[guide.for.independent.schools] Provided by: GLSTN 122 West 26th Street, Suite 1100 New York, NY 10001 USA Tel: (212) 727-0135 Email: glstn@glstn.org Web: http://www.glstn.org/respect/ BREAKING THE SILENCE: ADDRESSING GAY ISSUES IN INDEPENDENT SCHOOLS: A RESOURCE MANUAL by Bob Riddle This resource manual is in partial fulfillment of the Esther A. and Joseph Klingenstein Fellows Program Teachers College, Columbia University May, 1994 Special thanks to Crossroads School, Santa Monica, California; Pearl Kane, Ronni McCaffrey, and Jim Van Amburg of Teachers College; the eleven other '94 Klingenstein Fellows from independent schools nationwide; and my life partner, Charles Miller; for their support and encouragement. TABLE OF CONTENTS Rationale: Why We Need to Address Gay Issues in Our Schools Strategies: What Schools Can Do Where to Begin: Evaluating the Acceptance Level in Our School Checklist for Assessing Homophobia in the School Making Changes Policy Statements Implementing Educational Programs Library Bibliographies for School Libraries A Recommended Collection of Books for Libraries Support Services Curriculum English Class Materials History Class Materials Human Sexuality/Family Life/Human Development Classes Biology/Psychology Classes Extra-curricular activities Role Models Two Independent School Models Resources for Schools - A Short List References Appendix: An Interview with Three Teens Purpose of this Resource Manual: This guidebook has been written to provide independent school educators and administrators with practical suggestions and resources for implementing and institutionalizing changes in order to make their schools safer and more supportive for their lesbian and gay students, teachers and parents. Schools using this manual are encouraged to copy any and all sections and to distribute them within the school community. The manual will be updated annually, and educators using it are encouraged to contact the author with feedback and suggestions for future revisions. Teachers are especially encouraged to share resources and ideas they have found helpful that are not included in this manual. RATIONALE: WHY WE NEED TO ADDRESS GAY ISSUES IN OUR SCHOOLS Much has been written in recent years about the problems and challenges faced by lesbian and gay youth. Researchers have found that these adolescents are at a greater risk to experience isolation, peer and family rejection, harassment, violence, and suicide (Hetrick and Martin, 1987). The suicide statistics alone are frightening, and the often-cited study by the U.S. Department of Health and Human Services found that: * gay teens may be two to three times more likely to attempt suicide; * gay youth comprise as much as thirty percent of the actual number of suicides; and * suicide is the leading cause of death of young gay males and lesbians (Gibson, 1989). Indeed, the study even pointed to the failure of schools to protect their gay and lesbian students from verbal and physical abuse as well as their lack of educational programs about homosexuality as risk factors that may actually contribute to the high rate of gay adolescent suicide attempts. Although this is considered by many to be a landmark study (with the imprimatur of the U.S. government), it is not the only one. Other studies showed similar high rates of suicide attempts by gay youth (Remafedi, Farrow & Deisher, 1991). Yet suicide is not the only risk these adolescents face. Gay teens report feeling alone and isolated, unaware of any other adolescents who might have similar feelings, and even unaware of any gay adults who might serve as positive role models. They expend considerable energy hiding their 'secret' from friends and family, out of fear of rejection--rejection that often results in being thrown out of the home and onto the streets (Herdt & Boxer, 1993; McManus et al., 1991). The overwhelming isolation, confusion, and fear of rejection unique to the development of gay teens may also put them at a higher risk than their heterosexual peers for drug and alcohol abuse, sexually transmitted diseases, verbal abuse, physical assaults, depression, prostitution, teen pregnancy, and academic failure (Boxer & Cohler, 1989; Sears, 1991; McManus et al., 1991). All of these are symptoms that are likely to appear in school settings. The threat of physical and psychological damage to the developing gay teen is great, and our schools are seen as a source of the problem and a potential avenue for support and education. Similarly, lesbian and gay teachers at our schools face challenges unknown to their heterosexual colleagues. The issue of whether or not to disclose their sexuality, and how to do it, is often a source of great anxiety (Griffin, 1992). Certainly non-gay teachers and administrators who regularly bring their spouses and dates to school functions do not think twice about how others might react, or whether they might lose their jobs for doing so. They do not worry about how to disclose their 'heterosexual lifestyle' since most assume they are heterosexual. And they are not accused of bringing the intimate details of their bedrooms into the classroom--as gay teachers might be--when they mention their spouse in conversations to their students. A 'double standard' exists for lesbian and gay teachers, forcing many of them to go to great lengths to keep their personal and professional lives separate (Griffin, 1992), particularly when they do not even know if they will remain employed once their 'secret' is revealed. In addition to a concern about job security, there is often the same fear of rejection faced by gay adolescents. As one Los Angeles-based psychologist sees it, "being a high school teacher is like returning to the scene of the crime. High school is where the hurt and the hiding started for most" (Ziegler, 1992). Knowing that their job is secure, then, is not enough for these teachers; they need to know that they will receive the same respect from their students and colleagues that they did before their disclosure, when it was assumed that they were heterosexual. A school climate free from homophobia, heterosexism and harassment sends a message to these teachers that they will be supported and valued regardless of their sexual orientation. For those teachers who do brave the waters and 'come out,' they may then ask their schools for the same rights afforded others, such as health benefits for their partners or on-campus living arrangements in dormitories, posing legal questions schools are often unprepared to tackle. In one recent incident in Massachusetts, a lesbian teacher at a boarding school was prevented from living on campus with her companion, even though her school duties required her to live in the dormitories. In essence, the school forced her to choose between her job and her partner. It is now before the Massachusetts Commission Against Discrimination to decide (Van Schuyver, 1993). Schools need to reassess their policies and benefits before challenges to them are made in the courts and in the press. Students with lesbian or gay family members may also face issues of isolation or rejection. There are estimates that between six and fourteen million children come from households with lesbian or gay parents (Council for Women in Independent Schools, 1994). For those students with gay parents, they face a dilemma similar to the one faced by gay students and teachers: if, when, and how to disclose to their friends and their teachers that they come from an 'alternative family.' As early as kindergarten these children--and their families--wrestle with this difficult decision, worrying about how their classmates will react to the disclosure. Lesbian and gay parents worry that their children will face rejection, harassment and abuse in their schools, and therefore may be afraid to share information about the family situation to their children's schools, and sometimes even to their children themselves. As a result, these families will often feel less involved and less connected with the school than most parents. For those students who are aware and who have had their peers discover the 'secret' about their parents, they may suffer from verbal harassment, peer rejection and even poor academic performance--particularly during adolescence--and yet will be reluctant to seek help from teachers or counselors because of their embarrassment or fear (Sears, 1994), or because of the silence around gay issues in our schools. One way to break this silence early on is to teach about lesbian, gay and bisexual families (and all non-traditional families) in elementary school; it is just one simple way to help these children feel included and their peers be supportive. The school, in being sensitive to and aware of the concerns these students face, can help make the disclosure easier, can help prevent these students from being harassed, and can make their parents feel an integral part of the school community. Given the generally accepted statistics regarding the proportion of gays in society (as much as ten percent of the population), every independent school in America has a significant number of lesbian and gay students, teachers, and parents as part of their community. For many schools, their gay population may be their largest minority group, although since most may choose to remain hidden, it may seem as if gays are virtually non-existent in the school community. Indeed, the fact that a school may seem to have no lesbian or gay students or teachers may be a sign of the repressive or hostile environment that exists at the school, preventing these individuals from feeling safe enough to come out. School officials often see no reason to address these issues, since they honestly believe there are no lesbians and gays in their schools (Treadway and Yoakam, 1992). Instead, what appears to be an almost invisibility of gays in some of our schools should not be seen as an excuse to ignore their needs, but rather a sign that we are failing those individuals. Gay and lesbian students may not remain invisible for long, however. Recent studies have shown that, although the age of awareness of one's homosexual orientation may not change (in one study, the mean age of first same-sex attractions was reported to be 9.7 and first homosexual activity to be 13.1 for males and 15.2 for females; Boxer et al., 1989), the age of disclosure, or 'coming out,' has been decreasing over the last fifty years (Boxer et al., 1991). Indeed, there seems to be an emerging population of self-identified gay, lesbian and bisexual youth (Boxer et al., 1989), a population that is beginning to make itself known on school campuses. Finally, much can be said about educating our heterosexual students, teachers and parents about homosexuality. Learning about tolerance and respect for diversity in general can help free our children of prejudice and bigotry, and help reduce the violence against all minorities, including lesbians and gays (Lipkin, 1994). Teaching about homosexuality may open the door to teaching about sexuality and all of its complexities, a topic too often ignored in our schools (Fine, 1988). Understanding the homophobia in our society and the impact it has on our gender roles may help broaden all of our children's options in life by freeing them to choose non-traditional occupations and avocations (Blumenfeld, 1992). Indeed, one only need look at the number of boys enrolled in a school's dance class, or the number of girls in an advanced math class, to see how homophobia affects the choices we all make from an early age. STRATEGIES: WHAT SCHOOLS CAN DO Since each of our schools has a significant gay population, since these students, teachers, and parents have needs and concerns that we have been ignoring for too long, and since everyone in our school community would benefit from increased awareness and education about homosexuality, what, then, can independent schools do to break the silence and make their schools safer and more supportive for everyone? Plenty. In just about every area of school life, changes can (and eventually should) occur--changes that require little effort, time, and money. This resource guide is an attempt to list some of the areas in which independent schools can address these issues: policies, educational programs, library holdings, support staff, curricula, extra-curricular activities, and role models. Each topic will discuss exactly how schools can implement change, and will be followed by a list of resources for schools. Not every school will be able to make changes in every area--at least not right away--but every school can and should make changes in one or more of these areas. For some schools, it will be the first time they have addressed these issues, and they may need to start by providing their faculty with a workshop on homophobia in schools, or by adding a few books to their library collection that deal with gay issues. For schools that have already begun to address these issues, they may want to continue to become more nurturing by forming a support group for their lesbian, gay and bisexual students, or by making curricular changes that are more inclusive. The good news is that many schools are making changes, and are beginning to become more sensitive to the issues facing lesbians and gays in their community. In the public sector, governor's commissions have been established in such states as Massachusetts and Minnesota to look at the problems faced by gay youth in schools. In Los Angeles and New York, public school outreach programs geared to gay adolescents have existed for almost ten years (Rofes, 1989), and similar support and education programs have recently been developed in other urban school systems (Celis, 1993). Most of these gained considerable media attention and some public outcry, yet most continue to exist with support from school boards and governments. Independent schools have also begun to address these issues as well. Recent national conferences of the National Association of Independent Schools, the National Middle School Association, the Educational Records Bureau, and the Association for Supervision and Curriculum Development, among others, have had workshops dealing with gay issues in schools. The Pacific Northwest Association of Independent Schools held a day-long conference in February, 1993, as part of their Project for Diversity in Education. The Gay, Lesbian and Straight Teacher Network (GLSTN), formed four years ago as an independent school organization in New England but recently expanded to a national public and independent network, held its annual conference in April with over four hundred educators in attendance. Besides attending workshops and conferences to become aware of the needs of lesbian and gay students, many teachers at independent schools have been involved in implementing specific changes on their campuses. Gay/straight alliances and similar groups have been formed in schools across the country. Student newspapers are including articles about the problems faced by gay students at the school. Elective classes in lesbian and gay literature and history have recently been added to the course offerings at a few independent schools. And in-service days for teachers and assemblies for students have been held. A few schools, such as Crossroads School for Arts and Sciences in Santa Monica, California and the Cambridge Friends School in Cambridge, Massachusetts (an elementary school!) have taken a whole-school approach, incorporating gay issues into their curricula, their extra-curricular activities, their assemblies, their faculty and parent education programs, and other areas, from kindergarten through twelfth grade, with positive results. An overview of what they have been doing is included in this resource guide. But still many schools shy away from addressing gay issues, perhaps because of the controversy that often surrounds it. Indeed, a recent survey found that 52% of Americans do not want homosexuality discussed in sex education classes (Shapiro, 1993); many more are likely to be opposed to addressing the issue outside those classes. Yet the literature and research described earlier points to the absolute necessity for schools to become more supportive of their lesbian and gay population. How can independent schools accomplish this with as little controversy as possible? Since any change is difficult, Bolman and Deal (1991), in looking at change through a multi-frame perspective, state that institutions must provide education about the change and a forum to discuss the conflict created by the change. This education and discussion must involve the entire school community: students, teachers, trustees, parents, administrators, and alumni. Parents especially need to informed about the compelling need and rationale for such programs, and they need an opportunity to express their concerns and fears. Without involving them in this change process, the emotionally charged controversy that sometimes surrounds it--usually as a result of being uninformed or misinformed--will threaten to destroy it. And our gay and lesbian adolescents will continue to suffer in silence. Adrienne Rich wrote, "When someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing." For too long our gay and lesbian students have looked into that mirror and saw nothing. As independent schools, we have an obligation to all of our students (and our teachers and our parents) to provide an education that allows them to reach their fullest potential--our mission statements surely say as much. By acknowledging the presence of lesbians and gays in our schools, and by making an effort--any effort--to address their needs, we will be making our schools a little more safe and supportive for all. WHERE TO BEGIN: EVALUATING THE ACCEPTANCE LEVEL IN OUR SCHOOL Before looking at specific actions that a school might take to increase awareness and provide support, it is important to look at what is already being done, and to get a sense of the climate in the school. The following assessment (on the next page), adapted from one that appeared in the Minnesota Department of Education report, Alone No More, might give a school a better indication of its current environment and general level of support for lesbians and gays. It may be helpful to give this assessment to more than one individual at the school to look at how the homophobia and heterosexism are perceived by different individuals. After responding to each statement, look not only at the number of 'No' and 'Unsure' responses (and the areas in which they appear), but also at the discrepancies between individual responses (for example, why some individuals feel that one area of the school is inclusive while others don't). One psychologist developed a scale of attitudes towards homophobia (Riddle, in Minnesota Department of Education, 1994), a scale that might be used to describe the institutional attitude at a particular school. After completing the assessment, it might be interesting to take the responses and determine where on the scale the school lies, and where on the scale the school would ideally like to be. This scale, although developed for homophobia, can be used to describe attitudes towards differences in general. ATTITUDES TOWARDS DIFFERENCES: THE RIDDLE SCALE* ATTITUDE [Characteristics] REPULSION [People who are different are strange, sick, crazy and aversive] PITY [People who are different are somehow born that way and that is pitiful] TOLERANCE [Being different is just a phase of development that...most people 'grow out of'] ACCEPTANCE [Implies that one needs to make accommodations for another's differences; does not acknowledge that another's identity may be of the same value as their own] SUPPORT [Works to safeguard the rights of those who are different] ADMIRATION [Acknowledges that being different in our society takes strength] APPRECIATION [Values the diversity of people and is willing to confront insensitive attitudes] NURTURANCE [Assumes the differences in people are indispensable in society] Checklist for Assessing Homophobia & Heterosexism in the School * For each of the following items, check the appropriate response: Yes___ No___ Unsure___ 1. Sexual orientation is included in our anti-discrimination policy for faculty and staff hiring. Yes___ No___ Unsure___ 2. Sexual orientation is included in our anti-discrimination policy for admissions. Yes___ No___ Unsure___ 3. The personnel policy includes paid emergency leave for death or illness of significant others. Yes___ No___ Unsure___ 4. Gay/lesbian issues and policy are covered in new faculty orientation. Yes___ No___ Unsure___ 5. We advertise job openings in the gay/lesbian media. Yes___ No___ Unsure___ 6. We advertise our school in the gay/lesbian media. Yes___ No___ Unsure___ 7. Our forms do not ask staff or parents for their 'marital status.' Yes___ No___ Unsure___ 8. Forms for student/parent completion take into account diversity of households, including partners of the same gender. Yes___ No___ Unsure___ 9. Administrators and staff use the terms 'partner' or 'significant other,' rather than 'spouse, husband, wife.' Yes___ No___ Unsure___ 10. Gay and lesbian students are listed in our brochure or statement of who we serve. Yes___ No___ Unsure___ 11. Our school has held workshops for teachers on lesbian/gay issues. Yes___ No___ Unsure___ 12. Our school has held workshops for administrators and trustees on lesbian/gay issues. Yes___ No___ Unsure___ 13. Our school has held workshops for parents on lesbian/gay issues. Yes___ No___ Unsure___ 14. Our school has held assemblies for students on lesbian/gay issues. Yes___ No___ Unsure___ 15. Articles about lesbian and gay issues have appeared in our student newspaper. Yes___ No___ Unsure___ 16. Articles about lesbian and gay issues have appeared in our parent/community newsletters. Yes___ No___ Unsure___ 17. We have an anti-harassment policy that specifically forbids homophobic or heterosexist comments or harassment. Yes___ No___ Unsure___ 18. We have an extensive collection of books in our library dealing with lesbian/gay issues. Yes___ No___ Unsure___ 19. Our community service or outreach programs include gay/lesbian causes or organizations. Yes___ No___ Unsure___ 20. Administrators and teachers regularly use the words gay and lesbian where appropriate in public forums and situations. Yes___ No___ Unsure___ 21. Contributions of famous lesbians and gay men are mentioned in our classrooms. Yes___ No___ Unsure___ 22. Our curriculum incorporates gay and lesbian issues in: a) history and/or current events classes; Yes___ No___ Unsure___ b) English literature classes; Yes___ No___ Unsure___ c) biology classes; Yes___ No___ Unsure___ d) health/human development/sexuality education classes; Yes___ No___ Unsure___ e) and other areas. Yes___ No___ Unsure___ 23. If I were a lesbian or gay student, I would feel safe and supported enough to be open about my sexual orientation at this school. Yes___ No___ Unsure___ 24. There have been openly gay or lesbian students at my school. Yes___ No___ Unsure___ 25. If I were a gay teacher, administrator or staff member, I would feel safe and supported enough to be open about my sexual orientation. Yes___ No___ Unsure___ 26. There are or have been openly gay men and/or lesbians on our staff. Yes___ No___ Unsure___ 27. There are or have been openly gay men and/or lesbians in our parent association. Yes___ No___ Unsure___ MAKING CHANGES Policy Statements Independent schools can start by acknowledging the presence and contributions of their lesbian and gay students and teachers. One way to do this is by adding 'sexual orientation'[1] to the non-discrimination clauses in both hiring and admissions policies. As trivial as it may seem, it sends a powerful message to the community, and it lets lesbian and gay students and teachers know that they will not be dismissed if their sexual orientation is disclosed--voluntarily or involuntarily. Likewise an anti-harassment policy that prevents homophobic slurs or violence on campus lets everyone know where the school stands, and gives students or teachers who are harassed with anti-gay epithets (whether or not they are gay) an avenue for recourse. Schools can recognize verbal and physical abuse based on sexual orientation as a form of sexual harassment and then incorporate it into the sexual harassment policy for faculty and students alike. Schools can also begin looking at the employee benefit packages (such as insurance benefits, maternity/paternity leave, bereavement leave and boarding privileges) to look for ways to provide equitable benefits to partners of their lesbian and gay staff members. The Cambridge Friends Elementary School in Massachusetts is one independent school that has begun offering such benefits. Many public and private schools, educational organizations, and even state boards of education have adopted resolutions, changed their mission statements, and incorporated sexual orientation into existing policies. The state of Massachusetts recently became the first state to pass a law that prevents discrimination against lesbian and gay students in its public schools (Rimer, 1993). A few sample policies that may be helpful models for schools wishing to make policy changes are listed below. Unfortunately, the National Association of Independent Schools has not yet adopted a recommended non-discrimination clause for their member schools that includes sexual orientation. Crossroads School for Arts and Sciences, Santa Monica, California (Faculty Handbook) Employment (excerpt): ...Crossroads will not discriminate on the basis of race, color, religion, sex, sexual orientation, marital status, or national origin... Policy on Sexual Harassment (excerpt): ...It is expected that every employee will treat every other staff member with respect, courtesy, supportiveness, and professionalism. It is also expected that no staff member will interfere with any other staff member's ability to work; this includes, but is not limited to, racist behavior, homophobic prejudice, sexual harassment, physical abuse, and verbal abuse...Failure to meet this expectation is among grounds for dismissal. Cambridge Friends School, Cambridge, Massachusetts (Elementary School - Mission Statement, excerpt) ...We are committed to social justice and are convinced that a diverse faculty and student body gives the richest educational experience. To achieve our goal of a multicultural, anti-racist, anti-homophobic community, the school seeks students from a diverse range of family structures and racial, cultural, socioeconomic, and religious backgrounds. Our children live in a world where racism, sexism, classism, heterosexism and other forms of discrimination exist; as a community of faith, we are challenged to empower them to change the world... Los Angeles Board of Education (Resolution adopted October, 1988 - excerpt) The Los Angeles Unified School District reaffirms its policy that students and adults in both schools and offices should treat all persons equally and respectfully and refrain from the willful or negligent use of slurs against any person on the basis of race, language spoken, color, sex, religion, handicap, national origin, immigration status, age, sexual orientation, or political belief... The National Education Association (Adopted July, 1992) Resolution C-26: The National Education Association believes that all persons, regardless of sexual orientation, should be afforded equal opportunity within the public education system. The Association further believes that every school district should provide counseling by trained personnel for students who are struggling with their sexual/gender orientation. Resolution F-1: The National Education Association believes that personnel policies and practices must guarantee that no person be employed, retained, paid, dismissed, suspended, demoted, transferred, or retired because of race, color, national origin, religious beliefs, residence, physical disability, political activities, professional association activity, age, marital status, family relationships, gender, or sexual orientation. Resolution I-40 (excerpt): The National Education Association deplores incidents of hate-motivated physical and verbal attacks against individuals or groups because of their race, color, national origin, religion, gender, sexual orientation, age, disability, marital status or economic condition. The Association urges its affiliates...to create an awareness of hate-motivated, violent activities and to develop programs to oppose them... The National Middle School Association (Adopted Fall, 1993) Whereas, the middle school's mission is to meet the needs and characteristics of all early adolescents, and Whereas, all youth have begun, or will begin, defining their sexual identity during early adolescence, and Whereas, gay, lesbian, and bisexual youth are at greater risk of suicide, substance abuse, violence, and school-related problems than the general population, Therefore, be it resolved that the National Middle School Association gather information on school policies and programs addressing the needs and problems of gay, lesbian and bisexual young adolescents, and be it further resolved that NMSA encourage middle level schools to utilize that information to organize and conduct staff development initiatives designed to elevate staff awareness and sensitivity in order to ensure safe and equitable school environments for youth of every sexual orientation[1]. IMPLEMENTING EDUCATIONAL PROGRAMS Faculty Workshops. Schools deciding to deal with homophobia and heterosexism or gay issues in general should probably start by conducting a workshop for faculty. For many teachers, this may be their first exposure to the subject of homosexuality, and it is unrealistic for any school to expect teachers to be comfortable and adept at dealing with these issues without some basic knowledge and training first. The state of Massachusetts began offering a series of "Safe Schools Regional Workshops" to help teachers from public high schools understand the needs of gay youth; these workshops are a result of the adoption of a series of recommendations by the Governor's Commission on Gay and Lesbian Youth. The state Board of Education now requires public schools to provide services and support for gay students, and these workshops are a way to prepare and train teachers and administrators (Governor's Commission on Gay and Lesbian Youth, 1993). Workshops for teachers should perhaps have three main objectives: 1. to give teachers some general information about homosexuality, 2. to help them understand what it means to be lesbian or gay in today's society, and 3. to provide them with tools to deal with homophobia (such as anti-gay slurs) in their classrooms. Other issues to address might include how to respond to and support a gay or lesbian student who confides in a teacher, how to deal with concerns and criticisms from parents, how to bring up such a 'sensitive' issue in the classroom and deal with students' responses to it, how to support lesbian and gay teachers who either want to 'come out' or who want to keep their orientation private, and how to reconcile religious beliefs and the need to support lesbian and gay youth (which is especially important for religious schools). Incorporating a session on sexuality in general and its many components (sexual behavior, biological gender, gender identity, gender roles, affectional orientation, erotic orientation, and cultural aspects of sexuality) may be necessary, since much of our homophobia may stem from a lack of knowledge about the complexities of sexuality (Pawlowski, 1994). Schools may also find themselves reevaluating their policies and procedures in order to better support lesbian and gay teachers and students as a result of the heightened awareness that may come from the workshop. Formats for these workshops can vary, but schools should give considerable time to the subject; a one-hour faculty meeting will not be enough time to give adequate exposure to the complexities of the issues, and it certainly will not be enough time for teachers to process their feelings and reactions to the subject. An in-service day, or a series of faculty meetings, should be the minimum for an introduction to the issues. Schools can conduct these workshops themselves, or they can bring in outside speakers. For those choosing the first option, three excellent outlines of anti-homophobia workshops for teachers are available (listed below), and can be adapted to the needs of individual schools. Workshop coordinators must make an effort to create a comfortable, safe atmosphere for all participants. It is important for heterosexual teachers to feel comfortable enough to share their concerns and their biases, and equally important for gay teachers--those who are open and those who may be 'closeted'--to feel safe enough to discuss their sexuality if they choose but at the same time not to feel pressured to do so. Shared, personal experiences can be very powerful and effective, and workshop leaders may want to check with their lesbian and gay faculty beforehand to see to what extent, if any, they would like to be involved in telling their stories. Confidentiality is a crucial and necessary criterion. If no gay teachers wish to share, openly gay speakers from outside the school should be brought in. Parent Education. It is important for independent schools to also explore ways to educate their parents, not only to help those who may have lesbian or gay children, but also to dispel myths, rumors, and misinformation by letting parents know why the school is educating about homosexuality. By ignoring the parent body when it starts addressing an often controversial subject with its students, the school runs the risk of creating an unnecessary public outcry and subsequently defeating any possible changes. One of the problems in the recent "Children of the Rainbow" curriculum controversy in New York was that parents were not informed and educated about the reform, and rumors, innuendo, accusations, and misinformation became the focus of a debate that eventually destroyed any chances of implementation and contributed to the ouster of the schools chancellor. One author, in discussing educational reform, reminds us that "people will always misinterpret and misunderstand some aspect of the purpose or practice of something that is new to them" (Fullan, 1991, p. 199). To prevent such misunderstanding from sabotaging a move towards a more inclusive school, parent education is a necessity. Many schools have parent education evenings, and although there may not be enough interest in the parent body for an evening on gay issues, schools can incorporate the topic into presentations on such topics as sexuality issues for teenagers, curriculum changes in the school, or adolescents-at-risk, for example. The local chapter of Parents and Friends of Lesbians and Gays (P-FLAG) is one source of speakers for parent education evenings. Parent education can also take the form of articles in the school/community newsletter, written by students, teachers, administrators, and parents. Student Programs. Finally, assemblies, chapel talks, lectures or other forums can be used to begin the process of educating students. Although small group or classroom presentations are more effective (see section on Curriculum), schools can supplement them by providing large group presentations. Such programs send a powerful message to the student body: that the school is committed to addressing the needs of lesbian and gay students, and it finds it important enough to discuss it openly with the entire school community. One note of caution, however: after such presentations, lesbian and gay students may feel encouraged that the environment of the school is now safe enough for them to come out. Coming out is a complicated process, and assembly presenters should caution students who might be gay or lesbian to speak with a teacher or school counselor before deciding to disclose to their peers in the school. One assembly or chapel talk will not usually make the school climate much more accepting or even tolerant of lesbians and gays; it is only a beginning step. WORKSHOP GUIDES A Staff Development Manual for Anti-Homophobia Education in the Secondary Schools (Step-by-step instructions for a teacher-training workshop) is available from Arthur Lipkin, Harvard Graduate School of Education, 210 Longfellow Hall, Cambridge, MA 02138 or (617) 495-3441. Cost: $25.00 Affording Equal Opportunity to Gay and Lesbian Students Through Teaching and Counseling: A Training Handbook for Educators. Available from the National Education Association, Human and Civil Rights Division, 1201 16th Street NW, Washington, DC 20036 or (202)-232-8777. Homophobia: How We All Pay the Price, Warren Blumenfeld (ed.), Boston: Beacon Press, 1992. Contains an appendix entitled "Conducting Antiheterosexism Workshops: A Sample." ORGANIZATIONS: RESOURCES & SPEAKERS In addition to the organizations listed below, schools in urban areas may want to contact their local gay and lesbian community center for additional resources of speakers. The Campaign to End Homophobia, P.O. Box 438316, Chicago, IL 60643-8316. Workshop and teaching materials (including their "Guide to Leading Introductory Workshops on Homophobia," $15, and others), pamphlets and referral list of speakers available. Equity Institute, 6400 Hollis Street, Suite 15, Emeryville, CA 94608; (415) 658-4577. Workshops are held each year around the country. The Gay, Lesbian and Straight Teachers Network (GLSTN), Kevin Jennings, Executive Director, P.O. Box 390526, Cambridge, MA 02139. Retreats for lesbian and gay teachers and conferences for all teachers are held annually; speakers available. Hetrick-Martin Institute, 2 Astor Place, New York, NY 10003; (212) 674-2400. A national organization that serves gay youth, they can provide educational materials and referrals; they also publish a national director of gay youth organizations, You Are Not Alone, that is available for five dollars. Massachusetts Safe Schools Program, Department of Education, Jeff Perrotti, Program Director; 350 Main Street, Malden, MA 02148-5023; (617) 388-3300, extension 389. Information about workshops and speakers may be available. Parents and Friends of Lesbians and Gays (P-FLAG), 1012 14th Street NW, Suite 700, Washington, DC 20005. (202) 638-4200. Check phone directory for local chapter. Planned Parenthood, 1108 16th Street NW, Washington, DC 20036. The local chapter of Planned Parenthood may have a collection of videos and other resources that deal with gay issues for schools to borrow. Sex Information and Education Council of the United States (SIECUS), 130 West 42nd Street, Suite 2500, New York, NY 10036. (212) 819-9770. Publications and "Fact sheets" are available that may be useful in workshop presentations. Two that are especially helpful: SIECUS Fact Sheet #6: Sexual Orientation and Identity (single copy free) and Sexual Orientation Education and Homophobia Reduction Trainings in SIECUS Report, February/March 1993. Videos GAY YOUTH (40 min.). One of the best videos made about lesbian and gay teens, it includes very poignant stories of two adolescents: one who committed suicide, the other openly gay in high school. It includes a curriculum guide for teachers. Highly recommended. Wolfe Video, P.O. Box 64, New Almaden, CA 95042; (408) 268-6782. Cost: $60.00 (plus $6.00 for shipping and handling). Make checks payable to BANGLE (Bay Area Network of Gay and Lesbian Educators). ON BEING GAY (80 min.). Lecture and interview with Brian McNaught, author and speaker on lesbian and gay issues; the video is broken into two 40-minute segments. Religious issues are included. TRB Productions, P.O. Box 2362, Boston, MA 02107. (617) 236-7800. SEXUAL ORIENTATION: READING BETWEEN THE LABELS (30 min.). An excellent video that presents very basic information about homosexuality (e.g., by defining 'homosexual,' 'sexual orientation,' 'coming out,' and other terms); an accompanying guide includes staff training suggestions and resources, many in the Midwest. Recommended for a 'beginner' level. Northeastern Wisconsin In-School Telecommunications (NEWIST), 1110 IS Bldg., University of Wisconsin, Green Bay, WI 54301; (414) 465-2599. Rental: $50; purchase: $195 WHO'S AFRAID OF PROJECT 10 (23 min.). Documentary about the Los Angeles public high school counseling program for gay and lesbian youth; includes interviews with its founder and some of its students, as well as comments from a politician and a minister opposed to the program. Friends of Project 10, 7850 Melrose Avenue, Los Angeles, CA 90046; (213) 651-5200 or (818) 441-3382. LIBRARY Many adult lesbians and gays will relate how, after first coming to an awareness of their sexual orientation, they went to the school or public library and looked up "Homosexuality" in the card catalogue. School libraries will often be the first source of information for the young gay adolescent, and it is crucial that these libraries have an extensive collection of books that will be helpful. Books that deal with homosexuality in general and the gay adolescent in particular are a start, but libraries should also include books that deal with homosexuality and history, politics, religion, sports, art, literature, film, and families, so that the collection is not 'ghettoized' in one area of the library, and so that all students are exposed to the books. Fiction books with gay characters, protagonists, and/or situations are also important. There are many bibliographies of books for young adults that deal with lesbian and gay issues that would be excellent resources for librarians; a short list of these bibliographies follows. BIBLIOGRAPHIES FOR SCHOOL LIBRARIES American Library Association. Gay and Lesbian Task Force Publications. GLTF Clearinghouse, ALA Office for Outreach Services, 50 East Huron Street, Chicago, IL 60611. An 85-page list available on diskette that includes bibliographies, guidelines, and directories. A valuable resource for libraries. The task force also publishes a newsletter that reviews new releases of lesbian and gay books; a one-year subscription is $5. Clyde, Laurel A. & Lobban, Marjorie (1992). OUT OF THE CLOSET AND INTO THE CLASSROOM: HOMOSEXUALITY IN BOOKS FOR YOUNG PEOPLE. Port Melbourne, Australia: D.W.Thorpe. This excellent compilation of summaries of over 120 books in print prior to 1992 would be a valuable resource for librarians; most of the books are appropriate for either middle or high school, although a few children's titles are also listed. Chase, Al., editor (April, 1994). Library titles (a survey of titles in selected independent school libraries). SPEAKING OUT: A FORUM FOR SEXUAL MINORITY ISSUES IN THE BOARDING SCHOOL COMMUNITY. 2300 Market St., #6, San Francisco, CA 94114. This issue of the Speaking Out newsletter contains a list of 380 titles that are part of the collection of one or more independent boarding school libraries surveyed for the article. Hetrick-Martin Institute (1993). BIBLIOGRAPHY FOR GAY AND LESBIAN YOUTH. 2 Astor Place, New York, NY 10003. (212) 674-2400. This bibliography and others are available from Hetrick-Martin, free of charge. Jenkins, C. (1990). BEING GAY: GAY/LESBIAN CHARACTERS AND CONCERNS IN YOUNG ADULT BOOKS. Booklist, September 1, 1990, pp. 39-41. Pharis, Tracy (1992). GAY AND LESBIAN ISSUES IN EDUCATION: A BIBLIOGRAPHY. The Teachers' Group of Colorado, P.O. Box 280346, Lakewood, CO 80228-0346. This is a very thorough bibliography of books appropriate for elementary and secondary school libraries. It also includes lists of books for educators and parents, as well as films, videos, posters, and pamphlets available for schools. A RECOMMENDED COLLECTION OF BOOKS FOR LIBRARIES Compiling a short list was difficult, given the wealth of books available that would be appropriate for school libraries. This list should not be viewed as complete in any way, but rather should be used as a list of suggested titles to begin or expand a collection of books that deal with gay topics in a variety of areas. Most of the titles listed already appear in many independent school libraries (Speaking Out, April 1994), or have appeared on more than one bibliography of titles for young readers. As with any book, librarians should review them to be sure of their 'appropriateness' for their particular school library. Many of these books would also make valuable resources for teachers and parents. There are quite a few books that have been and are being published for young adults that deal with lesbian and gay issues; books for young children, although rare, can also be found. While most publishers have at least a few titles aimed specifically at young adults, there are two publishers in particular who have an extensive collection of books on gay subjects. Alyson Publications in Boston specializes in titles with gay subject matters, including books for teens; their Alyson Wonderland division publishes children's books. Catalogues listing the titles aimed at children and adolescents are available. Chelsea House in New York will soon be publishing two different series of books covering gay and lesbian topics that are specifically written for adolescents. "Lives of Notable Gay Men and Lesbians" will consist of 30 different biographies, including those of Jane Addams, Alvin Ailey, Federico Garcia Lorca, Elton John, T. E. Lawrence, Martina Navratilova, Bessie Smith, Andy Warhol, Walt Whitman and Tennessee Williams, among others. The second collection, a 25-volume series entitled "Issues in Gay and Lesbian Life," will include books about gay issues in religion, sports, politics, history, theater and film, and titles about African-American, Asian-American, and Latin-American gay cultures. The books are being released beginning in the summer of 1994. Alyson Publications Chelsea House Publishers 40 Plimpton Street 300 Park Avenue South Boston, MA 02118 New York, NY 10010 (617) 542-5679 or (212) 677-4010 or (800) 825-9766 (800) 848-BOOK Secondary Level: Non-fiction Titles Books with * after their title are appropriate for both the middle and upper school level. All others are targeted for high school (9-12) students. AIDS Ford, Michael Thomas (1993). 100 QUESTIONS AND ANSWERS ABOUT AIDS. New York: Beach Tree Books. Kittredge, Mary (1991). TEENS WITH AIDS SPEAK OUT. New York: Messner/Simon & Schuster. Ruskin, Cindy (1988). THE QUILT: STORIES FROM THE NAMES PROJECT. New York: Pocket Books.* Shilts, Randy (1987). AND THE BAND PLAYED ON. New York: Pilgrim Press. THE ARTS Gruen, John (1991). KEITH HARING: THE AUTHORIZED BIOGRAPHY. New York: Prentice Hall. Kushner, Tony (1993). ANGELS IN AMERICA. PART ONE: MILLENNIUM APPROACHES and PART TWO: PERESTROIKA. New York: Theatre Communications Group. Russo, Vito (1987). THE CELLULOID CLOSET: HOMOSEXUALITY IN THE MOVIES. New York: Harper & Row. BIOGRAPHIES Dew, Robb Forman (1994). THE FAMILY HEART: A MEMOIR OF WHEN OUR SON CAME OUT. New York: Adison-Wesley. Fricke, Aaron (1981). REFLECTIONS OF A ROCK LOBSTER: THE STORY ABOUT GROWING UP GAY. Boston, MA: Alyson Publications.* Fricke, Aaron & Walter (1991). SUDDEN STRANGERS: THE STORY OF A GAY SON AND HIS FATHER. New York: St. Martin's Press.* Kenan, Randall (1994). JAMES BALDWIN. New York: Chelsea House. Monette, Paul (1992). BECOMING A MAN: HALF A LIFE STORY. New York: Harcourt Brace Jovanovich. O'Brien, Sharon (1994). WILLA CATHER. New York: Chelsea House. Reid, John (1993). THE BEST LITTLE BOY IN THE WORLD. New York: Ballantine. Sherman, Phillip E., ed. (1994). UNCOMMON HEROES: A CELEBRATION OF HEROES AND ROLE MODELS FOR GAY AND LESBIAN AMERICANS. New York: Fletcher Press. 212-222-5917.* Shilts, Randy (1982). THE MAYOR OF CASTRO STREET: THE LIFE AND TIMES OF HARVEY MILK. New York: St. Martin's Press. DIVERSITY Hemphill, Essex (1991). BROTHER TO BROTHER: NEW WRITINGS BY BLACK GAY MEN. Boston: Alyson Publications. Miller, Neil (1992). OUT IN THE WORLD: GAY AND LESBIAN LIFE FROM BUENOS AIRES TO BANGKOK. New York: Random House. Roscoe, Will, ed. (1989). LIVING THE SPIRIT: A GAY AMERICAN INDIAN ANTHOLOGY. New York: St. Martin's Press. Williams, Walter L. (1986). THE SPIRIT AND THE FLESH: SEXUAL DIVERSITY IN AMERICAN INDIAN CULTURE. Boston, MA: Beacon Press. HISTORY Cowan, Thomas Dale (1989). GAY MEN AND WOMEN WHO ENRICHED THE WORLD. New York: William Mulvey, Inc.* Heger, Heinz (1983). THE MEN IN THE PINK TRIANGLE. Boston: Alyson Publications.* Jennings, Kevin (1994). BECOMING VISIBLE: A READER IN GAY AND LESBIAN HISTORY FOR HIGH SCHOOL AND COLLEGE STUDENTS. Boston, MA: Alyson Publications. Katz, Jonathan Ned (1992). GAY AMERICAN HISTORY: LESBIANS AND GAY MEN IN THE U.S.A. New York: Meridian. Marcus, Eric (1992). MAKING HISTORY: THE STRUGGLE FOR GAY AND LESBIAN EQUAL RIGHTS, 1945-1990. New York: Harper Perennial. Plant, Richard (1986). THE PINK TRIANGLE: THE NAZI WAR AGAINST HOMOSEXUALS. New York: Henry Holt & Co. HOMOSEXUALITY/HOMOPHOBIA Blumenfeld, Warren J. & Raymond, Diane (1993). LOOKING AT GAY AND LESBIAN LIFE. Boston, MA: Beacon Press.* Blumenfeld, Warren J. (1992). HOMOPHOBIA: HOW WE ALL PAY THE PRICE. Boston, MA: Beacon Press. Clark, Don (1987). THE NEW LOVING SOMEONE GAY. Berkeley, CA: Celestial Arts. Cohen, Susan & Daniel (1989). WHEN SOMEONE YOU KNOW IS GAY. New York: Dell.* Fletcher, Lynne Yamaguchi (1992). THE FIRST GAY POPE AND OTHER RECORDS. Boston, MA: Alyson Publications. Marcus, Eric (1993). IS IT A CHOICE: ANSWERS TO 300 OF THE MOST FREQUENTLY ASKED QUESTIONS ABOUT GAYS AND LESBIANS. San Francisco: Harper Collins. Miller, Deborah A. (1993). COPING WHEN A PARENT IS GAY. New York: Rosen Publishing Group.* Rafkin, Louse, ed. (1987). DIFFERENT MOTHERS: SONS AND DAUGHTERS OF LESBIANS TALK ABOUT THEIR LIVES. Pittsburgh: Cleis Press. ISSUES FOR GAY ADOLESCENTS Barber, Karen & Holmes, Sarah, ed. (1994). TESTIMONIES: LESBIAN COMING-OUT STORIES. Boston, MA: Alyson Publications. Berzon, Betty, ed. (1992). POSITIVELY GAY: NEW APPROACHES TO GAY AND LESBIAN LIFE. Berkeley, CA: Celestial Arts. Borhek, Mary V. (1983). COMING OUT TO PARENTS: A TWO-WAY SURVIVAL GUIDE FOR LESBIANS AND GAY MEN AND THEIR PARENTS. New York: Pilgrim Press. Eichberg, Rob (1990). COMING OUT: AN ACT OF LOVE. New York: Penguin Books. Heron, Ann (1994). TWO TEENAGERS IN TWENTY: WRITINGS BY GAY AND LESBIAN YOUTH. Boston, MA: Alyson Publications. McNaught, Brian (1988). ON BEING GAY: THOUGHTS ON FAMILY, FAITH AND LOVE. New York: St. Martin's Press. Saks, Adrien & Curtis, Wayne, ed. (1994). REVELATIONS: GAY MEN'S COMING-OUT STORIES. Boston, MA: Alyson Publications. Sherrill, J.M. and Hardesty, C. (1994). THE GAY, LESBIAN AND BISEXUAL STUDENTS' GUIDE TO COLLEGES, UNIVERSITIES, AND GRADUATE SCHOOLS. New York: New York University Press. Singer, B., ed. (1993). GROWING UP GAY: A LITERARY ANTHOLOGY. New York: The New Press.* FOR PARENTS Corley, Rip (1990). THE FINAL CLOSET: THE GAY PARENTS' GUIDE FOR COMING OUT TO THEIR CHILDREN. North Miami, FL: Editech Press. Fairchild, Betty and Hayward, Nancy (1989). NOW THAT YOU KNOW: WHAT EVERY PARENT SHOULD KNOW ABOUT HOMOSEXUALITY. San Diego, CA: Harcourt Brace Jovanovich. Griffin, Carolyn W., Wirth, Marian J. and Arthur G. (1986). BEYOND ACCEPTANCE: PARENTS OF LESBIANS AND GAYS TALK ABOUT THEIR EXPERIENCES. New York: Prentice Hall. Muller, Anne (1987). PARENTS MATTER: PARENTS' RELATIONSHIPS WITH LESBIAN DAUGHTERS AND GAY SONS. Tallahassee, FL: Naiad Press. Rafkin, Louise, ed.(1987). DIFFERENT DAUGHTERS: A BOOK BY MOTHERS OF LESBIANS. Pittsburgh: Cleis Press. POLITICS Amnesty International U.S.A. (1994). BREAKING THE SILENCE: HUMAN RIGHTS VIOLATIONS BASED ON SEXUAL ORIENTATION. New York: Amnesty International Publications.* Shilts, Randy (1993). CONDUCT UNBECOMING: LESBIANS AND GAYS IN THE U.S. MILITARY. New York: St. Martin's Press. Steffan, Joseph (1992). HONOR BOUND: A GAY AMERICAN FIGHTS FOR THE RIGHT TO SERVE HIS COUNTRY. New York: Villard Books. RELIGION Balka, Christie and Rose, Andy, ed. (1989). TWICE BLESSED: ON BEING LESBIAN OR GAY AND JEWISH. Boston: Beacon Press. Boswell, John J. (1980). CHRISTIANITY, SOCIAL TOLERANCE, AND HOMOSEXUALITY. The University of Chicago Press. McNeill, J. (1993). THE CHURCH AND THE HOMOSEXUAL. Boston: Beacon Press. Scanzoni, Letha & Mollencott, Virginia R. (1994). IS THE HOMOSEXUAL MY NEIGHBOR? A POSITIVE CHRISTIAN RESPONSE. San Francisco: Harper & Row.* Spong, John Shelby (1988). LIVING IN SIN?: A BISHOP RETHINKS HUMAN SEXUALITY. San Francisco: Harper Collins. SPORTS Kopay, David & Young, Deane Perry (1988). THE DAVID KOPAY STORY. New York: Primus, Donald I. Fine, Inc. Navratilova, Martina and Vecsey, George (1986). MARTINA. New York: Fawcett Books. Pallone, Dave (1990). BEHIND THE MASK: MY DOUBLE LIFE IN BASEBALL. New York: Viking Press. SECONDARY LEVEL: FICTION There are a wealth of fiction titles that include lesbian or gay characters, situations, and/or issues. This is only a partial list. The bibliographies listed earlier contain much more extensive lists. Baldwin, James (1988). GIOVANNI'S ROOM. New York: Dell Publishing. Love story of two young men in Paris. Bauer, Marion Dane, ed. (1994). AM I BLUE? COMING OUT FROM THE SILENCE. New York: Harper Collins. A collection of short stories by young adult authors dealing with gay issues.* Brown, Rita Mae (1988). RUBYFRUIT JUNGLE. New York: Bantam. A coming of age lesbian love story. Davis, Christopher (1994). PHILADELPHIA. New York: Bantam. The novelization of the film about a young lawyer who is fired because he has AIDS.* Forster, E.M. (1987). MAURICE. New York: Norton. Garden, Nancy (1988). ANNIE ON MY MIND. New York: Farrar, Straus & Giroux. A touching story about first love between two teenage girls. Garden, Nancy (1991). LARK IN THE MORNING. New York: Farrar, Straus & Giroux. Lesbian protagonist comes to the aid of two straight teenage runaways. Gleitzman, Morris (1991). TWO WEEKS WITH THE QUEEN. New York: Putnam. A young boy sets out to meet the Queen of England hoping she will help cure his brother of cancer; along the way, he befriends a young man whose lover is dying of AIDS.* Greene, Bette (1991). THE DROWNING OF STEPHAN JONES. New York: Bantam. Based on a true incident, this is the story of a young girl's homophobic boyfriend and the violent death of an adult gay male. Homes, A.M. (1989). JACK. New York: Macmillan. A teenage boy deals with his parents' divorce and his father's homosexuality. Kerr, M.E. (1986). NIGHT KITES. New York: Harper & Row. A teenage boy discovers his older brother is gay and has AIDS.* Koertge, Ron (1988). THE ARIZONA KID. Boston: Joy Street/Little Brown. A teenage boy learns to accept his gay uncle.* Miller, Isabel (1985). PATIENCE AND SARAH. New York: Random House. A beautiful love story between two young women in 19th century England. Salat, Cristina (1993). LIVING IN SECRET. New York: Bantam. The story of a young girl who is taken away from her lesbian mother by the courts.* Snyder, Anne (1981). THE TRUTH ABOUT ALEX. New York: Signet. The story of a friendship between the star quarterback of the football team, who is straight, and a young gay teen. Walker, Alice (1983). THE COLOR PURPLE. New York: Pocket Books. SECONDARY: PERIODICALS The following are national magazines that would be appropriate for a high school library. There are many local periodicals published as well; librarians might want to check with the local lesbian and gay bookstore or community center for information on others. THE ADVOCATE: The National Gay and Lesbian Newsmagazine. Liberation Publications, P.O. Box 541, Mount Morris, IL 61054-0541. (800) 827-0561. Published biweekly. OUT. Box 15307, North Hollywood, CA 91615-9852. (800) 876-1199. Ten issues/year. OUTYOUTH NEWSMAGAZINE. Center Youth Enrichment Services, 208 West 13th Street, New York, NY 10011. (212) 620-7310. Published for gay youth by the Lesbian and Gay Community Services Center of New York. Y.O.U.T.H. (Young Outspoken Ubiquitous Thinking Homo's Magazine). P.O. Box 34215, Washington, DC 20043. (202) 234-3562. Published by and for gay youth bi-monthly. ELEMENTARY LEVEL Although there are fewer books published for young children that deal with gay topics--topics such as families with gay parents--there are books available that can be a part of an elementary school library. Unfortunately, elementary school librarians must use caution in choosing these books: a few of these titles (such as Daddy's Roommate) are among the most censored books in the country, and caused much of the controversy in the New York City School's "Children of the Rainbow" first grade curriculum, where they were listed as recommended titles (New York City Board of Education, 1991). These books do not discuss sex but rather for the most part focus on families that are different. Again, titles that would also be appropriate for middle school are indicated with an *. DePaola, Tomi (1979). OLIVER BUTTON IS A SISSY. San Diego: Harcourt, Brace Jovanovich. A story about a young boy who is teased because he prefers reading, drawing and jumping rope to sports. Elwin, Rosamund and Paulse, Michele (1990). ASHA'S MUMS. Toronto: Women's Press. Asha and her teacher help her class understand why she has two mothers. Heron, Ann and Maran, Heredith (1991). HOW WOULD YOU FEEL IF YOUR DAD WAS GAY? Boston: Alyson Publications. Two African-American children struggle with how to tell their classmates about their gay father.* Jenness, Aylette (1990). FAMILIES: A CELEBRATION OF DIVERSITY, COMMITMENT AND LOVE. Houghton Mifflin. First person accounts of different families, including those with gay and lesbian parents. Non-fiction.* Jordan, Mary Kate (1989). LOSING UNCLE TIM. Morton Grove, IL: Albert Whitman & Co. A young boy deals with the death of his uncle from AIDS. Does not specifically deal with homosexuality. Newman, Leslea (1991). GLORIA GOES TO GAY PRIDE. Boston: Alyson Publications. Gloria and her two mothers celebrate a "special day." Shannon, Margaret (1993). ELVIRA. New York: Ticknor & Fields. A story about being different, involving a dragon who prefers making dresses to eating princess. Does not specifically deal with homosexuality. Vallentine, Johnny (1991). THE DUKE WHO OUTLAWED JELLY BEANS AND OTHER STORIES. Boston: Alyson Publications. A collection of children's stories with 'alternative' families. Wickens, Elaine (1994). ANNA DAY AND THE O-RING. Boston: Alyson Publications. A story for very young children about a young boy, his two mothers, his dog Anna Day, and a missing piece to his tent. Wiener, Lori S. (1994). BE A FRIEND: CHILDREN WHO LIVE WITH HIV SPEAK. Chicago: Albert Whitman & Co. A collection of art and stories from over 35 children with AIDS. Willhoite, Michael (1990). DADDY'S ROOMMATE. Boston: Alyson Publications. An excellent picture book that deals with a young boy, his father, and his father's partner. SUPPORT SERVICES Obviously school counselors need to be aware of the special needs of gay teens, and should make it known in the school that they are safe and supportive persons in whom any adolescent questioning her or his sexuality can confide. Counselors unfamiliar or uncomfortable with lesbian and gay youth and their needs should receive training to better prepare them to help these teens. In addition, they should be familiar with youth agencies and other referrals who specialize in working with gay teens. The local lesbian and gay community center can put counselors in touch with appropriate agencies. In addition, the national directory of gay youth social service agencies, You Are Not Alone, is available from the Hetrick-Martin Institute in New York. In addition to the counseling staff, other support personnel need to be educated and aware as well. Admissions directors should be sensitive to gay parents that may be interviewing with their children, and can avoid assuming the heterosexuality of any parent simply by changing the terms on the admissions application from 'Mother/Father' to 'Parent/Parent.' College counselors need to help steer the high school senior who might be gay to universities with active gay student organizations, or at the very least away from schools that may not be able to provide a supportive atmosphere. The Gay, Lesbian and Bisexual Students' Guide to Colleges, Universities and Graduate Schools is just one resource that should be a part of every college guidance office. Finally, large schools may want to follow the lead of Phillips Academy in Andover, Massachusetts: they have recently created the part-time position of "Advisor for Gay, Lesbian and Bisexual Issues" as part of their Office of Community Affairs and Multicultural Department. ORGANIZATIONAL RESOURCES FOR SUPPORT PERSONNEL: Association for Gay, Lesbian, and Bisexual Issues in Counseling, P.O. Box 216, Jenkintown, PA 19046. Gay & Lesbian Youth National Hotline: (800) 347-TEEN (Hours: 7:00p.m.-11:45 p.m. EST, Thursday through Sunday) Gay & Lesbian Youth Pen Pal Exchange. Alyson Publications sponsors a pen-pal service for gay youth. Letters received by them are forwarded to others in the exchange. Letter-writers are instructed to put their introductory letters in a stamped but unaddressed and unsealed envelope, and then mailed in a larger envelope to: Alyson Publications, Letter Exchange, 40 Plympton Street, Boston, MA 02118. Hetrick-Martin Institute, 2 Astor Place, New York, NY 10003. (212) 674-2400. Hetrick-Martin is a social service, education and advocacy organization for lesbian, gay and bisexual youth. They publish a national directory of lesbian, gay and bisexual youth organizations, You Are Not Alone; a must-have resource for youth care-providers, it is available for five dollars. In addition, they have a resource catalogue of materials, many of which are free of charge. Among other things, they publish a series of comic books for teens entitled Tales of the Closet ($1.25 each), and two versions of a poster, "You Are Not Alone" ($2.00) . OutYouth Austin Helpline: (800) 96YOUTH (nationwide). Hours: 5:30 p.m. - 9:30 p.m., 7 days/week. Office: 2330 Guadalupe Street, Austin, TX 78705; (512) 472-9264. BOOKS & MATERIALS: CHILDREN OF HORIZONS: HOW GAY AND LESBIAN TEENS ARE LEADING A NEW WAY OUT OF THE CLOSET. Gilbert Herdt and Andrew Boxer, Boston: Beacon Press, 1993. A two-year study of lesbian and gay teens at Horizons, a Chicago social service agency, written by an anthropologist and a developmental psychologist. An excellent look at many of the issues faced by gay teens. THE COLLEGE FINDER: 475 WAYS TO CHOOSE THE RIGHT SCHOOL FOR YOU. Steven Antonoff, Ballantine Books, 1993. Includes sections on colleges with diverse student bodies and those with active gay and/or lesbian student communities. "COMING OUT TO YOUR PARENTS," "WHY IS MY CHILD GAY?" and other valuable and informative pamphlets are available from Parents and Friends of Lesbians and Gays (P-FLAG), P.O. Box 20308, Denver, CO 80220 or P.O. Box 15711, Philadelphia, PA 19103, or from the local P-FLAG office. These pamphlets are very inexpensive, and should be out in every school counseling office. COUNSELING GAY MEN AND LESBIANS: JOURNEY TO THE END OF THE RAINBOW. S.H. Dworkin & F.J. Gutierrez, editors, Alexandria, VA: American Counseling Association, 1992. GAY AND LESBIAN YOUTH. Gilbert Herdt, editor, Binghamton, NY: Harrington Park Press, 1989. GAY, LESBIAN AND BISEXUAL STUDENTS' GUIDE TO COLLEGES, UNIVERSITIES AND GRADUATE SCHOOLS. Jan-Mitchell Sherill and Craig A. Hardesty, New York University Press, 1993. THE HIGH SCHOOL JOURNAL - "THE GAY TEENAGER," Vol. 77, Nos. 1 & 2. The School of Education, The University of North Carolina Press, Box 2288, Chapel Hill, NC 27514. Highly recommended, this double issue is a must-have for anyone wanting a better understanding of the issues faced by gay teens. Included is the article "Lesbian, Gay and Bisexual Teens and the School Counselor: Building Alliances" by A.L. Richards and M.J. Koski. THE NEW LOVING SOMEONE GAY. Don Clark, Celestial Arts, Berkeley, CA, 1987. A general information book written by a therapist. "I THINK I MIGHT BE A LESBIAN..." & "I THINK I MIGHT BE GAY..." pamphlets written for young people, they include information on what it means to be lesbian or gay, coming out, and other issues. Available from The Campaign to End Homophobia, P.O. Box 438316, Chicago, IL 60643-8316. Cost: $15.00 - Individuals, $25.00 - Organizations. "WHAT CAN YOU DO? YOUR BEST FRIEND HAS JUST TOLD YOU, 'I'M GAY'." Poster and other materials available from Wingspan Ministry, St. Paul-Reformation Lutheran Church, 100 North Oxford Street, Saint Paul, MN 55104. (612) 224-3371. $5.00. CURRICULUM The youth suicide study by the U.S. Department of Health and Human Services recommended that schools provide information about homosexuality to junior and senior high school students in health, sex education, history and English classes as one way to increase self-esteem in gay adolescents and combat the high rate of suicide for these youths (Gibson, 1989). Incorporating the topic into various curricular areas and at all grade levels will not only improve the self-esteem of gay and lesbian teens, but it will also help combat the violence against sexual minorities by educating and raising the awareness of all students. Educators must break the silence in the classroom in order to counteract the negative images and messages that their students hear outside the classroom. Most teachers see any curriculum change as a major change, yet they can do wonders with their existing curriculum simply by acknowledging the homosexuality of the major contributors to their field, thereby providing necessary role models for their students. In English classes, books by gay authors, involving gay characters, or with gay situations are already widely used, and these characteristics should be emphasized and discussed, not ignored. The political aspect of the gay civil rights movement continues to be part of the headlines and could easily be incorporated into similar discussions in History or Current Events classes. Two books, Becoming Visible and Gay American History, are valuable as supplementary texts for teachers wanting to incorporate a unit on gay history. Certainly the school's Human Sexuality curriculum should include extensive discussions around sexual identity and orientation, and Biology classes can also offer contributions. Classes in art, music, film, and drama can study the contributions of famous gays and lesbians in those fields (individuals that they regularly study but do not identify as gay or lesbian), and look at how the artists' sexuality influenced their work. Works by Robert Mapplethorpe (photography), Keith Haring (painting), Tchaicovsky (music), Tennessee Williams (drama), and Derek Jarman (film) are just a few examples. Perhaps the most powerful way to teach about sexual orientation is to use an interdisciplinary approach. Using the model developed by Heidi Hayes Jacobs (1989), teachers from most or all of the disciplines mentioned above can organize a unit on homosexuality, sexual diversity, or other related areas. By brainstorming topics and ideas, teachers might come up with such guiding questions as "What is sexual orientation?", "What does it mean to be gay or lesbian?" and "How does being gay or lesbian influence a person's work?" Lessons and activities can be organized around these and other essential questions in most curricular areas. (For more information on developing interdisciplinary approaches to teaching, see Interdisciplinary Curriculum: Design and Implementation, edited by Heidi Hayes Jacobs and available from the Association for Supervision and Curriculum Development.) In addition to incorporating gay issues into existing courses and curricula, schools may also decide to offer semester- or year-long elective courses in lesbian and gay literature or history. Choate Rosemary Hall in Wallingford, Connecticut is one of a handful of independent schools teaching such a course. Gay and Lesbian Literature was offered to seniors as a spring elective in 1994, was fully enrolled (14 students were, in fact, turned away due to lack of space), and will be offered again next year. The course is using such novels as MAURICE (E.M. Forster), THE REVOLUTION OF LITTLE GIRLS (Blanche McCrary Boyd), EMPATHY (Sarah Shulman), and the play, CAT ON A HOT TIN ROOF (Tennessee Williams). The resources listed on the following pages are but a sampling of the many materials readily available to teachers who wish to incorporate gay issues into their curriculum. Teachers should also check out the local lesbian and gay bookstore, or the gay studies' section of many mainstream bookstores, for additional books. If none are available, books can be ordered by mail from the following bookstores: A Different Light Bookstores, 151 West 19th Street, New York, NY 10011. (212) 989-4850 or (800) 343-4002. 489 Castro Street, San Francisco, CA 94114. (415) 431-0891. 8853 Santa Monica Blvd., West Hollywood, CA 90069. (310) 854-6601. Lambda Rising Bookstore, 1625 Connecticut Avenue NW, Washington, DC 20009-1013. (202) 462-6969 or (800) 621-6969. Gay issues continue to be a part of the changing political climate, and stories that appear frequently in the daily newspaper can be used in classroom lessons. Similarly, television has begun to break the barrier, and many gay-themed productions appearing on the air may be appropriate for classroom instruction. Two recent examples include the HBO docudrama, MORE THAN FRIENDS: THE COMING OUT OF HEIDI LEITER (based on the true story of a high school girl who went to the prom with her girlfriend), and the PBS series, IN THE LIFE (a monthly gay newsmagazine). English Class Materials Partial List of Titles and Authors: (Main source: Works of Noted Authors with Gay/Lesbian Content by Arthur Lipkin) Anderson, Sherwood. WINESBURG OHIO Auden, W.H. LAY YOUR SLEEPING HEAD, MY LOVE Baldwin, James ANOTHER COUNTRY; GIOVANNI'S ROOM Capote, Truman OTHER VOICES, OTHER ROOMS; MUSIC FOR CAMELEONS Cather, Willa PAUL'S CASE Cormier, Robert THE CHOCOLATE WAR Dickenson, Emily THE PEA THAT BEAUTY LOCKS Forster, E.M. MAURICE Hall, Radcliffe THE WELL OF LONELINESS; THE UNLIT LAMP Hughes, Langston CAFE 3 A.M.; I LOVED MY FRIEND; POEM FOR F.S. James, Henry THE PUPIL; THE BOSTONIANS Lawrence, D.H. WOMEN IN LOVE; THE FOX Lowell, Amy SWORD BLADES AND POPPY SEED Marlowe, Christopher EDWARD II Melville, Herman BILLY BUDD Mishima, Yukio CONFESSIONS OF A MASK Morrison, Toni BELOVED Puig, Manuel KISS OF THE SPIDERWOMAN Renault, Mary THE LAST OF THE WINE; THE PERSIAN BOY Shakespeare, William TWELFTH NIGHT Stein, Gertrude THE AUTOBIOGRAPHY OF ALICE B. TOKLAS Walker, Alice THE COLOR PURPLE Whitman, Walt CALAMUS POEMS Wilde, Oscar THE PICTURE OF DORIAN GRAY; IMPORTANCE OF BEING EARNEST Winterson, Jeannette ORANGES ARE NOT THE ONLY FRUIT; WRITTEN ON THE BODY Woolf, Virginia ORLANDO Other Resources: EDWARD II. A feature-length film adaptation of the Christopher Marlowe novel, by noted gay film-maker Derek Jarman. For mature students. Available at most video stores. LESBIAN AND GAY ISSUES IN THE ENGLISH CLASSROOM. Simon Harris, Bristol, PA: Open University Press, 1990. A resource book for teachers that discusses the rationale for addressing these issues in English classes and provides sample lesson plans using two novels and supplementary materials. Available from: Open University Press, 1900 Frost Road, Suite 101, Bristol, PA 19007 or Celtic Court, 22 Ballmoor, Buckingham, England, MK18 1XW. LOOKING AT GAY AND LESBIAN LITERATURE. Arthur Lipkin, Harvard Graduate School of Education, 210 Longfellow Hall, Cambridge, MA 02138 or (617) 495-3441. Cost: $10.00. A series of study questions based on 10 works of literature by such authors as Willa Cather, David Leavitt, and Henry David Thoreau. MAURICE. A feature-length video adaptation of the E.M. Forster novel; contains brief male nudity. Available at most video stores. HISTORY CLASS MATERIALS VIDEOS: BEFORE STONEWALL: THE MAKING OF A GAY AND LESBIAN COMMUNITY (87 min.). Emmy Award-winning documentary of gay life in the U.S. before 1969. Available in video stores, or from Cinema Guild, 1697 Broadway, Suite 802, New York, NY 10019; (212) 246-5522 ($29.95). THE TIMES OF HARVEY MILK (87 min.). A powerful and moving documentary, it recounts the political aspirations and assassination of the first openly gay supervisor of San Francisco. Available in most video stores; highly recommended. BOOKS: BECOMING VISIBLE: A READER IN GAY AND LESBIAN HISTORY FOR HIGH SCHOOL AND COLLEGE STUDENTS. Kevin Jennings, Boston: Alyson Publications, 1994. Highly recommended, this is an excellent text of short readings edited by an independent school history teacher, with questions and activities at the end of each section. GAY AMERICAN HISTORY: LESBIANS AND GAY MEN IN THE U.S.A. Jonathan N. Katz, New York: Meridian, 1992. An excellent primary source book, this is perhaps the most comprehensive reference book available for U.S. history teachers on gay American history. GAY MEN AND WOMEN WHO ENRICHED THE WORLD. Thomas Dale Cowan, New York: William Mulvey, Inc., 1989. HIDDEN FROM HISTORY: RECLAIMING THE GAY & LESBIAN PAST. Martin Duberman, Martha Vicinus, and George Chauncey, Jr. (Eds.), New York: Meridian, 1990. MAKING HISTORY: THE STRUGGLE FOR GAY AND LESBIAN EQUAL RIGHTS, 1945-1990. Eric Marcus, New York: Harper Perennial, 1992. THE MAYOR OF CASTRO STREET: THE LIFE AND TIMES OF HARVEY MILK. Randy Shilts, New York: St. Martin's Press, 1983. This book was made into an excellent documentary (see videos, above); many history classes use either the book or video, or both. ODD GIRLS AND TWILIGHT LOVERS: A HISTORY OF LESBIAN LIFE IN TWENTIETH CENTURY AMERICA. Lillian Faderman, New York: Columbia University Press, 1991. The Pink Triangle: The Nazi War Against Homosexuals. Richard Plant, New York: Henry Holt & Company, 1986. OTHER RESOURCES: FAIR/Extra! , June 1993 (Vol. 6, No. 4). "Confronting Homophobia: Gays and Lesbians and the Media." This issue published by Fairness & Accuracy in Reporting, a media watch group, examines how gays are portrayed in the media. FAIR, P.O. Box 911, Pearl River, NY 10965-0911; (800) 847-3993. "Famous Lesbian, Gay and Bisexual People in History." Poster of 57 historical figures and seven historical events; includes a bibliography of resources. Project 21 Poster, GLAAD/SFBA, 514 Castro Street, Suite B, San Francisco, CA 94114. (415) 861-4588. $10.00. THE STONEWALL RIOTS AND THE HISTORY OF GAYS AND LESBIANS IN THE UNITED STATES. Arthur Lipkin, Harvard Graduate School of Education, 210 Longfellow Hall, Cambridge, MA 02138 or (617) 495-3441. Cost: $10.00. An 8-10 day unit that supplements material from the Katz book, Gay American History (listed above); includes study questions for reading selections. "Unfortunately, history has set the record a little too straight." Poster of famous lesbians and gays in history. Available from Donnelly Colt Mail Order, Box 188, Hampton, CT 06247. (203) 455-9621 or fax (800) 553-0006. $7.50. HUMAN SEXUALITY/FAMILY LIFE/HUMAN DEVELOPMENT CLASSES VIDEOS: BE TRUE TO YOURSELF (28 min.). A group of teens interviews Bob & Rod Jackson-Paris, openly gay professional bodybuilders who are 'married,' about being gay and being in a committed relationship. Includes a 36-page guide for classroom use. Available from 21st Century News, 6655 N. Canyon Crest Drive, Suite 12272, Tucson, AZ 85715; (602) 577-1397. GAY YOUTH (40 min.). One of the best videos made about lesbian and gay teens, it includes very poignant stories of two adolescents: one who committed suicide, the other openly gay in high school. It includes a classroom guide; highly recommended. Wolfe Video, P.O. Box 64, New Almaden, CA 95042; (408) 268-6782. Cost: $60.00 (plus $6.00 for shipping). Make checks payable to BANGLE (Bay Area Network of Gay and Lesbian Educators). ON BEING GAY (80 min.). This is a lecture by and interview with Brian McNaught, author and speaker on lesbian and gay issues; the video is broken into two 40-minute segments. One segment is on being Catholic and gay, and therefore this video may be especially appropriate for Catholic schools. TRB Productions, P.O. Box 2362, Boston, MA 02107; (617) 236-7800 SEXUAL ORIENTATION: READING BETWEEN THE LABELS (30 min.). An excellent video that presents very basic information about homosexuality (e.g., by defining 'homosexual,' 'sexual orientation,' 'coming out,' etc.); an accompanying guide includes lessons for students. Highly recommended; may be appropriate for middle school students. Northeastern Wisconsin In-School Telecommunications (NEWIST), 1110 IS Bldg., University of Wisconsin, Green Bay, WI 54301; (414) 465-2599. Rental: $50; purchase: $195 THE TRUTH ABOUT ALEX (31 min. & 50 min. versions). An HBO special, this is the story of a teenager who discovers his best friend is gay. Coronet/MTI Film & Video, 108 Wilmot Road, Deerfield, IL 60015; (800) 777-8100. Rental: $75; purchase: $79. WHAT IF I'M GAY? A SEARCH FOR UNDERSTANDING (30 & 46 min. versions). A CBS Schoolbreak Special, this is the coming out story of a teenage boy. Coronet/MTI Film & Video, 108 Wilmot Road, Deerfield, IL 60015; (800) 777-8100. Rental: $75; purchase: $59. RESOURCES: CHANGING BODIES, CHANGING LIVES. Ruth Bell, New York: Random House, 1987. A very good text for a high school human sexuality course, it includes a section on homosexuality. "Countering Homophobia: A Lesson Plan". In INTERRACIAL BOOKS FOR CHILDREN BULLETIN, 14(3&4), pp. 28-29. A good introductory lesson for elementary and middle school children. "Facts, Feelings and Attitudes About Homosexuality." Kim DeAndrade, in FAMILY LIFE EDUCATOR, Winter 1992/93, pp. 31-34. A lesson plan that is easily adapted to most grade levels. HOMOPHOBIA: DISCRIMINATION BASED ON SEXUAL ORIENTATION. Gay and Lesbian Alliance Against Defamation, 8455 Beverly Blvd., Suite 305, Los Angeles, CA 90048. (213) 658-6775. A series of lessons on homophobia for the classroom; most focus on feelings. Cost: $12.50. Sex Information and Education Council of the United States (SIECUS), 130 West 42nd Street, Suite 2500, New York, NY 10036. (212) 819-9770. An organization designed to promote comprehensive sexuality education, they have a series of publications and bibliographies available on all issues dealing with sexuality, including homosexuality. Schools becoming members of SIECUS receive consultations, free use of their library services, and a subscription to their newsletter. SEXUALITY AND THE CURRICULUM: THE POLITICS AND PRACTICES OF SEXUALITY EDUCATION. James T. Sears, editor, New York: Teachers College Press, 1992. This is a collection of 15 essays looking at sexuality curricula and proposing changes. BIOLOGY/PSYCHOLOGY CLASSES ARTICLES FOR CLASSROOM USE: Barinaga, Marcia, et al. "Is Homosexuality Biological?" SCIENCE, August 1991 (Vol. 253), pp. 956-960. Burr, Chandler. "Homosexuality and Biology." THE ATLANTIC MONTHLY, March 1993 (Vol. 271, No. 3), pp. 47-62. Gelman, David et al. "Born or Bred?" NEWSWEEK, February 24, 1992, pp. 46-53. Levay, Simon. "A Difference in Hypothalamic Structure Between Heterosexual and Homosexual Men." SCIENCE, August 1991 (Vol. 253), pp. 1034-1037. Rist, Darrell Yates. "Are Homosexuals Born That Way?" THE NATION, October 19, 1992, pp. 424-429. CURRICULUM UNIT: THE HISTORY AND NATURE OF HOMOSEXUALITY (AND ITS 'CAUSES'). Arthur Lipkin, Harvard Graduate School of Education, 210 Longfellow Hall, Cambridge, MA 02138 or (617) 495-3441. Cost: $10.00. A 3-5 day unit for biology or psychology classes. EXTRA-CURRICULAR ACTIVITIES Gay/straight alliances are one way to provide support and education on an extra-curricular basis. In the last few years, these 'clubs' have been appearing on independent and public school campuses across the country, partly as a result of each school's heightened awareness (see list below). Although their names often vary (such as GASP!, Gay and Straight People at Milton Academy; GLAD, Gay and Lesbian Awareness Development at Crossroads; and LeSGaB, Lesbian, Straight, Gay and Bisexual at Noble and Greenough), their purposes are similar: to provide a place for gay and non-gay students and teachers to come together and work to raise the awareness of all students (Blumenfeld, 1994). Usually no one makes any assumptions about anyone's sexual orientation--gay or non-gay--and no one is asked to disclose it. The meetings are open to anyone in the school community (one school advertises its meetings with signs around campus saying "You don't have to be gay to go"), and organizers often invite heads and other administrators to attend their meetings. Activities at the meetings include guest speakers, video presentations, letter writing campaigns, social events, and general discussions about ways to increase the level of inclusiveness at the school. In addition to the gay/straight alliances, which are open to all students, support groups specifically designed for gay students (and those unsure about their sexual orientation) can help to counteract the feelings of isolation these teens feel by providing them with a safe, supportive atmosphere to discuss issues they are unable to share in any other environment. These groups can be facilitated by someone in the counseling office Crossroads School in Santa Monica, California, has been running a "rap group for lesbian, gay, bisexual and questioning" students for two years (in addition to their gay/straight alliance), and students who have been attending attest to the tremendous support and strength they have received from being part of the group[1]. The Project 10 model is another example of a school-based support system specifically designed for gay and lesbian students; it began in 1985 at a public high school in Los Angeles, California, and has expanded to school campuses across the country. It is designed as a drop-out prevention program that includes formal and informal counseling for students as well as workshops for teachers and administrators. It also provides education to students around health issues, substance abuse and suicide, in an attempt to combat some of the risks that these students face (Uribe, 1993). There are other ways to integrate gay issues into after-school activities. Amnesty International, in their fight to preserve human rights worldwide, includes the protection of the rights of lesbians and gay men in their mission; a school's local chapter can use the recent publication, Breaking the Silence: Human Rights Violations Based on Sexual Orientation, as a resource for raising awareness. Drama productions with positively portrayed gay characters (such as THE SHADOW BOX by Michael Cristofer) can reach a wide audience and help to break the silence. Art shows or film festivals featuring noted gay artists can be held. Schools can even sponsor campus-wide celebrations of National Coming Out Day (October 11) or Gay Pride Month (October). Coaches and athletic directors should especially be sensitive to homophobia on the playing field--perhaps the greatest source of anxiety for many gay teens--and can be valuable role models for both their gay and non-gay players. Griffin (1994) points out the prevalence of anti-gay epithets and gay-bashing used by coaches and athletes in the locker room and on the playing field, forcing lesbian and gay athletes to hide in secrecy, constantly worrying that they'll be discovered and harassed. Policies preventing anti-gay slurs as well as anti-homophobia training for coaches and teams can help make school sports teams less threatening to the lesbian and gay athlete. INDEPENDENT SCHOOLS WITH GAY/STRAIGHT ALLIANCES (OR SIMILAR GROUPS): Buckingham, Brown and Nichols School, Cambridge, MA Castilleja School, Palo Alto, CA Choate Rosemary Hall, Wallingford, CT Concord Academy, Concord, MA Crossroads School for Arts and Sciences, Santa Monica, CA Dana Hall School, Wellesley, MA Deerfield Academy, Deerfield, MA Fountain Valley School, Fountain Valley, CO George School, Newtown, PA Hopkins School, New Haven, CT Hotchkiss School, Lakeville, CT Lick-Wilmerding High School, San Francisco, CA Loomis Chaffee School, Windsor, CT Milton Academy, Milton, MA Noble and Greenough School, Dedham, MA Northfield-Mount Hermon, Northfield, MA Philips Exeter Academy, Exeter, NH Phillips Academy, Andover, MA Putney School, Putney, VT RESOURCES: BREAKING THE SILENCE: HUMAN RIGHTS VIOLATIONS BASED ON SEXUAL ORIENTATION, Amnesty International, Publications Department, 322 Eighth Avenue, New York, NY 10001. (212) 807-8400. $6.00 plus $1.75 for postage (25% discount for libraries; purchase orders accepted). "'Gay/Straight Alliances': Transforming Pain to Pride" by Warren J. Blumenfeld, & "Homophobia in Sport: Addressing the Needs of Lesbian and Gay High School Athletes" by Pat Griffin, in THE HIGH SCHOOL JOURNAl, Vol. 77, Nos. 1 & 2, Chapel Hill, NC: University of North Carolina Press, 1994. Project 10, Fairfax High School, 7850 Melrose Avenue, Los Angeles, CA 90046. (213) 651-5200. Write for information about replicating Project 10 on your campus. Both a Project 10 Handbook and a video are available for a nominal charge. ROLE MODELS Finally, not enough can be said about the importance of openly gay teachers and administrators. These individuals can and do serve as powerful role models for gay and non-gay students alike. Not only should our schools provide an atmosphere supportive enough for these individuals to be as open about their sexual orientation as their heterosexual colleagues, but perhaps schools should even actively recruit or look for teachers and administrators who are openly gay or lesbian. Just as most independent schools are currently looking for racial and ethnic minority teachers who can serve as role models and advocates for their diverse student body, so too should these schools be concerned about finding and keeping openly gay teachers as one way to support their lesbian and gay youth. Most schools already have at least a few lesbian and gay teachers on their faculty. Yet many of them remain closeted, and some go to great lengths to keep their sexual orientation hidden. Griffin (1992) makes the distinction between those gay teachers who constantly juggle their personal and professional selves, keeping the two separate at all costs, and those teachers who are able to integrate (as most heterosexual teachers do) their personal life with their professional one. Unfortunately, many of the teachers who feel they must hide have received no sign from their administration that the school is safe for them. Out of fear of losing their job, or at least not receiving any support from their administration, it becomes a necessity for them to keep their personal life invisible. Most lesbian and gay teachers who hide their sexual identity not only believe that they will be fired if found out, but also are resentful of the fact that they must lie to protect themselves. These teachers are isolated from the rest of the school community as they live in constant fear that they will be discovered (Griffin, 1992). The irony is that many of these teachers may have gone into teaching as a way to help gay adolescents; rather than act as role models, they feel they must remain hidden and instead worry about their own job security. Teachers who are openly gay, on the other hand, do not have to expend energy trying to hide. The integration of their personal and professional selves means they are more self-assured, more comfortable in their job, and experience greater self-integrity. As a result, they will not only make much better teachers but they will also be able to serve as role models for their students--role models that are desperately needed. ORGANIZATIONS OF SUPPORT FOR LESBIAN & GAY TEACHERS: In addition to these national organizations, there are many local groups of lesbian and gay teachers; local gay community centers may be able to provide information. Association for Supervision and Curriculum Development (ASCD): Lesbian, Gay and Bisexual Issues in Education Network. Jan Goodman, Facilitator, P.O. Box 27527, Oakland, CA 94602. (510) 642-7329. Equity Institute, 6400 Hollis Street, Suite 15, Emeryville, CA 94608 (510) - 658-4577. Sponsor "Project Empowerment" retreats for gay/lesbian/bisexual educators around the country. Gay, Lesbian and Straight Teachers Network, P.O. Box 390526, Cambridge, MA 02139. Annual retreat for lesbian and gay teachers, and an annual conference for all teachers. Gay and Lesbian Task Force of the American Library Association, Office of Library Outreach Services, 50 E. Huron Street, Chicago, IL 60611. A division of the Social Responsibilities Round Table of the ALA, it is open to librarians who are also members of the American Library Association. Annual conferences are held. National Association of Independent Schools, 1620 L St. NW, Washington, DC 20036. (202) 973-9700. An "interest group" of lesbian, gay and bisexual teachers meets at the annual NAIS conferences. Look for information in the conference bulletin, or call Meade Thayer at NAIS. ORGANIZATIONS - REGIONAL: Connecticut Educators & Friends of Lesbians and Gays (Ed-FLAG), c/o Jim Klopfer, 623 Springfield Rd., Somers, CT 06071. A Connecticut resource guide, Lesbian, Gay and Bisexual Issues in the Schools, is available to all members. Gay and Lesbian Educators (GALE), (212) 932-0178 (Robert Schaecher). A New York City area group of independent school educators. The Gay, Lesbian and Bisexual Independent School Caucus, 232A Hartford Street, San Francisco, CA 94114. A San Francisco area teacher organization, they sponsor workshops and discussion groups around gay issues in schools. TWO INDEPENDENT SCHOOL MODELS Many independent schools have already begun to address gay issues in the areas of policy, faculty and parent education, library holdings, support services, curriculum, extra-curricular activities, and staffing. But many others have yet to address the issue, or have only been able to make a few minor changes. As two examples of what is possible, and how the changes can be initiated and implemented, the programs at two very different independent schools are described: the Cambridge Friends School, a Quaker elementary school in Cambridge, Massachusetts, and the middle and upper divisions of Crossroads School for Arts and Sciences, a K-12 school on two campuses in Santa Monica, California. CAMBRIDGE FRIENDS SCHOOL In 1990, as a result of a few lesbian and gay parents speaking out about their concern that Cambridge Friends was not being "proactive" in dealing with homophobia and heterosexism, a support group for both gay parents and teachers was formed. Soon afterwards, a separate committee of teachers began to look at how the school might address the issue. The Gay, Lesbian, and Bisexual Concerns Committee (GLBCC) polled the rest of the teachers, and began working with the Head to implement some preliminary changes. Books addressing lesbian and gay issues that were age-appropriate were purchased for the school library. An article was written for the school newsletter, and the following year parents were invited to a breakfast with the Head to discuss how they felt about their elementary school dealing with gay issues. In the spring of 1991, a faculty in-service day on homophobia was held, followed by an evening for parents and trustees; both were run by an outside speaker. With the support of the Head, the Board of Trustees made the GLBCC (which now also included the gay teacher/parent support group) an official committee of the board. To reflect the commitment that the school was making to make the school more inclusive and supportive, the school's mission statement was revised (see page 11), which clearly stated the school's goal "of a multicultural, anti-racist, anti-homophobic community" (Cambridge Friends School, 1992). To achieve that goal, they were now taking that proactive stance: the library displayed the new collection of lesbian and gay titles, a bulletin board on gay issues was put up in the front hall, gay/lesbian dialogues for parents and teachers were held, and the school's business manager began exploring benefit options that might include the partners of lesbians and gay men (these benefit changes were eventually added during the 1993-94 school year). Finally, as a result of the goals set by the teachers at the previous year's in-service day, Cambridge Friends incorporated gay issues into the curriculum on a school-wide basis. Although some teachers had already begun addressing gay issues in their classes on an informal basis prior to 1990, each grade level--from kindergarten through eighth grade--developed a series of age-appropriate activities and topics that dealt with homophobia in some way. Perhaps the school's most powerful symbol of its commitment is its annual, school-wide celebration of Gay Pride Day. Held each October (on or near National Coming Out Day, October 11), it involves every grade level. Books such as Gloria Goes to Gay Pride, Daddy's Roommate, and Asha's Moms are read in the younger grades, with discussions and class visitors (e.g., a gay parent). The middle grades use How Would You Feel if Your Dad Was Gay and One Teenager in Ten, while the seventh and eighth grades have guest speakers sharing their personal stories about growing up gay. The school has celebrated Gay Pride Day for three years with much success, and will continue to do so. The remarkable accomplishment of the Cambridge Friends School is that it was able to set an example of what can be done on the elementary school level. Since most gay adolescents report stronger same-sex than opposite-sex attractions by the end of elementary school, if not sooner (Anderson, 1994; Boxer et al., 1989), teaching about 'what it means to be gay' is important and necessary at that age. And since discussions of families are often a part of the early elementary school experience, teaching about the diversity of families, including those with lesbian or gay parents, is important as well. But perhaps the strongest arguments come from the children themselves. As part of a testimony to the Massachusetts Governor's Commission on Gay and Lesbian Youth, Nancy Alach--the Afterschool Coordinator at Cambridge Friends--polled some of the students in grades three through six, asking them why they felt it was important to teach these things. Some of their responses: "It's important to talk about it so whenever kids hear the word 'gay' they won't say, 'Oh, no, I'm scared of that!' Because people are scared of things they don't know about." "It's important to understand what the word 'gay' means, so kids won't use the word to tease other people." "Also, so kids won't say 'I don't want to be friends with someone whose parent is gay, or someone who is gay himself." "If you grow up thinking it's bad to be gay, it's hard to change later on." "...There is a lot of prejudice in the world--you can be laughed at if someone calls you 'queer.' It's important to be educating everybody, and kids are an important part of that. If there were more kids who found out that being gay isn't bad or sad--that gay people are just normal people who feel attracted to the same sex--that would help." For more information, contact Nancy Alach, CFS Afterschool Coordinator, or Mary L. Johnson, Head, at 5 Cadbury Road, Cambridge, MA 02140; (617) 354-3880. CROSSROADS SCHOOL At about the same time that a few parents were raising their concerns about the need to address homophobia at Cambridge Friends, a few teachers began raising similar concerns on the other side of the country at the middle and upper schools of Crossroads School. The faculty had begun planning for their annual Forum Day--a day when classes are suspended and a series of workshops for students and teachers is held around a particular issue--and the topic "Racism and Sexism" had been proposed. A few teachers expressed their concern about the homophobia among students, and after some discussion at a faculty meeting, it was decided to add the topic of homophobia to Forum Day. Since most teachers felt comfortable addressing racism and sexism but few even understood the term homophobia, an in-service day devoted solely to homophobia was added to the calendar, in order to better prepare teachers for the student workshops. The in-service day was coordinated by a committee of gay and non-gay teachers, and chaired by the head of the Human Development department. The day included both in-house and guest speakers, and focused on disseminating information, addressing feelings and attitudes, and exploring ways to combat homophobia at school. A few months later, the Forum Day was held, and it included a panel discussion for students and teachers about being gay in today's society, and was followed by a small group discussion facilitated by students. Both days were a raging success, and the committees that planned each merged in order to continue to look at ways to raise awareness on campus. The Gay and Lesbian Awareness Development committee was formed, and both students and teachers, gay and non-gay, were a part of it. During the following year, the committee was very active; it met bi-weekly at lunch and was well attended by teachers and students from both the middle and upper schools. As many as twenty-five students and teachers would attend these meetings. Among the committee's accomplishments during their first year: adding 'sexual orientation' to the non-discrimination clause in the faculty handbook; raising money and purchasing a collection of books for the library; placing a bulletin board of articles and posters in the main hall of the upper school classroom building; bringing in guest speakers to continue to educate students and teachers; and printing an article in the school newspaper. Two years after the in-service day and a year after GLAD was formed, a number of gay and lesbian students began to feel the need to meet on their own as well, in order to explore some of the issues and difficulties they were facing in a safe and supportive environment. A 'rap group for gay, lesbian, bisexual and questioning students' was formed, facilitated by the school counselor. Although the turnout for the group was very low in the beginning (often just two students), the counselor persevered, and by the following year attendance was up to eight or more students. Students who are part of the rap group attest to the strength and support it has given them by addressing the isolation and confusion they had been feeling and by giving them an opportunity to talk with other students who have similar feelings (see Appendix for an interview with three of these teens). Today, GLAD is a part of the school's committee on diversity (along with the school's African-American Parent/Student Network and La Familia, the Hispanic student group) and the student rap group is flourishing. Sexual orientation issues are incorporated into the school's Human Development classes, and openly lesbian, gay and bisexual students at the school have recently shared their experiences by visiting and speaking in these classes. Teachers have become more sensitive to gay issues, and some have incorporated them into their English, Film, Ethics, and History classes. The school has been able to create an atmosphere that is more supportive to their gay and lesbian students, although more work--particularly in the area of curriculum and parent education and support--needs to be done. For more information, contact Leslie King, school counselor, or Bob Riddle, Academic Dean, at Crossroads School, 1714 21st St., Santa Monica, CA 90404; (310) 829-7391. RESOURCES FOR SCHOOLS - A SHORT LIST ORGANIZATIONS - NATIONAL: Association for Supervision and Curriculum Development (ASCD): Lesbian, Gay and Bisexual Issues in Education Network. Jan Goodman, Facilitator, P.O. Box 27527, Oakland, CA 94602. (510) 642-7329. This network of the ASCD is designed for teachers and administrators "to work towards dismantling heterosexism and homophobia in the curriculum and policies of our schools;" a resource directory is available. Look for their workshops at the annual ASCD conferences. Bridges Project of American Friends Service Committee. 150 Cherry Street, Philadelphia, PA 19102. (215) 741-7000. A newsletter addressing gay youth issues ("Crossroads") and a resource book for anyone who works with gay youth (Bridges of Respect: Creating Support for Lesbian and Gay Youth) are available from this Quaker-sponsored agency. Gay and Lesbian Alumni Network (GALAN), 1507 Delmont Lane, Takoma Park, MD 20912. (301) 445-7069. A newly formed group for alumni of independent schools. Contacts: Sue Phillips (Madeira '84) or Steve Dew (St. Paul's '89). Gay, Lesbian and Straight Teachers Network (GLSTN). Kevin Jennings, Executive Director, 122 West 26th Street, Suite 1100, New York, NY 10001 USA. Tel: 212-727-0135, Email: glstn@glstn.org Web: http://www.glstn.org/respect/. Largest organization of parents, educators, students and concerned citizens working to end homophobia in K-12 schools. Publications, videos, speakers, conferences and regional organizing. Over 40 regional chapters. Parents and Friends of Lesbians and Gays (P-FLAG), 1012 14th Street NW, Suite 700, Washington, DC 20005. (202) 638-4200. Pamphlets, publications, and speakers are available. There are local chapters in most major cities around the country. Project 10, Fairfax High School, 7850 Melrose Avenue, Los Angeles, CA 90046. (213) 651-5200. Handbook and video available for schools, as well as information about replicating Project 10 on your campus. ORGANIZATIONS - REGIONAL: American Friends Service Committee, Lesbian and Gay Program, Pacific Northwest Region. 2249 E. Burnside, Portland, OR 97214. (503) 230-9429/9430 and 814 NE 40th Street, Seattle, WA 98105. (206) 632-0500 This Quaker-sponsored social action agency has an extensive library of over 100 books, videos, periodicals and games, all dealing with gay issues; available for school or individual use. They also conduct workshops for youth and adults. Connecticut Educators & Friends of Lesbians and Gays (Ed-FLAG), c/o Jim Klopfer, 623 Springfield Rd., Somers, CT 06071. A Connecticut resource guide, Lesbian, Gay and Bisexual Issues in the Schools, is available to all members. Gay and Lesbian Educators (GALE), (212) 932-0178 (Robert Schaecher) or (203) 629-0728 (John di Carlo). A New York City area group of independent school educators. Out There, a publication of articles and resources for independent school teachers about gay issues in the classroom, is available. The Gay, Lesbian and Bisexual Independent School Caucus, 232A Hartford Street, San Francisco, CA 94114. A San Francisco area teacher organization, they sponsor workshops and discussion groups around gay issues in schools. PUBLICATIONS: GAY AND LESBIAN HIGH SCHOOL CURRICULUM AND STAFF DEVELOPMENT PROJECT, Arthur Lipkin, Harvard Graduate School of Education, 210 Longfellow Hall, Cambridge, MA 02138. (617) 495-3441. A series of curricula and a staff training manual are available; costs range from $3 to $25. THE HIGH SCHOOL JOURNAL: THE GAY TEENAGER, Volume 77, Nos. 1 & 2. University of North Carolina Press, Box 2288, Chapel Hill, NC 27514. (919) 966-3561. Cost: $8.50. Highly recommended: a special double issue of the journal that features 20 different articles, all dealing with the issues faced by gay teens. An excellent reference guide. MAKING SCHOOLS SAFE FOR GAY AND LESBIAN YOUTH, Governor's Commission on Gay and Lesbian Youth, State House, Room 111, Boston, MA 02133. (617) 828-3039. Although this report is designed for the Massachusetts public school system, its list of recommendations and its testimony from gay adolescents provide valuable insights for any high school. PROJECT 10 HANDBOOK, Friends of Project 10, Fairfax High School, 7850 Melrose Avenue, Los Angeles, CA 90046; (213) 651-5200 or (818) 441-3382. A handbook and resource guide for educators. SPEAKING OUT - A FORUM FOR SEXUAL MINORITY ISSUES IN THE BOARDING SCHOOL COMMUNITY, Al Chase, editor. 2300 Market Street, #6, San Francisco, CA 94114. Subscription: $25/year (four issues). A very informative and helpful publication. TWENTY-FIRST CENTURY CHALLENGE: LESBIANS AND GAYS IN EDUCATION, Sue McConnell-Celi, editor. Red Bank, NJ: Lavender Crystal Press. An eclectic and uneven collection of materials, it does include excerpts from the Project 10 Handbook, The Teachers' Group Bibliography, and other good resources. ***** ***** ***** REFERENCES Alach, Nancy (1994). "But They're Too Young!": Discussing Homophobia with Elementary School Students. Workshop presentation at Fourth Annual GLSTN Conference, Milton, MA. April 11, 1994. Amnesty International U.S.A. (1994). BREAKING THE SILENCE: HUMAN RIGHTS VIOLATIONS BASED ON SEXUAL ORIENTATION. New York: Amnesty International Publications. Anderson, D.A. (1994). "Lesbian and gay adolescents: social and developmental considerations." THE HIGH SCHOOL JOURNAl, 77(1&2), pp. 13-19. Blumenfeld, W.J. (1992). HOMOPHOBIA: HOW WE ALL PAY THE PRICE. Boston, MA: Beacon Press. Blumenfeld, W.J. (1994). " 'Gay/Straight' Alliances: Transforming pain to pride." THE HIGH SCHOOL JOURNAL, 77(1&2), pp. 113-121. Bolman, L.G. & Deal, T.E. (1991). REFRAMING ORGANIZATIONS. San Francisco: Jossey-Bass, Inc. Boxer, A.M. & Cohler, B.J. (1989). "The life course of gay and lesbian youth: an immodest proposal for the study of lives." JOURNAL OF HOMOSEXUALITY, 17(3/4), pp. 315-355. Boxer, A.M., Cook, J.A. and Herdt, G. (1989). FIRST HOMOSEXUAL AND HETEROSEXUAL EXPERIENCES REPORTED BY GAY AND LESBIAN YOUTH IN A URBAN COMMUNITY. Unpublished manuscript. Boxer, A.M., Cook, J.A. and Herdt, G. (1991). "Double jeopardy: identity transitions and parent-child relations among gay and lesbian youth." In Pillemer, K. and McCartney, K. (eds.), PARENT-CHILD RELATIONS THROUGHOUT LIFE, Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 59-92. Cambridge Friends School (1992). THE CADBURY COURIER, Winter 91-92. Cambridge, MA. Celis, W. (1993). "Schools across U.S. cautiously adding lessons on gay life." THE NEW YORK TIMES, January 6, 1993. Council for Women in Independent Schools (1994). CWIS NEWSLETTER, Winter 1994. Washington, DC: National Association of Independent Schools. Dickson, L.E. (1994). RESOURCE GUIDE: LESBIAN, GAY AND BISEXUAL ISSUES IN THE SCHOOLS. Fairfield Connecticut: Garden Gates Communication. Fine, M. (1988). "Sexuality, schooling and adolescent females: the missing discourse of desire." HARVARD EDUCATIONAL REVIEW, 58(1), pp. 29-53. Fullan, M.G. (1991). THE NEW MEANING OF EDUCATIONAL CHANGE. New York: Teachers College Press. Gibson, P. (1989). "Gay male and lesbian youth suicide. In Alcohol, Drug Abuse and Mental Health Administration," Report of the Secretary's Task Force on Youth Suicide. VOLUME 3: PREVENTION AND INTERVENTIONS IN YOUTH SUICIDE. pp. 110-142. Griffin, P. (1992). "Lesbian and gay educators: opening the classroom closet." EMPATHY, 3(1), pp. 25-28. Griffin, P. (1994). "Homophobia in sport: addressing the needs of lesbian and gay high school athletes." THE HIGH SCHOOL JOURNAL, 77(1&2), pp. 80-87. Herdt, G. and Boxer, A. (1993). CHILDREN OF HORIZONS. Boston: Beacon Press Hetrick, E.S. and Martin, A.D. (1987). "evelopmental issues and their resolution for gay and lesbian adolescents." JOURNAL OF HOMOSEXUALITY, 14(1/2), pp. 25-43. Hunter, J. and Schaecher, R. (1987). "Stresses on lesbian and gay adolescents in schools." SOCIAL WORK IN EDUCATION, 9(3), pp. 180-189. Jacobs, H.H., ed. (1989). INTERDISCIPLINARY CURRICULUM: DESIGN AND IMPLEMENTATION. Alexandria, VA: Association for Supervision and Curriculum Development. Jenkins, C. (1990). "Being gay: gay/lesbian characters and concerns in young adult books." BOOKLIST, September 1, 1990, pp. 39-41. Jennings, K., ed. (1994). BECOMING VISIBLE: A READER IN GAY AND LESBIAN HISTORY FOR HIGH SCHOOL AND COLLEGE STUDENTS. Boston, MA: Alyson Publications. Jennings, K. (1994). "Meeting the needs of gay & lesbian students: a plan of action for our schools." In L. Crosier and P. Bassett, ed., LOOKING AHEAD: INDEPENDENT SCHOOLS ISSUES AND ANSWERS. Washington: Avocus Publications. Lipkin, A. (1990). A STAFF DEVELOPMENT MANUAL FOR ANTI-HOMOPHOBIA EDUCATION IN THE SECONDARY SCHOOLS. Cambridge, MA: Arthur Lipkin. Lipkin, A. (1994). "The case for a gay and lesbian curriculum." THE HIGH SCHOOL JOURNAL, 77(1&2), pp. 95-107. Martin, A.D. (1982). "Learning to hide: the socialization of the gay adolescent." In S.C. Feinstein et al., eds., ADOLESCENT PSYCHIATRY: DEVELOPMENTAL AND CLINICAL STUDIES, Volume X . University of Chicago. The Massachusetts Governor's Commission on Gay and Lesbian Youth (1993). MAKING SCHOOLS SAFE FOR GAY AND LESBIAN YOUTH. Boston, MA. McManus, M.C. et al. (1991). OREGON'S SEXUAL MINORITY YOUTH: AN AT-RISK POPULATION. Portland, OR: Phoenix Rising Minnesota Department of Education (1994). ALONE NO MORE: DEVELOPING A SCHOOL SUPPORT SYSTEM FOR GAY, LESBIAN AND BISEXUAL YOUTH. St. Paul, MN. New York City Board of Education (1991). CHILDREN OF THE RAINBOW: FIRST GRADE. New York. Parlin, B. (1994)." Safe Schools Regional Workshop. Presentation at Middleboro School," Middleboro, MA, November 13, 1994. Sponsored by the Massachusetts Department of Education. Pawlowski, W. (1994). "Overview of Human Sexuality." Talk presented to the "Children from the Shadows" conference, University of Connecticut School of Social Work, March 26, 1994. Pharis, T. (1992). GAY AND LESBIAN ISSUES IN EDUCATION: A BIBLIOGRAPHY. Lakewood, CO: The Teachers' Group. Remafedi, G., Farrow, J.A. & Deisher, R.W. (1991). "Risk factors for attempted suicide in gay and bisexual youth." PEDIATRICS 87(6), pp. 869-872. Rich, A. (1987). BLOOD, BREAD AND POETRY. London Virago Press Ltd. Rimer, S. (1993). "Gay rights law for schools advances in Massachusetts." THE NEW YORK TIMES, December 8, 1993. Rofes, E. (1989). "Opening up the classroom closet: responding to the educational needs of gay and lesbian youth." HARVARD EDUCATIONAL REVIEW, 59(4), pp. 444-453. Schaecher, R. (1989). "Stresses on lesbian and gay adolescents." INDEPENDENT SCHOOL, Winter, 1989, pp. 29-35. Sears, J.T. (1991). "Helping students understand and accept sexual diversity." EDUCATIONAL LEADERSHIP, September 1991, pp. 54-56. Sears, J.T. (1994). "Challenges for educators: lesbian, gay and bisexual families." THE HIGH SCHOOL JOURNAL, 77(1&2), pp. 138-156. Shapiro, J. (1993). "Straight talk about gays." U.S. NEWS & WORLD REPORT, July 5, 1993, pp. 42-52. Sherrill, J.M. and Hardesty, C. (1994). THE GAY, LESBIAN AND BISEXUAL STUDENTS' GUIDE TO COLLEGES, UNIVERSITIES, AND GRADUATE SCHOOLS. New York: New York University Press. Treadway, L. and Yoakam, J. (1992). "Creating a safer school environment for lesbian and gay students." JOURNAL OF SCHOOL HEALTH 62(7), pp. 352-356. Uribe, V., ed. (1993). PROJECT 10 HANDBOOK: ADDRESSING LESBIAN AND GAY ISSUES IN OUR SCHOOLS. Los Angeles, CA: Friends of Project 10. Van Schuyver, M. R. (1993). "Waltham private school is target of lesbian teacher's MCAD suit." BOSTON GLOBE, August 31, 1993. Ziegler, S. (1992). "Why gay and lesbian high school teachers need our help." PROJECT 10 SPRING UPDATE NEWSLETTER. APPENDIX ADOLESCENT DEVELOPMENTAL ISSUES & SEXUAL MINORITY YOUTH: AN INTERVIEW WITH THREE TEENS INTRODUCTION The current body of literature on adolescent development issues includes a great deal of information on identity development, peer group structures, and family relationships, among others. Yet the majority of these and other studies, although often multidisciplinary in nature, fail to look at the impact of developmental issues for the lesbian, gay or bisexual adolescent. Indeed, most studies assume the heterosexuality of their subjects[2] or at the very least do not separate the adolescents in their study by sexual orientation[3] (Boxer and Cohler, 1989). Part of the problem involves the silence around certain aspects of adolescent sexuality in general and homosexuality in particular (Fine, 1988). Brooks-Gunn and Furstenberg (1989) list same-sex orientations and behaviors as one component of many missing from the research on adolescent sexuality. The omission of research in this area has also been a result of an inadequate population of self-identified gay youth. Until recently, any study of adolescent developmental issues for non-heterosexuals had to be retrospective in nature, since few gay teens have been open about their sexuality. These retrospective studies relied on the memories of older gays and lesbians about their teenage years, and as a result their accuracy is questionable (Boxer and Cohler, 1989). However, there seems to be an emerging population of self-identified gay, lesbian and bisexual youth, perhaps as a result of changing cultural and historical influences (Boxer et al., 1989). Indeed, although the age of awareness of one's sexual orientation has not changed, there does seem to be evidence that the age of disclosure, or 'coming out,' has decreased steadily since the 1950's (Boxer et al., 1991). With an emerging population of adolescents who not only have self-identified as gay, lesbian or bisexual but also have disclosed their sexual orientation to their peers and families, the time is ripe to break the silence and begin research into developmental issues that may be unique to these individuals. INTERVIEW As an attempt to scratch the surface and examine some of the adolescent developmental issues as they relate to the gay youth, three teens were interviewed, and their responses are compared to some of the current research in three areas: identity development, family relationships, and peer group issues. All three teens are eleventh graders at a private, college preparatory high school in California. All are white, and all are members of a support group on campus for "lesbian, gay, bisexual and questioning" students. The students were asked by their high school counselor to be part of the interview; all three agreed, and answered all questions willingly. Interviews were conducted in the counselor's office during each student's free period. Background. Alice[4] is a seventeen-year-old student with an A-/B+ average in this academically rigorous school. She lives with both parents, and has a twenty-year-old sister who is away at college. Eve is 16.8 years old and also lives with both parents and her five-year-old brother; she has an A- average in school. Carl is 16.6 years old, is a C-student, and lives with his mother and thirteen-year-old sister. He has a father with whom he has a rocky relationship (he hasn't seen him in over a year) and who lives on the East Coast with his third wife and infant daughter. Carl has two step-siblings from his mother's first marriage who no longer live at home, and a younger half-sister from his father's second marriage, whom he rarely sees. Identity Issues. All three students spoke about being aware that they had same-sex attractions since childhood, but did not reach the point where they identified themselves as non-heterosexual until early adolescence. Although Eve and Carl describe themselves as bisexual and Alice as lesbian, all also spoke about being uncomfortable with labels. According to Alice: In terms of labels, I don't like labels or categories...an attitude that a lot of my friends have is they're non-gender specific; they fall in love with a person, they love that person, they're with that person--it's just a person. But I see when labels come into play and I still do it to myself. 'Am I a lesbian? Am I bisexual?' I can't decide. I know for a fact that I'm not heterosexual--that's certain. But making it absolutely positive, sometimes I'm like, 'I don't need to know. It doesn't matter. I'll figure it out sooner or later.' And other times I'm like, 'What am I?' There's all this social pressure to fit into a certain category. Alice's comment is similar to ones made by the other two students. Although they're comfortable declaring that they are "not heterosexual," they are reluctant about attaching a label of gay, lesbian or bisexual. In essence they seem to be still exploring their sexual identity, leading one to believe that they may be at what Erikson and others have referred to as a moratorium stage (Erikson, 1968; Phinney, 1989). The subjects seemed to reach a cognitive awareness of their sexuality at ages 13 or 14; all three mentioned feeling "different" as a child, but came to an actual realization of their sexuality during the ninth grade. Their greater awareness of the concept of sexuality and of the possibility of a sexuality different from heterosexuality increased their own personal reflections about what they might be, and subsequently they began to see themselves as sexual beings different from the heterosexual norm. This developing awareness is not unlike the development of self-understanding described by Damon and Hart (1982), and it is indicative of the adolescent's increased ability to comprehend abstract self-concepts (Paikoff and Brooks-Gunn, 1990). Eve's reflection illustrates her developing awareness: I was always different but...when I was a little kid I always knew and when I was like 12 or 13 and I was like so terrified that I might actually have feelings for the same sex, I tried to suppress it so much. But there were always times when I would hug one of my [female] friends and I knew, I could tell that I was attracted to them...I always knew but the time I came out to myself was probably two summers ago [age 15] when I had my first sexual experience with a woman...that's when it became more of a reality. First sexual experience often confirmed what these teens had thought, and often feared. Interestingly, their developing sexual awareness and first sexual experience were similar to those reported by the subjects in Boxer et al. (1989). In their study of 202 lesbian and gay adolescents, they found the mean age of first same-sex attractions to be 9.7, first homosexual fantasy to be 11.4, and first homosexual activity to be 13.1 for males and 15.2 for females. Although the interview conducted for this paper did not specifically ask about these items, the subjects provided anecdotes in responses to the questions that seemed to indicate roughly the same age experiences as this study. In addition to sexual experiences, it was clear from all three teens that the school support group helped them to accept and understand their sexuality by giving them the opportunity to explore their feelings and talk about their desires and fears with other teens in an environment not often found in schools (Fine, 1988), thus helping them in their identity development. All three joined the group during their ninth grade, when they first began realizing they might not be heterosexual, and have been attending regularly since. Family Relationships. Disclosure of one's sexual orientation to family members is a big step, one that many older lesbians and gays in the past never accomplished; instead, they lived a secret double life, fearful that they might be found out. Yet the emerging gay youth population seems to be more willing to disclose to both parents and peers, and this disclosure during adolescence certainly creates more issues for family relationships (Boxer et al., 1991). Although research now seems to indicate that parent-adolescent relationships are not necessarily more stormy than at any other life stage and that strain in the relationship is more a result of prior relationship strain than of adolescent changes (Steinberg, 1990), the effect of an adolescent's disclosure of homosexuality or bisexuality on parent relations is worth exploring. The three subjects in the interview all had disclosed their sexuality to their parents, and all had done so as a result of their parents asking about the purpose of the 'rap group' (the support group) they were attending. None reported any increased tension as a result of their disclosure; both Eve and Alice felt that it was partly due to the liberal attitudes of their parents, but that it was mainly because their parents thought they were just "going through a phase." According to Eve: Both parents know--I told them last year because I was going to rap group meetings and they wanted to know where I was going on Thursdays and I was like, 'Well, here's the deal: I think I might be bi.' Then I told them about two weeks later that I was for sure. Neither one of them reacted strongly enough for it to be a big deal--I think they figured it was just a phase and maybe they still do but when I started bringing home girlfriends they started realizing that it was more than an idea and it was actually kind of a reality. Carl disclosed to his mother when he was 15, but has not told his father (who lives three thousand miles away): "My father does not know and I have no intention of telling him; he does very little for me as it is and I don't think he'd be terribly accepting." When asked if their relationships with their parents changed after the disclosure, all of the adolescents reported no change. For Alice, her relationship with her father is as rocky now as it was two years ago, before her disclosure. For Carl, his relationship with his mother "is sort of strained because I'm lazy and don't do too much work...but it has nothing to do with my sexuality." Interestingly, one study on the effect of disclosure of an adolescent's homosexuality to parents confirms what these teens reported: gay and lesbian youth, although more likely to disclose to mothers, report no change in relationships with mothers and minor, positive changes in relationships with fathers after disclosure (Boxer et al., 1991). Carl and Alice had also disclosed their sexual orientation to their siblings, and again reported no change in their relationships with them (Carl has not come out to his step-siblings, whom he rarely sees). Alice's older sister is bisexual, and Eve, although she thinks her five-year-old brother is too young to understand her sexuality, suspects he might be gay: I think he's a gay in the making--I'm absolutely positive. He comes up to me one day and out of the blue asks 'Can boys marry boys?' and I said 'Of course they can.' He said, 'Good, because I want to marry my friend Roger.' And I was like, 'YES, this is great'...My parents got kinda pissed and said 'He's too young' and I said 'He's not too young; what are you going to tell him, that men can't marry men? That's wrong, that's homophobic.' Although all three feel positive about their disclosure to their immediate families, none reported coming out to any other family members. In fact, both Alice and Eve reported anxiety about whether or not to come out to their relatives. EVE: The people I'm really afraid to come out to are my aunt and uncle who I love beyond all belief, they're like two of my favorite people but I don't know if I could come out to them. And, of course, my grandparents...I'd love to be completely honest with them about my personal life, especially when they ask, like, 'So, do you have a boyfriend right now?' and I always want to say, 'No, but I have a girlfriend,' but I can't really say that. It's really hard, you know? I love them so much...I wish I could be honest with them. Even though they are open with their parents and comfortable with their relationship, they continue to struggle with the anxiety and fear of disclosure to other relatives. Peer Relationships. Dunphy (1963) reported on the importance of the peer group to the adolescent socialization process, and in particular looked at the structure of these groups and the importance of conformity to the heterosexual norms of the group. This certainly creates an issue for non-heterosexual adolescents who might feel pressure to hide their sexuality and even to engage in heterosexual encounters. Boxer et al. (1989) found 79% of the lesbians and 52% of the gay males in their study had engaged in heterosexual intercourse, partly out of a need to conform to adolescent norms. For those gay teens who choose not to conform and who come out to their peers, the issue then becomes the reaction of their peers and their acceptance or rejection. All three teens reported being 'out' to their friends and peers, and felt it was a non-issue for most of them. Interestingly, they also recounted that when they disclosed to a friend for the first time, that friend also reported having similar feelings, or at least was also questioning her or his sexual orientation. The friends to whom they first disclosed two years ago or more all continue to be their friends. The three subjects described their circles of friends as consisting of other gay, lesbian, bisexual or "unsure" adolescents, although not exclusively. They reported strong friendships, and felt that, if anything, they grew closer to the peers to whom they came out, especially their heterosexual peers. None experienced any negative reactions or rejections from friends or peers after disclosure, although all felt the atmosphere at their school was too "politically correct," and because of that, the homophobia on campus was subtle or denied. Carl's response is similar to the others: Another problem I have with this school is that everyone is so politically correct, so if they are homophobic, they can't come out and be that way...It's like, if you ask them if they're homophobic they'll say no, and then they'll use 'fag' around campus. They can't say they're homophobic because everyone will hate them. I'd so much prefer if people would tell me they hate me because I'm bisexual than have them act like they're cool because they have a bisexual friend. It is not surprising that most of the subjects' friends were either questioning their own sexuality or considered themselves non-heterosexual, since the research suggests that adolescents do choose friends with similar characteristics and behaviors (Kandel, 1978). What is surprising is that, to a certain extent, this "homophily," as Kandel refers to it, may have existed for them before they came out to themselves and others. On this basis, it would be interesting to study the possibility that, during late childhood or early adolescence, gay youth who are typically experiencing same-sex attractions and fantasies at these stages (Boxer et al., 1989) are able to befriend each other without being cognitively aware of their own--and each other's--sexual orientation [5]. Meeting other gay and bisexual teens was an issue for all three subjects, particularly in terms of dating. All reported that, if it weren't for the school support group, they would have a very difficult time finding other gay youth. Each has a few gay friends outside school that they met at an underage gay/straight club in Los Angeles or at summer academic programs at colleges for high school students. Carl seems to have the most difficult time meeting others because he is the only male in the support group. Alice is in a relationship with another girl who has not disclosed to her friends nor her family, the latter because of their conservative views. For Alice, being involved with someone who comes from a background like that ...it's imposed some feelings of being ashamed on me, like we're doing something wrong. That gets me a lot--we can't be open as a couple. She had been involved in a relationship with a boy last year, but declared that he was her last boyfriend ("it's hard for me to imagine being with a man again"). Carl is in a week-old relationship with a girl, and Eve is not dating anyone because "I'm an emotional claustrophobic and I refuse to commit." For her, the most serious issue around dating involves "falling in love with a straight girl...it's horrible and the worst of all the problems." For Alice, dating someone who is not able to be 'out' is not the only problem she faces. She also struggles with how others might react if they were to be open about their relationship in public: ...accepting lesbianism is not as easy, or as wonderful as I thought it would be. Up until the point where I was in a relationship with a woman I was very righteous--I still am to a point--[but] once I got in a relationship and I would go out with her on the weekends and we'd be in public, just realizing that the majority of people around us would hate me if they knew that I was in love with this person...that's really been tough for me. It's made me more sensitive to it and I take it very personally and once in awhile it just gets me down and I get overwhelmed and I just think, 'How is this possible that people would disregard me as a human being, as an intelligent, emotional person, because I'm in love with this woman?'...sometimes I just fall back and get depressed. IMPLICATIONS This paper was an attempt to just touch on some of the issues faced by lesbian, gay and bisexual adolescents, a population that until recently has not been studied (Boxer and Cohler, 1989). The three teens in the interview were eloquent in their remarks about some of the unique issues they face as 'out' teenagers. These teens, however, are not representative of the typical homosexual or bisexual adolescent: they are among only a handful of students who are open about their homosexual or bisexual orientation at their school, and they are fortunate to be at a school that provides support services for their individual needs. The impact of comprehensive sex education programs as well as family planning clinics on adolescent sexual behaviors have been studied (Brooks-Gunn and Furstenberg, 1989); likewise, the impact of a school-based program that targets non-heterosexual youth needs to be explored (Boxer et al., 1991). For Alice, Eve and Carl, it appears that their school program has had a tremendous positive impact on their identity formation and their peer relationships. If indeed there is an emerging gay youth population, studies must be done around these and other issues in order to understand the processes that these teens go through in coming to terms with their sexuality and disclosing that information to family and friends. Longitudinal and multidisciplinary studies that involve both youth and parents can help clarify the unique issues that each face in the coming out process. Boxer and Cohler (1989) not only review a small portion of the literature that suggests these are "at-risk" teens (and hence need outreach and support programs), but also point out the unique opportunities inherent in the study of this emerging population of teens as they integrate a non-conforming sexual identity with other aspects of their lives. REFERENCES Boxer, A. M. and Cohler, B. J. (1989). "The life course of gay and lesbian youth: an immodest proposal for the study of lives." JOURNAL OF HOMOSEXUALITY, 17(3/4): 315-355. Boxer, A. M., Cook, J. A. and Herdt, G. (1989). FIRST HOMOSEXUAL AND HETEROSEXUAL EXPERIENCES REPORTED BY GAY AND LESBIAN YOUTH IN A URBAN COMMUNITY. Unpublished manuscript. Boxer, A. M., Cook, J. A. and Herdt, G. (1991). "Double jeopardy: identity transitions and parent-child relations among gay and lesbian youth". In Pillemer, K. and McCartney, K. (ed.), PARENT-CHILD RELATIONS THROUGHOUT LIFE, Lawrence Erlbaum Associates, Hillsdale, N.J., pp. 59-92. Brooks-Gunn, J. & Furstenberg, F.F., Jr. (1989). ADOLESCENT SEXUAL BEHAVIOR. AMERICAN PSYCHOLOGIST, 44(2), pp. 249-257. Brooks-Gunn, J. & Furstenberg, F.F., Jr. (1990). "Coming of age in the era of AIDS: Puberty, sexuality, and contraception." MILBANK QUARTERLY, 68(Suppl. 1), pp. 59-84. " Brown, B.B. (1993). The meaning and measurement of adolescent crowd affiliation." IN SOCIETY FOR RESEARCH ON ADOLESCENCE NEWSLETTER, Spring/Fall, pp. 7-9. Damon, W. & Hart, D. (1982). "The development of self-understanding from infancing through adolescence." CHILD DEVELOPMENT, 53, pp. 841-864. Dunphy, D. (1963). "The social structure of urban adolescent peer groups." SOCIOMETRY, 26, pp. 230-246. Erikson, E.H. (1968). IDENTITY: YOUTH AND CRISIS, New York: Norton. Fine, M. (1988). "Sexuality, schooling, and adolescent females: the missing discourse of desire." HARVARD EDUCATIONAL REVIEW, 58(1), pp. 29-53. Kandel, D.B. (1987). "Homophily, selection and socialization in adolescent friendships." AMERICAN JOURNAL OF SOCIOLOGY, 84(2), pp. 427-436. Paikoff, R. & Brooks-Gunn, J. (1990). "Physiological processes: What role do they play during the transition to adolescence?" In R. Montemayor, G. Adams, & T. Gullotta (eds.), ADVANCES IN ADOLESCENT DEVELOPMENT: THE TRANSITION FROM CHILDHOOD TO ADOLESCENCE, Vol. 2, Newbury Park, CA: Sage Publications, pp. 63-81. Paikoff, R. & Brooks-Gunn, J. (1991). "Do parent-child relationships change during puberty?" PSYCHOLOGICAL BULLETIN, 110(1), pp. 47-66. Phinney, J.S. (1989). "Stages of ethnic identity development in minority-group adolescents." JOURNAL OF EARLY ADOLESCENCE, 9, pp. 34-49. Smetana, J.G. (1988). "Concepts of self and social convention: Adolescents' and parents' reasoning about hypothetical and actual family conflicts." In M.R. Gunnar & W.A. Collins (eds.), DEVELOPMENT DURING THE TRANSITION TO ADOLESCENCE: MINNESOTA SYMPOSIA ON CHILD PSYCHOLOGY, Vol. 21, Hillsdale, NJ: Erlbaum, pp. 79-122. Steinberg, L. (1990). "Autonomy, conflict and harmony in the family relationship." In S.S. Feldman & G.R. Elliot (eds.) AT THE THRESHOLD: THE DEVELOPING ADOLESCENT, Cambridge, MA: Harvard University Press, pp. 255-276. [1] Homophobia: "The fear, dislike or hatred of lesbians and gays, often resulting in acts of prejudice and discrimination" (Uribe, 1993, p. 55). [2] Heterosexism: "The societal assumption and norm that the practices of heterosexuality are the only accepted and sanctioned expressions of human sexuality. Heterosexism presumes that everyone is or should be heterosexual." (Minnesota Department of Education, 1994, Appendix B). 1* Taken from ALONE NO MORE: DEVELOPING A SCHOOL SUPPORT SYSTEM FOR GAY, LESBIAN AND BISEXUAL YOUTH, 1994, Appendix A; developed by Dorothy Riddle, PhD, psychologist from Tucson, AZ. 1*Adapted from "Checklist for Assessing Workplace Homophobia/Heterosexism" in Minnesota Dept. of Ed. report, ALONE NO MORE: DEVELOPING A SCHOOL SUPPORT SYSTEM FOR GAY, LESBIAN AND BISEXUAL YOUTH, 1994, Appendix G. [1] Most institutions use the term 'sexual orientation' rather than 'sexual preference.' The former is more appropriate, since the latter term implies that lesbians and gays chose their sexual orientation--a concept with which most sexual minorities will disagree. Sexual orientation is also used by state and city governments and private businesses in their policies. [1] The National Middle School Association will be presenting information on sexual orientation issues in middle schools at their annual conference in November, 1994. [1] See the article in the Appendix, "An Interview with Three Teens: Adolescent Developmental Issues," for insights from three teens in the support group. [2] See Dunphy (1963) for one example of an emphasis on the heterosexual development of adolescents in their peer group, and an assumption of heterosexuality for the teens in the study. [3] For example, the data compiled for the figure, "Sexual Activity of Adolescent Girls Ages 15 Through 19, From 1971 to 1982," in Brooks-Gunn and Furstenberg (1989) might have proved even more interesting if it could have been broken down by sexual orientation as well as race. [4] Names have been changed. [5] Eve referred to her "gay-dar"--her gay radar--that allowed her to be fairly successful in deciding which students were gay, lesbian or bisexual.. CONTACT INFORMATION: Bob Riddle c/o Crossroads School 1714 21st Street Santa Monica, CA 90404-3994 Tel: (310) 829-7391 .................................................................. This document is one of the many practical resources available online from GLSTN's web site at http://www.glstn.org/respect/. The Gay, Lesbian, and Straight Teachers Network (GLSTN) is the largest organization of parents, educators, students and other concerned citizens working to end homophobia in K-12 schools and to ensure that all students are valued and respected, regardless of sexual orientation. To fulfill its mission and to raise awareness of these issues, GLSTN produces audio, visual and text-based educational materials, provides training, produces community programming and conferences, and organizes a growing national network of over 40 regional chapters. 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