Organization of students The primary type of organization for representation of LGBT students on campus is the gay–straight alliance. These are organized in order to represent requests by LGBT and straight ally students on campus to the administration and faculty and encourage a safer environment for students. Gay student organizations are groups that are created with the purpose of providing support to students who identify as gender-nonconforming and are sexual minorities. These student organizations help promote the education of homophobia as an issue while spreading gay positive messages on campus. A common student organization found throughout school settings are Gay Student Organizations, also referred to as GSO. Another type of organization are Gay-Straight Alliances; commonly abbreviated to GSAs. The first GSAs were mainly established to combat the invisibility of LGBTQ students. Literature revolving around the inclusion of GSAs within educational settings has shown to increase the quality of student life. These support networks are aimed at the welfare and mental health of LGBTQ students through connecting the students with the larger community. GSAs have been shown to enhance the overall level of LGBT visibility, safety and comfort, and open up opportunities to develop and sustain relationships with other students and school staff members. Public schools in the US that received funding are able to implement more measures to support LGBTQ students. These include support strategies and programs such as GSAs. Catholic and religious private schools on the other hand, which do not receive funding from the government have less support measures in place for their students. LGBTQ student centers may be organized as offices of the school's administration that offer paid faculty support to students. They not only support the LGBTQ community but they promote positivity and equality for their students. Resources are also usually given for any kind of information needed. The center heavily enforces others to be respectful and mindful of one's sexual orientation, pronouns, preferences etc. LGBTQ student centers are in a way, safe zones for people to not feel judged or criticized. They create an awareness that completely shuts out negatively but welcomes anyone in.
Homophobia vs. heterosexism Homophobia and
heterosexism or heteronormativity are closely related words, used to represent a fear of equality of the heterosexual population and the LGBTQ community. Homophobia, for example, is defined by "overt expression of dislike,
harassment and even
assault" towards the LGBTQ community. Heterosexism, on the other hand, describes a sense of entitlement to denounce the superiority of heterosexuality and the need for heterosexuality to be the only sexual orientation. However, homophobia and heterosexism are intermingling, pertaining to the ability to proclaim heterosexuality as "normal" and therefore, homosexuality as "abnormal" and "different". Homophobia can also be used to reinforce heterosexism in an institution such as in education as
curriculum in schools are based on a heterosexual perspective which increases the need for others to conform to heterosexuality and therefore ignore homophobic acts and comments. The creation of safe spaces can potentially reduce or alleviate the effects of harassment and violence that LGBTQ students face. These effects can include an increase in dropout rates, poorer academic performance, higher rates of depression, increased risk of PTSD and substance abuse, and absenteeism. An 8-year study observing the long-term effects of homophobia found that just under half of the sample of children of gay parents have been treated unfairly. Additionally, adolescents with psychological issues may be less like to use cognitive restructuring of homophobic experiences against their parents or themselves, and homophobic stigmatization in general can lead to more psychological problems. It was then found for adolescents who did experience homophobic stigmatization, their ratings for meaning in life was lower and their internalizing problems were increased. The study notes the fact that heteronormativity and broad society impacts offspring of gay parents, within the context that the large majority of offspring do not have a sexual minority identity. This goes to support how increasing education on LGBT topics can only benefit everyone. The researchers concluded that long-term effects of homophobic stigmatization are indeed prevalent, and urge schools and communities to include all type of families in diversity appreciation programs.
LGBTQ history and social sciences The inclusion of LGBTQ topics in teaching of history and social sciences are also advocated by topics in order to increase pride and self-respect among LGBTQ students and reduce shame or self-pity for the lack of emphasis upon famous LGBTQ persons. With regards to the topic, it is somewhat important to acknowledge what it is like to be labeled as LGBTQ. Often people use words that may relate to the LGBT community with a negative annotation. For example, phrases like "that's so gay" suggest that being gay is a "bad" thing. The more we allow this kind of communication, it will only continue to be a criticized expression. To some it comes as a relief and sense of empowerment, but others have to deal with the stigma which is attached to LGBT. The common stereotypes of queer include, but are not limited to: sexually confused, pedophiles, and violation of gender roles. Some of the neglected information reflects on
sexually transmitted diseases, such as
HIV and
AIDS, which are commonly enforced upon the gay community through socially accepted stereotypes. Sex ed curriculum also disregards any information pivotal to LGBTQ students in order for schools to avoid tensions with religious groups. Likewise, most of the material presented in schools focus on a heterosexual perspective that encourages "abstinence until marriage", a typical practice accredited to various religious groups that promote the need of heterosexuality for a healthy sexual life. Individuals that have shaped the political and social sphere such as Harvey Milk and Matthew Shepard are now recognized as important and have become a part of the curriculum. Research has yielded that the exclusion and marginalization of LGBT people and events from school curriculums and history in general perpetuate negative stereotypes of the LGBT community. Positive representations have been shown to promote respect and decrease bullying. Adopting an inclusive curriculums have reported increased feelings of security within school settings, better attendance and feelings of somewhat to high acceptance of LGBT people as opposed to educational institutions without an inclusive curriculum. The controversies surrounding this curriculum blocked its usage in classrooms in 1992. However, activist groups such as the Anti-Violence Project and
Queens Gays and Lesbians United protested its rejection and championed the need for community educational resources. These actions also spurred the formation of the first
Queens Pride Parade by community leaders such as public school teacher and later New York City Council member
Danny Dromm and activist
Maritza Martinez.
Formal event dress and gender identity Where schools may hold formal engagements such as
proms,
homecomings and
Winter Formals which typically involve set gender roles, issues have arisen with the following: • attendance of same-sex student couples • the wearing of non-gender-conforming dress (i.e., female students wearing tuxedos and male students wearing skirts or blouses) • the crowning of female event kings and male event queens. Various jurisdictions have taken different reactions to such issues, which have resulted in controversy and legal disputes over discrimination by state schools (i.e., the
2010 Itawamba County School District prom controversy).
Queer-inclusive student events Campus events have been created for LGBTQ students in order to be inclusive of such students and their allies. These include the
queer prom and the
Lavender Graduation; the latter was first organized by Dr. Ronni Sanlo, then the director of the LGBT Center at the University of Michigan, in 1995. == Education sector responses to LGBT violence ==