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LGBTQ Curriculum Inclusion: The Role of the School Library

Elizabeth Gartleye.gartley@mcschool.edu.do

Librarian, MC SchoolSanto Domingo, Dominican Republic

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LGBTQ Students

Students at the 2009 Southern Maine Pride Parade, Portland, Maine, USASam T (samm4mrox)

10 to 20% of the population.

Higher rates of bullying and harassment, lower self-esteem.

High level of resiliency.

+ LGBTQ Education

◼ UNESCO described homophobic bullying is “a threat to the universal right to education” and “a barrier to achieving Education for All.”

◼ LGBTQ-inclusive curriculum has a positive effect on student achievement and school climates.

+IFLA School Library GuidelinesJanuary 2015 Draft“Everyone who works in the school library, including volunteers, have the responsibility to observe high ethical standards in their dealings with each other and with all members of the school community. They must endeavor to put the rights of the library users before their own comfort and convenience and avoid being biased by their personal attitudes and beliefs in providing library service. All children, youth and adults should be dealt with on an equal basis regardless of their abilities and background; their rights to privacy and their right to know must be maintained.”

Written by the IFLA School Libraries Standing CommitteeEdited by Barbara Schultz-Jones and Dianne Oberg

+Levels of DevelopmentUNESCO and Global Alliance for LGBT Education (GALE) Denying states

Attention to LGBTQ topics is forbidden or strictly taboo.

Ambiguous states Providing information about LGBTQ topics is not prohibited,

but not supported by the mainstream education sector.

Supportive states The state recognizes that combating homophobia is a

relevant policy issue and has developed programs to integrate LGBTQ topics into the mainstream education sector.

+Identifying & Overcoming BarriersDenying States Not safe to discuss LGBTQ topics openly. Remove harmful portrayals of LGBTQ people and

negative stereotypes about gender roles. Set a standard of respectful behavior from all students. Promote human rights and respect toward all people. Promote local cultural or religious values of kindness

toward others.

+Identifying BarriersAmbiguous and Supportive States Straut and Sapon-Sheven (2002)

Assumption of heterosexuality Invisibility of such assumptions Curricular gaps Too “dangerous” Too noticeable

Similar research in Europe and North America has identified similar barriers: Silence on the part of teachers and administrators Homophobia and heteronormative bias in schools Rigid gender roles

+Overcoming BarriersAmbiguous and Supportive States Develop a support base Build connections with local and national LGBTQ

organizations Assess current climate of the school community Become familiar with local and and national laws Continue to learn about LGBTQ topics and history

+Information Needs of LGBTQ Students Student surveys

LGBTQ students have limited access to information in school libraries.

Hughes-Hassell, Overberg, and Harris (2013) School libraries have an average of 0.4% of LGBTQ themed titles School libraries have more LGBTQ fiction than nonfiction and

biographies combined.

Linville (2004) LGBTQ youth want coming out stories, how-to information, community

resources, and other nonfiction information resources from libraries.

Hamer (2003) Gay youth restrict or conceal information seeking behavior. Negative perception of information resources, especially school libraries.

+Access to InformationInformation Resources LGBTQ-inclusive materials, generic or LGBTQ

specific Biographies Health and sexual health resources History and civil rights movements Books about being LGBTQ Community resources

+Access to InformationEase of Access Discreet access

Clear signage “Honor System” labels and borrowing Removing security tags

Override web-filtering software for useful websites.

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Inclusion and Integration

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Resources for class projects Book talks Reader’s advisory Book displays

+ Inclusion in Primary School

Not about sex, but rather relationships and respecting the differences of others.

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+Inclusive Teaching Inclusive language

Gender-neutral terms Avoiding connotative bias Avoid negative stereotypes about gender roles

Avoid assuming all students are straight Challenge bias Foster inquiry

Self-study and reflection Small-group discussion Autobiographical writing

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+Classroom Support Literature

LGBTQ characters LGBTQ authors

History and social studies LGBTQ figures in history Social studies electives

Science, especially life science and biology Gender and sexual diversity in nature Scientific objectivity and gender bias in science

writing

Health

+“All young people, regardless of sexual orientation or identity, deserve a safe and supportive environment in which to achieve their full potential.”Harvey Milk