Recent media coverage of the increasing number of gay, lesbian, bisexual, transgender, and queer students who are committing or attempting suicide has created a dialogue about the safety of students who are not heterosexual or gender conforming. Students who are in the process of coming out as lesbian, gay, bisexual, transgender, or queer (LGBTQ) are especially at risk for bullying, emotional/psychological problems, substance abuse, and anxiety. LGBTQ students do not have the same affirming atmosphere as heterosexual and gender conforming students, and there is a serious lack of appropriate role models in the media. Students who identify as LGBTQ often find themselves missing vital information about their sexuality, safe sex practices, relationships, and LGBTQ culture.
Combatting this issue among secondary school students is tough. Schools are not always accepting and welcoming of students who do not conform to the expected, and many schools do not have a culturally responsive curriculum that includes LGBTQ culture, history, and authors. In order to meet the needs, interests, and cultures of all students, teachers should be open to using texts that include positive representations of LGBTQ adolescents and adults. Teachers using texts that involve LGBTQ characters are also inviting conversations about bullying, acceptance, tolerance, and relationships, providing an environment in which students can express thoughts and questions in an open place.
The following annotated bibliography is geared towards adolescents in grades 7-12 who are in the process of coming out as gay or lesbian. This group of students is especially vulnerable and would benefit from a text that positively portrays gay and lesbian people. The coming out process can be tough and frightening, and students may need support. The texts on the list are nonfiction and fiction websites, pamphlets, and novels of varying lengths and reading levels that relate in some way to the coming out process. These texts can be used in the classroom as instructional tools or texts, or can be shared with a student individually based on interest or need.
Savage, D. (2010). “It Gets Better.” It Gets Better Project. Retrieved from: http://www.itgetsbetter.org/.
Growing up as an LGBTQ youth can be isolating. Without peers who are coming out as gay or lesbian, role models that show you it’s “okay to be gay,” or many representations of gay or lesbian adults, aside from the (often token use of) gay/lesbian characters, on television, youth who are in the process of coming out feel incredibly alone. They often wonder what life will be like after they come out, and whether or not it gets easier to be gay or lesbian. This website is a collection of videos from adults around the country who testify that being a gay, lesbian, or transgender youth “gets better.” One of the best videos is of adults who work at the Google Corporation, talking about their coming out process, what it was like growing up, and then what their lives are like now. The videos encompass a wide range of ages, gender expressions, race, nationality, and profession. They offer hope, support, compassion, and humor.
The videos could be used in a variety of ways within a classroom. Not only are they culturally responsive, as they encompass a huge diverse population, but they are also engaging to a population that thrives on media and YouTube. Students who like YouTube will enjoy this website. The videos could be used as examples in a larger project involving student created media—students could create their own “it gets better” video about any subject that is hard for teens to deal with (peer pressure, bullying, etc.). This could also be used as a writing prompt: what does it make you feel? How can you help everyone around you, regardless of their sexual orientation or gender expression, feel comfortable at school? Simply passing the link along to students who come to you expressing their thoughts and feelings could be powerful. The website gives hope to students coming out, as they deal with life and what it means to be gay or lesbian during middle and high school.
This website describes itself as a “website by and for lesbian, gay, bisexual, transgender, and questioning young people.” The “Issues” section of the website includes resources and information on many topics, including condoms, choosing not to have sex, STD’s, and LGBTQ rights. These topics all include basic information as well as links to reliable websites to find further information.
The website also includes a “Blogs” section, in which teens who identify as LGBTQ write about issues of importance to their own lives as well as to the broader political and cultural world. The blog entries are informative, show good fluency and writing skills, and model blog language and format. The information is often linked to further resources. The issues typically have some relevance to LGBTQ or human rights topics.
This website could be used in part of a research based writing project. The information included is reliable, and it could be a good resource to begin research on a variety of social issues or health topics. Persuasive papers, informational projects, or blogs are all products that could use this website effectively. This website is decidedly liberal and takes an honest approach to sexuality. Abstinence only education doesn’t find a home here, and it may be a turn off to some students or school faculty. It does, however, mediate the lack of information about sexuality and sex that gay and lesbian students in the process of coming out and desperately need.
But I'm a Cheerleader!
Babbit, J. (Director). (June 23, 2000). But I’m a cheerleader! [Motion picture]. United States: Lions Gate Films.
Babbit, J. (Director). (June 23, 2000). But I’m a cheerleader! [Motion picture]. United States: Lions Gate Films.
In the satirical comedy But I’m a Cheerleader!, popular cheerleader Megan’s family and friends host an intervention, in which they announce that she is a lesbian. Shocked, Megan realizes it is true, and agrees to go to New Directions, a “rehabilitation” center for gay and lesbian people to “become straight.” While there, Megan deals with her true identity, what it means to be a homosexual, and finds love.
The movie is intentionally satirical, plays heartlessly with stereotypes and misconceptions, and is a gag comedy meant to be taken lightly. That being said, it could be an interesting movie for older students who can handle the somewhat mature content, especially when considered critically for its representations of stereotypes and the real ex-gay movement. Definitely for more mature students, the film could be a challenging independent text for the right student.
Tamaki, M. and Tamaki, J. (2008). Skim. Toronto, ON: Groundwood Books.
In this graphic novel, “Skim,” whose real name is Kimberly Keiko Cameron, attends a private school. As a Wiccan interested in reading tarot cards, she doesn’t fit in with other girls, and tries to keep to herself as much as possible. The small private school is in shock when the boyfriend of the most popular girl in school, Katie, dumps her and then commits suicide. While the school deals with the tragedy, guidance counselors lecture about grief, the popular girls start a club called Girls Celebrate Life!, and Skim falls into a deep depression. She finds herself drawn to an equally artistic and alternative teacher, Ms. Archer. When she develops a crush on Ms. Archer, she becomes at odds with her best friend Lisa, but finds herself in a strange new friendship with Katie. Katie has tried to commit suicide multiple times, and when it comes to light that Katie’s boyfriend killed himself over his homosexuality, Skim and Katie connect to become true friends.
This particular book is easily applicable in many classroom settings. While probably appropriate for older students, the graphic novel format makes it more accessible for a wide variety of students. Hesitant or struggling readers may find the graphic novel format easier to understand, as the images support reading. English language learners will find support in the graphic novel format as well.
Skim also provides a place for discussion surrounding suicide, depression, homosexuality, and coming out. For students dealing with the coming out process, the book provides a look at two scenarios, obviously advocating choosing to live. This story could be used in support of another novel with similar themes, and could lend itself to a graphic novel unit.
Sanchez, A. (2001). Rainbow Boys. New York, NY: Simon and Schuster.
Jason, Nelson, and Kyle go to the same high school, and they are all gay—but that’s about the only thing that these three have in common. Nelson is flamboyant, supported by his mother and openly out at school. Kyle is a shy swimmer who “acts so normal,” and who isn’t out at school. Jason is popular, has a girlfriend, and finds Kyle and Nelson at a gay youth group he intends to slip into unnoticed.
As Jason confronts his sexuality, he learns more about Kyle’s closeted life, Nelson’s out and proud life, and his own family, an abusive father who throws homophobic epithets at him. Throughout the novel, Jason, Kyle, and Nelson explore their sexuality and their identities. Jason and Kyle come out, and Nelson and Kyle start a Gay-Straight Alliance in their school.
Sex is an important part of this novel, although not gratuitous or graphic by any means. Appealing to boys, especially, the book might be a supplement for students who are coming out themselves. Adolescent males might see their own situations easily reflected in one of these three characters, and might find comfort in seeing how others handle situations so similar to their own. Girls coming out as lesbians may find the book interesting, but probably won’t relate to it as readily—their experiences are likely very different. The book deals intensely with the ideas of family and acceptance-- both from others and one’s own self. In a unit focused on identity, family, or relationships, this book would fit into a text set easily.
It’s interesting to note, also, that Alex Sanchez, the author, has a great website with a variety of resources available: http://www.alexsanchez.com/USA%20Today.htm.
This is an epic book about a boy coming of age, he plays basketball, is kind of a loner, and he’s a gay superhero. Thom Creed’s super powers are just beginning to appear as he begins to realize that he is gay. Abandoned by his mother, Thom Creed lives with his father in a homophobic town. To complicate the story, Thom’s father is an ex-superhero himself, now working in a factory because of a disgraceful incident publicized in national media. This same incident gets him kicked out of the superhero League, and causes Thom’s mother to leave. When Thom runs away from home because his sexuality is becoming too much for him to handle, he is recruited by the League. Thom’s super powers—the ability to heal people—and everything else that make him who he is, are valued by the crew he finds in the League.
This book will be appealing to younger adolescent boys, especially those who are interested in comic books and graphic novels. The male protagonist, the super heroes as subject matter, and the struggle with sexuality and acceptance may prompt reluctant readers to read! This book would be awesome for a classroom to work with transforming a text into a graphic novel or a screenplay. Any kind of multimedia project or visual project would be awesome for this book, as the subject matter lends itself easily to visual representation. The book isn’t too challenging for readers who struggle, and is written with an easy going sounding tone. Definitely a book to use as a whole class text or in a literature circle.
The Perks of Being a Wallflower
Chbosky, S. (1999). The Perks of being a wallflower. New York, NY: Pocket Books.
Charlie, a freshman in high school, writes a series of letters to an anonymous stranger. He writes about his struggle to fit in at school, what his therapists tell him, his family and Aunt Helen, his sister’s abusive boyfriend, and even his experimentations with drug use. Charlie’s honest, endearing tone make the book both humorous and true. For students who are coming out during high school, the plot line about Charlie’s friend Patrick, who is openly gay. Patrick is having sex with a popular football player named Brad, who is so deeply closeted that virtually no one knows about their relationship. When Patrick and Brad are caught having sex by Brad’s father, the relationship is over. Patrick deals with the break up by going to the park at night and having anonymous sex. Eventually, Patrick finds closure and moves on, healing himself with Charlie and the group’s help.
This particular book is appealing on a wide range. Many different students will enjoy it, and it could easily be a whole class read. The themes of identity and relationships stick out as two of the most easily related. The particular interest to gay and lesbian students in the process of coming out will be in the storyline about Patrick. How Patrick deals with his relationship with Brad, the anonymous sex, drug use, and coping strategies are all places in which students can enter into a dialogue about these issues honestly. Patrick’s growth throughout the novel is a important, and could be a starting place for learning character analysis, while also bringing in an important topic for students struggling with the same issues.
No comments:
Post a Comment