburban and 20% of urban students.
     
  • 39% of rural LGBT students whose school computers had Internet access said that they could access LGBT-related websites, compared to 44% of suburban students and 44% of urban students.
  • 27% of rural students reported having a GSA at school, compared to 55% of suburban students and 53% of urban students. But when there was a GSA at school, rural students were more likely to attend than urban and suburban students.
  • 25% of rural LGBT students reported having a school administration supportive of LGBT students, compared to 35% of students in suburban schools and 36% in urban schools.
  • 28% of rural students reported that other students in their schools were accepting of LGBT students, compared to suburban (33% accepting) or urban (46% accepting) areas.

Key Differences By Locale

  • Rural LGBT students reported feeling less safe than students in suburban and urban areas and rural students living in the South and Midwest were more likely to feel unsafe based on sexual orientation than were students in rural areas of the Northeast or West.
  • Rural LGBT students heard most types of biased language more than urban and suburban students, particularly with homophobic remarks being particularly significant.
  • Rural LGBT students were more likely to feel unsafe at school due to their sexual orientation (71% vs. 62% of suburban and 58% of urban school students) and gender expression (49% of rural students vs. 42% of suburban and 42% of urban students).
  • Rural students were more likely to report discriminatory policies or practices against LGBT people by their school or school personnel compared to suburban and urban students.
  • Rural LGBT students were significantly less comfortable talking about LGBT issues to school personnel than either urban or suburban students.
  • 36% of rural LGBT students had missed class and/or a day of school in the past month due to feeling unsafe, compared to 30% of suburban LGBT students and 30% of urban LGBT students.

The above content is from GLSEN’s ’Strengths and Silences: The Experiences of Lesbian, Gay, Bisexual and Transgender Students in Rural and Small Town Schools’ study. Click on the title (link) above or click here to read more.

To download the full report, click here [PDF File].

6 months ago · 295 notes

Some Findings from GLSEN National School Climate Survey 2011

GLSEN’s annual poll — which comprised 8,584 student respondents from all 50 states as well as the District of Columbia — aims to “consistently examine the experiences of LGBT students in America’s schools.”

Here are some findings from the survey:

  • 81.9 percent of LGBT students reported being verbally harassed, 38.3 percent reported being physically harassed and 18.3 percent reported being physically assaulted at school in the past year because of their sexual orientation.
     
  • A considerable number of students reported discriminatory policies or practices against LGBT people by their school or school personnel. Students indicated the most common discriminatory policy or practice was related to treatment of LGBT relationships (e.g., related to dates for school dances and public display of affection). 
     
  • 60.4 percent of LGBT students never reported an incident of harassment or assault to school personnel.
     
  • 84.9 percent of LGBT students heard “gay” used in a negative way (e.g., “that’s so gay”) and 71.3 percent heard homophobic remarks (e.g., “dyke” or “faggot”) frequently or often at school.
     
  • Transgender students experienced more hostile school climates than their non-transgender peers — 80 percent of transgender students reported feeling unsafe at school because of their gender expression.
     
  • Six in 10 LGBT students (63.5 percent) reported feeling unsafe at school because of their sexual orientation; and four in 10 (43.9 percent) felt unsafe because of their gender expression.
     
  • LGBT students reported feeling unsafe in specific school spaces, most commonly locker rooms (39.0 percent), bathrooms (38.8 percent) and physical education/gym class (32.5 percent).
     
  • The reported grade point average of students who were more frequently harassed because of their sexual orientation or gender expression was lower than for students who were less often harassed (2.9 vs. 3.2). Increased levels of victimization were related to increased levels of depression and anxiety and decreased levels of self-esteem.
     
  • Nearly one third of LGBT students (29.8 percent) reported skipping a class at least once and 31.8 percent missed at least one entire day of school in the past month because of safety concerns.
     
  • Being out in school had positive and negative repercussions for LGBT students - outness was related to higher levels of victimization, but also higher levels of psychological well-being.
While acknowledging that the 2011 survey ”marks a possible turning point in the school experiences of LGBT youth,” Dr. Joseph Kosciw, GLSEN’s Senior Director of Research and Strategic Initiatives, added, “An alarming number of LGBT youth still face barriers that inhibit their ability to receive an education. And although we have seen an increase in school supports that can improve school climate for these youth, many of these young people reported being unable to access these supports in their schools.”

9 months ago · 63 notes · Source

knowhomo: LBGTQ* Safety and Ally Assistance (photo from University of Richmond’s Common Ground) (following text from Youth Pride, Inc) Ten suggestions for reducing homophobia in your environment 1. Make no assumption about sexuality. If a student has not used a pronoun when discussing a relationship, don’t assume one. Use neutral language such as “Are you seeing anyone” instead of “Do you have a boyfriend”. Additionally, do not assume that a female student who confides a “crush” on another girl is a lesbian. Labels are often too scary and sometimes not accurate. Let students label themselves. 2. Have something gay-related visible in your office. A sticker, a poster, a flyer, a brochure, a book, a button… This will identify you as a safe person to talk to and will hopefully allow a gay, lesbian, bisexual or questioning youth to break his/her silence. SAFE ZONE campaign stickers and resources can provide this visibility. 3. Support, normalize and validate students’ feelings about their sexuality. Let them know that you are there for them. If you cannot be supportive, please refer to someone who can be. Then work on your own biases by reading, learning and talking to people comfortable with this issue. And always remember, the problem is homophobia not homosexuality. 4. Do not advise youth to come out to parents, family and friends as they need to come out at their own safe pace. Studies show as many as 26% of gay youth are forced to leave their home after they tell their parents. IT IS THEIR DECISION and they have to live with the consequences. Help them figure out what makes sense for them. 5. Guarantee confidentiality with students. Students need to know their privacy will be respected or they will not be honest about this important issue. If you cannot maintain confidentiality for legal reasons, let students know this in advance. 6. Challenge homophobia. As a role model for your students, respond to homophobia immediately and sincerely. Encourage in-service trainings for staff and students on homophobia and its impact on gay and lesbian youth. 7. Combat heterosexism in your classroom. Include visibly gay and lesbian role models in your classroom. 8. Learn about and refer to community organizations. Familiarize yourself with resources and call them before you refer to make sure they are ongoing. Also, become aware of gay-themed bibliographies and refer to gay-positive books. 9. Encourage school administrators to adopt and enforce anti-discrimination policies for their schools or school systems which include sexual orientation. The language should be included in all written materials next to race, sex, religion, etc. 10. Provide role models. Gay and straight students benefit from having openly gay teachers, coaches and administration. Straight students are given an alternative to the inaccurate stereotypes they have received and gay students are provided with the opportunity to see healthy gay adults. You, as teachers, can help by making gay and lesbian students feel more welcome. Suggestions compiled by Youth Pride, Inc.

knowhomo:

LBGTQ* Safety and Ally Assistance

(photo from University of Richmond’s Common Ground)

(following text from Youth Pride, Inc)

Ten suggestions for reducing homophobia in your environment

1. Make no assumption about sexuality. If a student has not used a pronoun when discussing a relationship, don’t assume one. Use neutral language such as “Are you seeing anyone” instead of “Do you have a boyfriend”. Additionally, do not assume that a female student who confides a “crush” on another girl is a lesbian. Labels are often too scary and sometimes not accurate. Let students label themselves.

2. Have something gay-related visible in your office. A sticker, a poster, a flyer, a brochure, a book, a button… This will identify you as a safe person to talk to and will hopefully allow a gay, lesbian, bisexual or questioning youth to break his/her silence. SAFE ZONE campaign stickers and resources can provide this visibility.

3. Support, normalize and validate students’ feelings about their sexuality. Let them know that you are there for them. If you cannot be supportive, please refer to someone who can be. Then work on your own biases by reading, learning and talking to people comfortable with this issue. And always remember, the problem is homophobia not homosexuality.

4. Do not advise youth to come out to parents, family and friends as they need to come out at their own safe pace. Studies show as many as 26% of gay youth are forced to leave their home after they tell their parents. IT IS THEIR DECISION and they have to live with the consequences. Help them figure out what makes sense for them.

5. Guarantee confidentiality with students. Students need to know their privacy will be respected or they will not be honest about this important issue. If you cannot maintain confidentiality for legal reasons, let students know this in advance.

6. Challenge homophobia. As a role model for your students, respond to homophobia immediately and sincerely. Encourage in-service trainings for staff and students on homophobia and its impact on gay and lesbian youth.

7. Combat heterosexism in your classroom. Include visibly gay and lesbian role models in your classroom.

8. Learn about and refer to community organizations. Familiarize yourself with resources and call them before you refer to make sure they are ongoing. Also, become aware of gay-themed bibliographies and refer to gay-positive books.

9. Encourage school administrators to adopt and enforce anti-discrimination policies for their schools or school systems which include sexual orientation. The language should be included in all written materials next to race, sex, religion, etc.

10. Provide role models. Gay and straight students benefit from having openly gay teachers, coaches and administration. Straight students are given an alternative to the inaccurate stereotypes they have received and gay students are provided with the opportunity to see healthy gay adults. You, as teachers, can help by making gay and lesbian students feel more welcome.

Suggestions compiled by Youth Pride, Inc.

10 months ago · 1,354 notes · Reblogged from knowhomo

What's So Funny About Being Gay?

By Dr. Peggy Drexler | Huffington Post
Author, ‘Our Fathers, Ourselves. Daughters, Fathers, and the Changing American Family’

From the article:

…much of the general public’s “education” about the lives of gay Americans has come at the hands of television comedy. But by making gay characters something to laugh at, does it also risk making gay humor the only form of gay we can take?

When it comes to sex — gay or straight — laughter is often the best medicine. In large part that’s because, if you think about it, sex often is laughable. But one challenge we’ve had in achieving the full acceptance of people who are gay is that the very nature of what we’re “accepting” forces us to think about — and talk about — someone else’s sexual activity. As a family psychologist and gender expert, I’ve worked with many gay couples and individuals. One mother of a lesbian I knew told me that what disturbed her most about her daughter’s sexual orientation was the thought of her having sex with another woman. But what parent wants to imagine a child of whatever inclination having sex? Conversely, what child wants to imagine his or her parent doing the same? So when we do, or when we’re forced to, talk about or think about sex, it’s often for laughs. That’s okay.

Still, it’s a good idea to watch out for the type of humor we’re using, and whether we’re using it more to talk about gay sex than straight sex. The television network TLC recently pulled an episode of its popular Cake Boss reality series, before it aired, once it was revealed (to considerable public uproar) that the show planned to depict a transgender woman as the punch line to a prank setup. That decision came in time. But what if others don’t? And what of the messages we’re sending about gay love when we make a big deal out of same sex relationships on TV? On most networks, it’s still considered somewhat provocative to show two men kissing — less so, for some reason, for two women. But either way, episodes that feature same sex kissing often come with parental warnings, even when programs that feature the same level of passion between a man and a woman do not.

Click the link above or click here to read the full article.

12 months ago · 9 notes

Most LGBT-Friendly College Campuses

Here are the list of colleges that are rated with 5 stars on Campus Pride Index:

Notes:

  • Campus Pride has reviewed more than 300 campuses throughout the country and rated them on their LGBT-friendliness. Campus Pride rates the colleges based on more than two dozen issues dealing with academic and student life, policies, course offerings, campus safety and housing and health services. They’ve put together ratings based on a ranking system with five stars.
  • For the full index and all ratings, click here (*)
    (*) - Name and e-mail required.

1 year ago · 29 notes · Source

knowhomo: LGBTQ* Stats You Should Know  (2012, National Gay and Lesbian Task Force)

knowhomo:

LGBTQ* Stats You Should Know 

(2012, National Gay and Lesbian Task Force)

1 year ago · 1,267 notes · Reblogged from knowhomo

Picture from the 2nd Pride March at METU (Middle East Technical University) The following statement was read, too: “We are LGBT students of METU. For a long time, we have been fighting against homophobia and transphobia on the campus. We wanted to officially become a student society and wanted to continue our fight with its benefits, but after circumlocutions and delays, our application was officially rejected last year. In other words, our existence was denied by METU Administration. We don’t want a campus that is homophobic and transphobic; that is what we are fighting for. We censure the homophobic and transphobic attitude of school administration. To show our reaction and to say “We are here” for the second time, we organized II. METU Pride March. We don’t want a homophobic and transphobic campus, and calling out again: ‘We are here, get used to it!’ Story by Kaos GL, translation by me. The students at METU LGBT contributed to original story.

Picture from the 2nd Pride March at METU (Middle East Technical University)

The following statement was read, too:

“We are LGBT students of METU. For a long time, we have been fighting against homophobia and transphobia on the campus. We wanted to officially become a student society and wanted to continue our fight with its benefits, but after circumlocutions and delays, our application was officially rejected last year. In other words, our existence was denied by METU Administration. We don’t want a campus that is homophobic and transphobic; that is what we are fighting for. We censure the homophobic and transphobic attitude of school administration. To show our reaction and to say “We are here” for the second time, we organized II. METU Pride March. We don’t want a homophobic and transphobic campus, and calling out again: ‘We are here, get used to it!’

Story by Kaos GL, translation by me. The students at METU LGBT contributed to original story.

1 year ago · 17 notes · Source

knowhomo: PFLAG’S: What Can I Do to Make My School Safe for LGBT Youth? Here are 5 ways you can make your school safer for LGBT students no matter what your role: If you’re a student: Doing nothing can be worse than the act itself: Report harassment, bullying, or threats targeted at LGBT students to a trusted teacher or advisor. Encourage your teachers to address homophobia and transphobia in the classroom by posting safe-space posters, stopping hate speech, and supporting gay-straight alliances (GSAs). Watch what you say: Don’t use words associated with being LGBT as euphemisms for stupid and explain to friends and peers who do why they shouldn’t. Ask your school to address LGBT issues by having a Pride Week, bringing a speaker to your school, and talking about sexual orientation and gender identity in class. Support your LGBT peers by joining a GSA: the A stands for ally. If you’re a teacher: Stop hate speech in your classroom. Speak out if you hear a student in your class or in the halls using words like “fag”, “dyke”, or “gay” as put-downs or insults. Ask your administrator for the opportunity to attend “Respect for All” training for diversity and LGBT issues. Participate in educators’ conferences, and speak to current and future teachers about being allies for LGBT staff and students. Post safe-space posters, materials, or just talk to your students about why your classroom a safe-space, free of harassment, bias, and violence. Support gay-straight alliances, chaperon LGBT positive proms, and help LGBT students and staff advocate for fair school policies. If you’re an administrator or guidance counselor: Reach out to both parents and students to help make them aware that peers may be struggling with sexual orientation or gender identity. Meet with teachers and parents to help them learn about the issues that their students, children, or their children’s peers may be facing as a LGBT person. Make sure your library, school healthcare workers, and health teachers include accurate information about gender identity, LGBT sexuality, and health. Ensure that the NYC DOE’s “Respect for All” program and the Chancellor’s Regulation on Bias-Related Harassment and Bullying are known in your school, and that students, parents, and teachers know how to respond to bias incidents. Let students know that your office is open to them, should they need support speaking about bullying, violence, harassment, or conflict at home. If you’re a parent: Understand the issues and terms associated with LGBT issues, and teach your children what you learn. Talk to your kids about hate speech, bullying, and acceptance. Let them know that not participating in these activities, and standing up for others, earns your respect. Work with your PTA to create allied groups in your community, focused on making your school safer. Write to local papers and contact your school administrators to make it known that your family and your community are concerned about safe school issues. Let your children know that you accept them, their friends, and their peers, regardless of sexual orientation or gender identity. Make your home a supportive and open space. (image from University of New Mexico)

knowhomo:

PFLAG’S:

What Can I Do to Make My

School Safe for LGBT Youth?

Here are 5 ways you can make your school safer for LGBT students no matter what your role:

If you’re a student:

  • Doing nothing can be worse than the act itself: Report harassment, bullying, or threats targeted at LGBT students to a trusted teacher or advisor.
  • Encourage your teachers to address homophobia and transphobia in the classroom by posting safe-space posters, stopping hate speech, and supporting gay-straight alliances (GSAs).
  • Watch what you say: Don’t use words associated with being LGBT as euphemisms for stupid and explain to friends and peers who do why they shouldn’t.
  • Ask your school to address LGBT issues by having a Pride Week, bringing a speaker to your school, and talking about sexual orientation and gender identity in class.
  • Support your LGBT peers by joining a GSA: the A stands for ally.

If you’re a teacher:

  • Stop hate speech in your classroom. Speak out if you hear a student in your class or in the halls using words like “fag”, “dyke”, or “gay” as put-downs or insults.
  • Ask your administrator for the opportunity to attend “Respect for All” training for diversity and LGBT issues.
  • Participate in educators’ conferences, and speak to current and future teachers about being allies for LGBT staff and students.
  • Post safe-space posters, materials, or just talk to your students about why your classroom a safe-space, free of harassment, bias, and violence.
  • Support gay-straight alliances, chaperon LGBT positive proms, and help LGBT students and staff advocate for fair school policies.

If you’re an administrator or guidance counselor:

  • Reach out to both parents and students to help make them aware that peers may be struggling with sexual orientation or gender identity.
  • Meet with teachers and parents to help them learn about the issues that their students, children, or their children’s peers may be facing as a LGBT person.
  • Make sure your library, school healthcare workers, and health teachers include accurate information about gender identity, LGBT sexuality, and health.
  • Ensure that the NYC DOE’s “Respect for All” program and the Chancellor’s Regulation on Bias-Related Harassment and Bullying are known in your school, and that students, parents, and teachers know how to respond to bias incidents.
  • Let students know that your office is open to them, should they need support speaking about bullying, violence, harassment, or conflict at home.

If you’re a parent:

  • Understand the issues and terms associated with LGBT issues, and teach your children what you learn.
  • Talk to your kids about hate speech, bullying, and acceptance. Let them know that not participating in these activities, and standing up for others, earns your respect.
  • Work with your PTA to create allied groups in your community, focused on making your school safer.
  • Write to local papers and contact your school administrators to make it known that your family and your community are concerned about safe school issues.
  • Let your children know that you accept them, their friends, and their peers, regardless of sexual orientation or gender identity. Make your home a supportive and open space.

(image from University of New Mexico)

1 year ago · 637 notes · Reblogged from knowhomo