- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Mike's Thoughts
- Jeremys stuff
The lack of positive lesbian and gay images presented in schools and, indeed, in the wider culture, has had a significant effect upon the social acceptability of homosexuality (Slater, 1988). Both Davies (1996) and Rothblum (1990) suggest that the lack of positive lesbian and gay role models has a negative impact upon feelings of self-worth among LGB youths. (Rivers, I., & D’Augelli, A. 2001 p.209)
In my opinion, one’s sexual orientation should not matter to anyone else and should not determine an individual’s worth in society. This should not be considered any different in comparison to including students who have learning disabilities, are visible minorities, etc. Presently, the media is showing more Lesbian, Gay, Bisexual (LGB) in movies, TV shows and even advertisements which is a positive step forward. An individual’s sexual orientation does not affect their learning but their learning environment can. If LGB is portrayed as something that is negative and socially unacceptable, this affects one’s own self-esteem which would affect their focus on school. In addition to the psychological impact, physical impacts such as peer bullying in schools can also occur. While schools do have consequences for bullying, they should focus on prevention as well. While schools have programs that reach out to LGB, there are still high reports of victimization in schools. Prominent figures who are LGB such as athletes or celebrities have stepped forward and act as LGB role models in the media and sports. I believe the next step is to have schools join in also be open to the idea of taking the same approach not to the extent of promoting or encouraging LGB but to present and show students that LGB is socially acceptable and not be frowned upon among students by having role models for students to reach out to.
L.L.
Reference: Rivers, I., & D’Augelli, A. (2001). The victimization of lesbian, gay, and bisexual
youths. In A. D’Augelli & C. Patterson (Eds.), Lesbian, Gay, and Bisexual Identities
and Youth: Psychological Perspectives (pp. 199-223). Oxford: Oxford University
Press.
L.L.
Reference: Rivers, I., & D’Augelli, A. (2001). The victimization of lesbian, gay, and bisexual
youths. In A. D’Augelli & C. Patterson (Eds.), Lesbian, Gay, and Bisexual Identities
and Youth: Psychological Perspectives (pp. 199-223). Oxford: Oxford University
Press.