Discipline. According to Dr. Joseph Kosciw, GLSEN’s Chief Research & Strategy Officer (2016), “It is abundantly clear that LGBTQ students face disproportionately high levels of school discipline due to hostile school climates that ultimately deprive many of them, not only of their education, but also the success in life that education affords. Given the findings of Educational Exclusion, we must redouble our efforts to create supportive schools for LGBTQ students, particularly transgender and gender nonconforming students, students experiencing homelessness, students with disabilities and students of color.” He added, “Lesbian, gay, bisexual, transgender and queer (LGBTQ) students face high rates of school discipline, including detention, suspension and expulsion from school, according to a report released today by GLSEN, the leading national education organization focused on ensuring safe and affirming schools for all students.” He argued that comparing non-LGBTQ students and LGBTQ students, the latter were much more likely to have experienced heightened and intensified kind of discipline. This, he thinks, is often due to the harassment and discrimination that LGBTQ students face in school and in community-based settings. In his research, he concluded that LGBTQ students have a tougher disciplinary measure as compared to non-LGBTQ students, and therefore governments need to ensure that there is an equal intensity and consistency of discipline in school settings.
School’s
These can also result to various forms of violence toward the LGBTQ individual from verbal and physical violence to neglect.
This relates to the United States because the United States are trying to control the things we get educated about in school. According to UCLA, “Many are concerned that the bill will not only result in restricted or nonexistent education about the existence of diverse sexual and gender identities, but it will result in a chilly or hostile school climate for LGBTQ educators, students, and families because it suggests that something is wrong with LGBTQ identities……. Over 16% of LGBTQ parents have already taken steps to move their families out of the state”
In October 12, 2010, Joel Burns made a public message towards the GLBT teens by sharing a personal story. He delivered an amazing message by sharing also those who’ve been victims of being portrayed as gay, bullying, and suicides. Inspiring the young GLBT (Gay, Lesbian, Bisexual, and Transgender) teens that life does not end by the words of others who have an oppose mentality. Life does get better once you graduate high school, adventure throughout your adult life, finding someone you may last a lifetime, and building a foundation just like those individuals who singled you out for having different interest. “...that the things would get easier, please stick around, society will change, please live long enough to see it…”
In the second week of September, Brian Burke came to our school to talk about acceptance of who you really are. The presentation was largely based around his son’s involvement in the LGBTQ community, and how you should not be ashamed of who you are. He correlated it to our unit “relating to others” by speaking about how when we accept others we become better ourselves. We should not turn away people based off of sexual orientation, culture, and general differences, but rather welcome them. No matter who you are you can have a normal life that even includes athletic activities.
Mainly driven by conservative religious beliefs, some parents, school administrators, and politicians have opposed these organizations. GSAs have been protected from legal actions due to the Equal Access Act and the United States Constitution’s First Amendment (Mercier, 2009). Nevertheless, some school boards and administrators continue to change policy and legislation using “extreme measures . . . to prevent GSAs from organizing and meeting on school premises reveal[ing] that the deep animus of local communities and school board officials towards gay and lesbian individuals is in fact the driving force behind their actions” (Mercier, 2009, p. 179). The legal attempts to ban GSAs have not hindered the organizations from growing, as they are increasing across the U.S. (Kosciw et al., 2008, 2010; Russell et al.,
Special Needs Paper Social Needs Description of the School to Prison Pipeline Unfair punishments and policies in a school setting ultimately disenfranchise minority youth of their civil rights and liberties. In the case of the “school to prison pipeline”, minority youths’ right to an education is being violated, creating a social need for developing healthy and fair discipline procedures (Porter, 2015). This social need can be addressed by properly assessing minority youth who display unacceptable behavior. Instead of using extreme punishment, such as expulsion and out of school suspensions to deflect inappropriate behavior, other methods can be set in place such as counseling sessions or after school programs geared towards encouraging appropriate behavior.
The School-to-Prison Pipeline: A Primer for Social Workers, a study by Susan McCarter (2017), was written to give a summary of the School-to-prison pipeline in an attempt to break down the factors surrounding children being funneled into this path by their respective school systems around the country. The author explains the correlation between the School-to-prison pipeline and its disparate outcomes for students of color, students with disabilities, and students who identify as lesbian, gay, bisexual, transgender, queer, and questioning (p. 54-55). McCarter presents implications for social workers and multiple specific strategies to reduce the detrimental effects of the School-to-prison pipeline. Susan McCarter, PhD, MSW, is an associate professor
According to the American Civil Liberties Union (ACLU), students of color are more likely to be suspended or expelled from school than their white peers and are more likely to be referred to law enforcement for school-based offenses (ACLU, 2021). Students with disabilities are also disproportionately affected by this pipeline, according to the National Disability Rights Network (NDRN), students with disabilities are more likely to experience exclusionary discipline practices than their non-disabled peers (NDRN, 2021). It is evident that the school-to-prison pipeline is an issue of inequality. It contributes to systemic oppression and discrimination in schools. School should be a safe place where students feel welcome and respected, not a place of inequality and
The effects of school-based support on sexual minority youth are well documented, notably, a recent study by Dr. Carol Goodenow, a Director of School Health Programs, suggests that perceived staff support lowered suicidality in LGBT youth (588). This means that schools that had some staff support had lower student suicide rates than schools that did not have staff
“The Breaking Schools’ Rules study revealed that excluding students was an extreme yet common practice, with 54% of all students experiencing at least one in-school suspension and 31% of all students spending on average two days at home at least once in their school career” (51). This also discovered the increased five times and three times more likelihood of a dropout from students who received exclusion from school. From the Texas middle school study it was found out that 97% of student exclusion were done privately and targeted students of color. It has been understood that defiance has become the biggest contributor to
LGBTQ (Lesbian, Gay, Transsexual) youth homelessness makes up only 5 to 7 percent of the general youth population, yet up to 40 percent of youth experiencing homelessness. Many LGBTQ youth face harassment, victimization, violence, social stigma, rejection, and discrimination in their families, schools, employment, and social settings. LGBTQ identified youth ages 13 to 17, provides important information regarding how LGBTQ young people experience life in their communities. Nearly half of LGBTQ youth (47 percent) surveyed they do not “fit in” in their community, while only 16 percent of non LGBTQ youth reported feeling that way. 63 percent stated that they will need to move to another part of the country in order to feel accepted.
The term “safe space”, a supposed haven where students of minority and marginalization can feel free to express their ideas and be themselves has started a movement across college campuses nationwide. The newfangled movement is driven largely by students who wish to scrub campuses clean of offensive or discomforting topics. Safe spaces emerged during the post-Civil Rights era where women, LGBTQ, and racial minorities grew in presence on campuses; however, today they serve as refuges for like-minded people who don’t feel the need to explain or defend their personal beliefs. Recently, the safe space debate has taken a controversial turn: arguments and cases have been created over whether safe spaces provide a supportive environment or cultivate
Regular kids get bullied because they might be over weight or they are different then everyone else, these kids receive help as long as they ask for it. Some gay students might not get help because their counselor is against gays and imagine how their lives are going to be with a president who doesn't really accept being different. The counter side of my argument is that the LGBTQ community shouldn't have their own rights. They might say that it would take to much money and time to invest in their happiness.
This youths experienced of estrangement from their family and friends, invisibility and harassment at school that may cause a mental ill-health, dropping on their school, and homelessness. This discrimination affects the equal access to key social goods, such as employment, health care, education and housing of the LGBT people. And they also experienced marginalization in the society that leads to them of being vulnerable group(Subhrajit,
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.