When school climates support and privilege the normalization of heterosexist, cisgender, Eurocentric, able-istic, uni-dimensional (i.e. non-intersectional) or gender or identity-normative beliefs (amongst others)—even unconsciously—it forces students who fall outside of those dominant identifiers to focus on simple survival rather than on success and fulfillment in school (Miller, 2012; Miller & Gilligan, 2014).

Self-determination:

• Right to make choices to self-identify in a way that authenticates one’s self-expression, and has potential for self-acceptance.

• Self-granted or inherited permission that can help one refute or refuse social critique.

• Presumes choice and rejects an imposition to be externally controlled, defined, or regulated.

• Presumes that humans are entitled to unsettle knowledge and generate new possibilities of legibility.

• Means that any form of expression deserves the same inalienable rights, and to be afforded the same dignities and protections as others.

So how do we do this work?

• For students to be self-determined-autonomous beings, Moses (2002) suggests that two conditions must be present: 1. afforded favorable social contexts and to have authentic identity-affirming choices.

• In the classroom then, optimal conditions that make self-determination possible include activities that foster independence, agency, integrity, an adequate range of options, and which authenticate cultural identity (Moses, 2002).

• When such conditions are normalized, students can develop internal safety and as result, are more likely to take risks and be their authentic selves.

• Leonardi and Saenz (2014) take up these concepts and apply it to how queer youth, who as they experience internal safety, can become self-determined. Building from Moses (2002), they proffer that internal safety requires “both autonomy and self-determination and that these components are contingent upon favorable social contexts of choice” (p. 207).  

• To this I add that external safety must operate in tandem (e.g., space, posters, library, bulletin boards, GSA’s, out teachers etc.).

Possible outcomes of Self-determination:

As adolescents come to see their realities reflected, affirmed, and recognized both through literacy practices in the classroom and society writ large, self-determination and justice can be realized.

CU Classroom Behavior Policy• Students and faculty each have responsibility for maintaining an

appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, (a)sexual orientation, (a) gender, gender identity, and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student’s legal name. [I will gladly honor your request to address you by an alternate name or (a) gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.] See policies at:

• http://www.colorado.edu/policies/student-classroom-and-course-related-behaviorand• http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code