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CollegeBoard PT1 IRR (Conclusion (note relevance of research and…

- - - - https://nobullying.com/lgbt-bullying-statistics/
    - - http://brandongaille.com/37-shocking-lgbt-discrimination-statistics/
  - - - On battling this issue:
        
        Stuff we would have to do: pass a nation-wide bill with the power to end lgbt discrimination
        
        How that would change what's already in place: the supreme court would spend more much-needed time on the lgbt community and we would add the needed protection for the lgbt community.
        
        What do we do already:
        
        School policy
        
        Title IX
        
        Supreme Court Rulings
        
        Out of the 7 supreme court rulings, only four of them were positive breakthroughs in the LGBT community. They focuses on overriding discriminatory laws and the most recent legalization of gay marriage. The Supreme Court hears about 80 cases per year, solidifying the fact that literally nobody cares.
        
        People who don't care: THE SUPREME COURT
        
        knows that the different students are discriminated against, and because of that they do periodically deal with students in minority groups, where they do get//lack of understadning from other oeple's part and that "social norms" as threatening, so they are discriminated agsinst. seen online, main
        
        biggest thing is to provide support and education to discriminatory or apphrehensive people. want all students to be ocmfortable learning. at school, very rarely face -to face and talk with the student and look at the situation,, call the bully in and investigate usually ending up with a disciplinary situation,, including cousneling to try to change that behacvior or give some kind of education why everone is not the same
        
        don't tolerate it,, being a principle, large number of students and faculty.. doesn't know about every situation but is invested in letting him know.. people should never be scared to tell,, to try to end discrimination as much as possible...want to know about stuff, sometimes you feel unimpowered so he'd like discrimination to end and one of the best ways is to educate
        
        knows that the different students are discriminated against
        biggest thing is to provide support and education to discriminatory or apphrehensive people
        don't tolerate it
- - - - Analyze: validity and connections between other perspectives
      - Explanation
      - Proof
        
        school policy against discrimination based on sexual orientation in the wake county public school system
      - Evaluate: explanation of reasoning
      - Statement: School Policies
      - Synthesis: direct explanation of conclusions
    - - Analyze: validity and connections between other perspectives
      - Explanation
      - Proof
        
        The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools
        
        -Nearly three quarters of LGBT students heard homophobic or sexist remarks often or frequently at school.
        -More than 8 in 10 students heard the word “gay” used in a negative way often or frequently at school.
        -More than half of students heard homophobic remarks from school personnel.
        -Less than a fifth of students reported that school personnel frequently intervened when hearing homophobic remarks or negative remarks about gender expression.
        -When teachers are present in homophobic remarks, they only intervene 42.5% of the time
        -6 in 10 LGBT students reported feeling unsafe at school because of their sexual orientation;
        -4 in 10 reported feeling unsafe at school because of how they expressed their gender.
        -Nearly one third of students missed classes or entire days of school in the past month because they felt unsafe or uncomfortable.
        -LGBT students reported most commonly avoiding school bathrooms and locker rooms because they felt unsafe or uncomfortable in those spaces.
        -More than 80% of students reported being verbally harassed (e.g., called names or threatened) at school because of their sexual orientation; nearly two thirds were verbally harassed because of their gender expression.
        -4 in 10 students reported being physically harassed (e.g., pushed or shoved) at school because of their sexual orientation.
        -1 in 5 students reported being physically assaulted (e.g., punched, kicked, or injured with a weapon) at school in the past year because of their sexual orientation, gender expression, or gender.
        -The majority of LGBT students who were harassed or assaulted in school did not report the incident(s) to either school staff or a family member.
        -Among students who did not report being harassed or assaulted to school staff, the most common reasons given for not reporting were doubts that staff would effectively address the situation or fears that reporting would make the situation worse in some way.
        -only a third of students who reported incidents of victimization to school personnel said that staff effectively addressed the problem. In fact, when asked to describe how staff responded to reported incidents of victimization, students most commonly said that staff did nothing.
        -had lower levels of self-esteem and higher levels of depression.
        -had lower grade point averages (GPAs) than other students
        -Were about three times as likely to have missed school in the past month because of safety concerns
        LGBT students experienced a safer, more positive school environment when:
        Their school had a Gay-Straight Alliance (GSA) or similar student club;
        They were taught positive representations of LGBT people, history, and events through their school curriculum;
        They had supportive school staff who frequently intervened in biased remarks and effectively responded to reports of harassment and assault;
        Their school had an anti-bullying/ harassment policy that speci cally included protections based on sexual orientation and gender identity/expression; and
        Their school was in a state with a comprehensive anti-bullying/harassment law that speci cally included protections based on sexual orientation and gender identity/expression.
        
        Harassment, Bullying, & Discrimination of Lesbian, Gay, Bisexual, & Transgender Students: Legal Issues for North Carolina Schools
        
        Training school personnel on issues facing LGBT students will equip these professionals with the necessary skills, knowledge, and attitudes to improve the hostile school climate for LGBT students. Training workshops can inform school personnel of local, state, and federal laws and policies concerning harassment, bullying, and discrimination. Trainings can also instruct school personnel on how to interrupt and prevent these harmful behaviors as well as the steps to take when students are harassed, bullied, or discriminated against.
        
        Title IX: An Imperfect but Vital Tool To Stop Bullying of LGBT Students
        
        74.1% were called names or threatened because of their sexual orientation and 55.2% because of their gender expression; 36.2% were pushed or shoved because of their sexual orientation and 22.7% because of their gender expression; and 16.5% were punched, kicked, or injured with a weapon because of their sexual orientation and 11.4% because of their gender expression. Moreover, school staff did nothing in response to 61.6% of students who reported an incident. As a result of routine bullying, many LGBT students miss school, get lower grades, and are less likely to pursue post-secondary education than their peers; they also suffer higher levels of depression and lower levels of self-esteem.
      - Evaluate: explanation of reasoning
      - Statement: Scholarly Articles
      - Synthesis: direct explanation of conclusions
    - - Proof
        
        1.) As one of the co-presidents of the Heritage GSA, our club members come to us with many stories to share. An example of what I hear is that people discriminate another person just because of the person the like. Or because one person does not feel comfortable the way they are. It is not fair that someone is judged because of who they like or whether they decide they do not want to be the sex they are.
        2.) As an ally, it is not uncommon for me to get labeled as gay, which is not the case. This can also occur to many other people who identify as an ally. In this case, if someone wants justice for the LGBT community, one might instantly label them as gay. This is not true. Allies fight for equal justice for the LGBT community. People of the LGBT community are just as human as any other person.
        3.) From the viewpoint of a student, school is a very different environment compared to their house. Compared to a student’s home, they can act differently at school because their parents are away from their children. Today it is more acceptable to be gay in society, but if it were to be discussed in the classroom, the topic would seem taboo.
      - Analyze: validity and connections between other perspectives
      - Statement: Students
        
        Students witness LGBT discrimination.
      - Explanation
      - Evaluate: explanation of reasoning
      - Synthesis: direct explanation of conclusions
    - - Analyze: validity and connections between other perspectives
      - Explanation
      - Proof
        
        Please talk about your knowledge of LGBT discrimination from your viewpoint as being one of the advisers of Heritage High's Gay Straight Alliance:
        It’s been very sad and disappointing to hear stories from members of the GSA about how they’re being discriminated against by their peers at Heritage and also by their own families. I can only do so much as a teacher to fix/end this. I can report it to a counselor or an administrator, I can talk to the discriminators myself, and I can lend a listening ear and a shoulder to cry on, so to speak, to the club members; however, I can’t force people to change their opinions and beliefs, which is a very difficult realization to come to. If I know a GSA member is being discriminated against by his/her family because of their sexual orientation, there’s really nothing I can do besides report it to a counselor. I do believe that having a GSA at our school is highly beneficial though. Not only does it provide students a place to truly be themselves and speak openly about their personal issues, but it also shows the entire population of Heritage High School that we do not tolerate LGBT discrimination at our school.
        A. Sheahen: Please talk about your knowledge of LGBT discrimination from your viewpoint as being an ally of the LGBT community in Heritage High School:
        I feel very honored to be an adviser of the GSA at Heritage because it shows my beliefs without me having to say anything aloud in my classes. For example, I’ve had students from all different grade levels who aren’t even in GSA approach me to ask me about LGBT-related issues. It feels really good to know that students all over the school are aware that they have Mr. Warwick and I to talk to about issues that they may not be able to talk about with their other teachers. Other teachers at Heritage are also aware that we are advisers for GSA, so they will come to us with questions/concerns about their students who they think need assistance with LGBT-related issues. I think it really helps educators who are uncomfortable with certain conversations to have me and Mr. Warwick, who are seen as the go-to people who are knowledgeable about LGBT topics. In that way, we are allies to not only the students, but also the staff.
        A. Sheahen: Please talk about your knowledge of LGBT discrimination from your viewpoint as being an educator in the classroom at Heritage High:
        I am not really allowed to say, “I AM AN ALLY TO LGBTQ PEOPLE, AND I BELIEVE THAT LOVE IS LOVE, AND GAY MARRIAGE SHOULD BE LEGAL EVERYWHERE!” in my classes. So, instead, I have to show my students that I am an ally through my actions and my lessons. Every time I hear a discriminatory remark aimed towards the LGBTQ community, I make sure to correct the behavior and explain why it’s inappropriate. Without being too obvious about it, I try to be a little more protective of my students who I believe are LGBTQ and may be having a harder time fitting in. It’s very disappointing to hear nasty, discriminatory remarks in my classroom, but over my four years of teaching, I would definitely say students are becoming more open-minded and are more cognizant of how anti-homosexual comments can hurt others. Nowadays, I even hear the other students correcting their peers’ behaviors. For example, I recently heard a student say, “That’s so gay,” and another student responded with, “Dude… don’t say that. It’s 2017,” which made my day.
      - Evaluate: explanation of reasoning
      - Statement: Teachers
        
        Teachers witness LGBT discrimination.
      - Synthesis: direct explanation of conclusions