September 26, 2013

This is the third in a series of GLSEN Blog posts examining the impact of oppression in our schools and communities. Read the previous piece here.

At GLSEN we envision a world in which all students thrive and we’ve been working for more than 20 years to make that vision a reality. And there is much more work to be done. Too many LGBT students are victimized because of who they are. Too few have the supportive educators, inclusive curriculum, GSAs and comprehensive policies that GLSEN research shows help create respectful, healthful and safe learning environments.

Many LGBT students of color experience additional layers of victimization, invisibility and discrimination based on their race and/or ethnicity. Ximena, a student from New Jersey, recalls an incident with a fellow classmate. She says,

“He was calling me ‘Latino lesbian’ because...I stand out. There’s not a lot of gay people in my school and there’s not a lot of Hispanic people in my school, so he took the two things that I stand out as and put them into one and he was using it as if it were funny. And I am Latina and I am a lesbian, but when you say it offensively or as if that’s a bad thing, it bothers me because it’s not supposed to be an offensive thing. It’s what I am.”

Not only has Ximena been targeted for “standing out” and being different, but the underlying racism and heterosexism is palpable.

Sabrina, a student from Michigan, goes further. She describes how oppression based on her intersecting identities, coupled with teachers who don’t seem to understand the resulting impact, limits her ability to really thrive at school. She writes,

“For me personally, as a queer student of color, I have experienced prejudice on the basis of my East Asian ethnicity on top of my queer identity. I, along with so many others, have struggled to communicate with teachers and peers in efforts to find safe spaces and cultivate empowerment in the midst of communities dominated by heteronormative whiteness, or any other basis for privilege.

Unfortunately, not enough teachers realize how difficult it is to thrive in an environment where your voice is constantly invalidated just for being different. Through high school, [it has been hard] to get by under the expectation to be a “model minority”, which incidentally was dismissed as soon as I had come out as queer. The intersection of my identities has definitely promoted my growth as an individual, but it would be a blatant lie to say people's misconceptions regarding my identities have never negatively impacted my social well-being or grades. I would like teachers to know that my race or my queer identity should not detract from who I am. I would like teachers to make efforts to help validate our voices instead.”

Sabrina, like many LGBT students of color, has developed incredible resilience in the face of adversity. She also calls for educators to validate her identities, experiences and voice. Today, her voice is loud and clear, telling us all to do more work and create more change.

All students have unique and complex identities and all students deserve safe, respectful and affirming school environments. GLSEN is working hard to empower students like Sabrina and support educators to do the same.

CALL TO ACTION:

Learn more about the realities for students like Ximena and Sabrina with GLSEN’s research report, Shared Differences: The Experiences of LGBT Students of Color in Our Nation’s Schools.__

Read (and share) GLSEN and the Hetrick-Martin Institute’s Considerations When Working with LGBT Students of Color to be a better ally and advocate.

September 20, 2013

This is the second in a series of GLSEN Blog posts examining the impact of oppression in our schools and communities.

Talk About It—that’s the first suggestion in Considerations When Working With LGBT Students of Color, a resource for educators developed by GLSEN and the Hetrick-Martin Institute. Recognizing the impact of multiple forms of oppression that impact students, it goes on to state,

“Challenging all forms of oppression and empowering students and staff begins with recognizing existing issues of bias and facilitating open dialogue about how these biases affect others. Bringing these topics out into the open allows for healthy and productive opportunities for students and colleagues to ask questions, share their own personal feelings and experiences, and learn from each other.”

In this GLSEN Blog series, Examining Oppression, we are taking our own advice and bringing these issues “out into the open”. GLSEN’s work isn’t just about GSAs, policy, research and Safe Space Stickers but addressing the underlying bias and oppression that create such hostile school climates in the first place; it’s about education, conversation and collaboration.

Following the death of Trayvon Martin and the acquittal of George Zimmerman, our students were eager to talk, to ask questions and to share their stories. More than that, they saw the great value in dialogue and action, and even saw dialogue as action.

Cesar Rodriguez, a student from North Carolina, has seen an important increase in dialogue around racism lately that has also uncovered bias amongst some of his friends. He writes,

“People are beginning to talk about white privilege, racism, and prejudice for the first time. In a way, the verdict of Zimmerman has produced active discussion that is important, but it does show us another thing: privilege still exists and is very apparent. [Many people of color] are furious (I am furious) and my white friends all offer the same response on social media, ‘This is not about race at all.’”

Along the same lines, speaking to the many messages she’s received claiming that racism had nothing to do with Trayvon Martin’s death, Sabrina Lee, from Michigan, writes,

“I know that the George Zimmerman trial has elicited many strong responses, but I want to take a moment to examine other aspects that bred the verdict, beyond the emotions of loss. It’s well-known that Trayvon was just 17 and unarmed when he was murdered. This makes me wonder what kind of perceived threat provoked the fatal shooting, and each time I am less inclined to flee the touchy idea that Trayvon being black had everything to do with it. Same goes for the verdict. I wish it were otherwise. I wish it were possible to swiftly obliterate the institutionalized white supremacy in our society, but it isn’t.”

She goes on to say that, “the refusal to acknowledge the racism that runs rampant in our society perpetuates the very systematic oppression that facilitated Trayvon’s murder and the infuriating verdict”. For Cesar and Sabrina, we aren’t just talking about Trayvon Martin but all people who are oppressed in our schools and communities.

We must continue talking. And we must act. As Cesar puts it, “the world has a tendency to repeat mistakes and as a society we can choose to ignore or acknowledge these instances of error”.

TAKE ACTION!

Talk About It

Discuss racism, heterosexism and other forms of oppression with your friends, family and peers. How does it impact your life?

The Dream

Defenders are still in the Florida Capitol bringing attention to the need to repeal the “Stand Your Ground” Law, ban racial profiling and end the school-to-prison pipeline! Learn more about the issues and take action.

July 29, 2013

This is the first in a series of GLSEN blog posts examining the impact of oppression in our schools and communities.

 

“We cannot begin to imagine the
continued pain and suffering endured
by Trayvon Martin’s family and friends.
We stand in solidarity with them as
they continue to fight for justice,
civil rights and closure. And we thank
everyone who has pushed and will
continue to push for justice.”

-From the Open Letter

This week, a coalition of national LGBT organizations (including GLSEN) issued An Open Letter: Trayvon Deserves Justice. It is a statement of solidarity with Trayvon Martin’s family and friends and a strengthened “commitment to end bias, hatred, profiling and violence across our communities.”

These ideals, solidarity and strengthened commitment, guide our actions as we look at the ways racism and other forms of oppression manifest in schools, where:

One of the many ways that oppression continues to thrive is through silence; those impacted are not allowed to have a voice and those benefitting from oppression fail to use theirs.

GLSEN recognizes that among the concrete actions that we can take as an organization (our work with students, educators, policy makers and community members), we are in a unique position to be able to foster dialogue, as well. 

Over the next few weeks on the GLSEN blog you will hear from LGBT students across the country. They will share their reactions to Trayvon Martin’s death and George Zimmerman’s acquittal, their experiences of homophobia, transphobia, racism, classism and other forms of oppression in their lives, their fear, anger and optimism, and their hopes for the future.

One such student, Cesar writes, “The recent tragedy of Trayvon Martin has struck the younger generation and has created a revolution in discussion.”

We encourage all of you, youth and adults, to keep reading, keep learning and engage those around you in these conversations. There is power in naming oppression, power in recognizing our own place in those dynamics and power in shining light on a topic that is often seen as “too uncomfortable” to discuss.

We all have a part to play and must work in solidarity and strengthened commitment to create change!

Together, we can make our schools and communities safer, healthier and more affirming for everyone, regardless of sexual orientation, gender identity and expression, race/ethnicity, immigration status, socioeconomic status, religion and the myriad other identities that make us who we are.

Stay Tuned!

CALL TO ACTION:

Find Your Chapter