The idea that a student’s inherent identity can negatively impact their educational experience may be difficult to fathom. Though this is an everyday ordeal for many students who are discriminated against or bullied for not conforming to what has been perceived as the “norm” by society, cultures and institutions. More specifically I speak of individual students that identify themselves as lesbian, gay or bisexual (LBG) that are treated unfairly and subjected to abuse in an educational environment that is supposed to be “a vital part of development.” (Greenwich 2013) A recent article exposes the homophobic culture in some schools, which I will discuss in reference to Depaul, Walsh and Dam’s article which addresses sexual orientation in schools.
It is reported that private schools in particular exhibit harassment and discrimination that is “unlawful for public schools” (Greenwich 2013) as one recount from a former Anglican college student reveals that after being openly gay he was regularly sent to counselling for apparently in their view being “sick.” (Greenwich 2013) Here, being demonstrated is the regressive ideology that homosexuality is a “disorder.” Consequently this ideology may confuse students who are exploring and recognizing their sexual identity. This emphasises the importance and need for teacher support as the student “remembers…locking himself in his room and crying for hours.” (Greenwich 2013) Therefore teachers who informed about aiding such situations can “facilitate conversations between LGB-questioning students and their families, who may be grappling with cultural or religious values that impede acceptance.” (DePaul, Walsh & Dam, 2009, p.302) This will ensure enhanced school performance and self-esteem. This supposition is supported by Kosciw (2004) who also believes that ,understanding teachers can enable a student to prosper both socially and academically as he says, “LGB students who can identify a supportive teacher…are more likely to report feeling safe at school, to achieve greater academic success, and plan to go to college” (as cited in DePaul et al. 2009, p.302)
Furthermore on a student level, Heterosexual students reported “harassment for being perceived as gay or lesbian.” (DePaul et al. 2009, p.301) This demonstrates there a bullying culture targeting LBG identities which is experienced by even those that do not posit themselves within this group. So clearly understanding and supporting diverse sexual orientations in school should be beneficial as students with different sexual orientations can gain “a greater awareness of issues of sexual orientation as they begin the process of exploring and integrating their sexual identities.” (DePaul et al. 2009, p.301)
Equally, the benefit of a school recognising different sexual orientations is that ignorance and bullying behaviour can be mitigated. I say this because “For heterosexual students, an awareness of the process of discovery experienced by their LGB peers can enhance their appreciation of the various dimensions of sexual identity.” (DePaul et al. 2009, p.301) Also too, heterosexual students can benefit in regards to exploring and gaining greater discovery of their own identities as “a heightened awareness of sexual orientation may result in their beginning to acknowledge their identity as lesbian, gay, or bisexual.” (DePaul et al. 2009, p.301)
I say that the stability of one of society’s oldest institutions, the school is slow to change, though the social context of school is slowly changing the perception of “norms” by fostering an environment for individual identities regardless of gender, race or sexual orientation to flourish. This I believe to be greatly important because of the positive implications in facilitating the expression of identity such as enhancing understanding between peers and learning performance from teacher support.
References
Greenwich, A. (2013). Discrimination has no place in schools. Sydney Morning Herald. Published on September 19th 2013. Viewed on October 3rd 2013. <http://www.smh.com.au/comment/discrimination-has-no-place-in-schools-20130919-2u13f.html>
DePaul J, Walsh M.E. & Dam U.C. (2009).The role of school counsellors in addressing sexual orientations in schools. American Counselling Association. Vol.4, No.12. pp.300-308
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