Date: Sat, 21 Oct 1995 13:19:55 -0700 From: jessea@uclink2.berkeley.edu (Jessea NR Greenman) Subject: Austin Human Rights Commission Sept. 95 report In 1994, the Austin (Texas) Human Rights Commission (AHRC) conducted hearings concerning Lesbian/Gay/Bisexual youth. A goal of the hearings was to make recommendations for the City of Austin and the Board of Education concerning support programs and curriculum for LGB kids in public schools. The resulting report is excerpted, below. You may write to the AHRC to see about obtaining your own copy of the full report to present to your own school district and human rights commission or to start a hearing process in your own area similar to the one the AHRC conducted. The AHRC can be reached at AHRC, P.O. Box 1088, Austin TX 78767-8834 or by calling 512-499-3251. PLEASE ALSO WRITE TO THE AHRC TO THANK THEM FOR THIS IMPORTANT, LEADING-EDGE WORK, especially its school-related recommendations. Austin Human Rights Commission Report on Lesbian, Gay, and Bisexual Youth [Excerpts from] September 6, 1995 EXECUTIVE SUMMARY The Austin Human Rights Commission's Report on Lesbian, Gay, and Bisexual Youth was written to address the needs and concerns of Austin's lesbian, gay, and bisexual youth. The report is the result of two public hearings sponsored by the Austin Human Rights Commission. The public hearings, which were the first of their kind in Texas, were held on May 27 and June 11, 1994. This report focuses on the testimony given at those public hearings, and also includes public testimony given at the Austin Independent School Board meeting of November 28, 1994, at which the AISD board adopted a sexual harassment policy which included sexual orientation. National studies and professional articles are also cited in this report. This report is broken down into two main categories. The first identifies the problems and issues affecting lesbian, gay, and bisexual youth and the second contains recommendations on how to address them. Section I of this report identifies five main areas of particular concern to lesbian, gay, and bisexual youth. These areas were the most frequently mentioned by those testifying at the public hearings. 1. Alienation 2. Isolation 3. Abuse from others 4. Abuse from self 5. Support Section II of this report deals with the Commission's recommendations to address the problems listed in Section I. [...] The Commission recommends area schools do the following: Implement school policies to prohibit discrimination on the basis of sexual orientation in employment, including recruiting, hiring, disciplinary actions, and promotions. Implement school policies to protect lesbian, gay, and bisexual students from harassment, violence, and discrimination. 3. Develop and promote school policies that will guarantee lesbian, gay, and bisexual students equal rights to an education. 4. Provide regular training for all school staff about the issues facing lesbian, gay, and bisexual youth as well as offering additional specialized training for counselors, nurses, peer counselors, and key teaching staff. Identify male and female staff members in each middle and high school who are well-trained and sensitive to the needs of lesbian, gay, and bisexual youth. Create school-based support groups. Ensure that accurate, objective, and relevant information about sexual orientation is available and accessible to students in all middle and high school libraries. Develop a curriculum which includes lesbian, gay, and bisexual youth issues. Establish a task force to guide the school district's efforts to examine and improve the school environment for lesbian, gay, and bisexual students. RECOMMENDATIONS TO AREA SCHOOLS 1. Implement school policies to prohibit discrimination on the basis of sexual orientation in employment, including recruiting, hiring, disciplinary actions, and promotions. The Austin Independent School Board, on November 28, 1994, adopted a policy on harassment which included sexual orientation. While this action is to be commended, the Commission believes that other school policies which prohibit discrimination should also be amended to include sexual orientation. These policies should not only affect students, but also all employees of the school district. In order for youth to have a safe environment in which to learn, those who educate, and provide other services must feel comfortable and secure in their positions. If educators and other district employees feel they are vulnerable to discrimination because of their sexual orientation, they will be less likely to provide a safe and comfortable environment for lesbian, gay, and bisexual youth. A key component of any policy must be provisions for the enforcement of that policy. Any policies adopted should not imply, either by inference or in fact, that quotas or affirmative action on the basis of sexual orientation be used as a criteria. 2. Implement school policies to protect lesbian, gay, and bisexual students from harassment, violence, and discrimination. School systems should make public commitments to ensure that schools are safe places, free of discrimination, violence, and harassment, for all students, including lesbian, gay, and bisexual youth. As mentioned above, the Austin Independent School Board approved a policy which prohibits harassment on the basis of sexual orientation; however, there are no policies in place which protect students from anti gay violence or discrimination. 3. Develop and promote school policies that will guarantee lesbian, gay, and bisexual students equal rights to an education. These policies should include protecting the rights of lesbian, gay, and bisexual students to participate in all courses of study as well as in school activities. 4. Provide regular training for all school staff about issues facing lesbian, gay, and bisexual youth as well as offering additional specialized training for counselors, nurses, peer counselors, and key teaching staff. Teachers, guidance counselors, and all school staff should be equipped with the training necessary to respond to the needs of lesbian, gay, and bisexual students, including protecting them from harassment and violence, and intervening to prevent suicide and dropping out. * Training in issues relevant to the needs and problems faced by lesbian, gay, and bisexual youth should be a requirement for teacher certification and school accreditation. * Ensure that sexual orientation is an acceptable topic of discussion in both the counseling and classroom setting. 5. Identify male and female staff members in each middle and high school who are well-trained and sensitive to the needs of lesbian, gay, and bisexual youth. Use appropriate written materials and other opportunities to publicize these individuals as resources for students with problems or concerns about their sexual orientation. 6. Create school-based support groups. * Gay/Straight Alliances Lesbian, gay, and bisexual students experience intense isolation, putting them at great risk for suicide. Every high school in Austin should establish a support group where gay and straight students can meet and discuss lesbian, gay, and bisexual youth issues. These gay/ straight alliances should have a faculty advisor. * Peer support groups Lesbian, gay, and bisexual students should be able to establish and hold group meetings at school campuses, just as any other student organization. Currently, there is no clear policy regarding the recognition of lesbian, gay, and bisexual support groups. In some instances such groups are allowed, but in many cases requests for the creation and recognition of peer support groups are not only met with disapproval, but are actively discouraged. In addition, existing school counseling services should expand their knowledge and resources to meet the needs of lesbian, gay, and bisexual students. 7. Ensure that accurate, objective, and relevant information about sexual orientation is available and accessible to students in all middle and high school libraries. School libraries are an important resource for students seeking to learn more on any issue. All school libraries should develop a collection of literature, books, films, and pamphlets for students seeking to learn more on lesbian, gay, and bisexual issues. In particular, a collection of lesbian, gay, and bisexual youth resource information should be developed. The school should widely publicize the existence of this literature through displays, posters, etc. 8. Curriculum which includes lesbian, gay, and bisexual issues. Learning about lesbian, gay, and bisexual people, including their experiences and contributions to society, should be integrated into all subject areas. School systems should urge teachers to continue the* education in order to integrate lesbian, gay, and bisexual themes and issues into their subject areas. Incorporate accurate, objective, and relevant information about sexual orientation and the experience of being gay or lesbian into the curriculum of existing health and family life courses. Consider including information on such topics as the nature and origins of sexual orientation, the attitudes of our society toward homosexuality, and the special problems and needs of lesbian, gay, and bisexual youth. Include contributions of lesbian, gay, and bisexual people in science, history, art, and literature courses. 9. Establish a task force to guide school district efforts to examine and improve the school environment for lesbian, gay, and bisexual youth The establishment of a task force to assist the school district examine and improve the school environment would be a valuable step in allowing lesbian, gay, and bisexual youth to concentrate on school and maximize their contributions and educational opportunities. School districts in California, Massachusetts, Minnesota, Nebraska, and New York, which have begun to address these issues, could be contacted for information and ideas. [...] BIBLIOGRAPHY Coleman, E., and Remafedi, G. (1989). Gay, lesbian, and bisexual adolescents: A critical challenge to counselors. Journal of Counseling and Development 68 (1), 36-40. Governor's Commission on Gay and Lesbian Youth(1993). Making Schools Safe for Gay and Lesbian Youth: Breaking the Silence in Schools and Families. Boston, MA. Hetrick, E. and Martin, A. (1987). Developmental issues and their resolution for gay and lesbian adolescents. journal of Homosexuality. 14 (1 / 2), 25-42. Mallon, G. (1992). Gay and no place to go: Assessing the needs of gay and lesbian adolescents in out-of-home care settings. Child Welfare League of America 71 (6), 547 - 56. Morrow, D. (1993). Social work with gay and lesbian adolescents. Social Work 38 (6), 655-60. Proctor, C., and Groze, V.11994). Risk factors for suicide among gay, lesbian, and bisexual youths. Social Work. 36 (5), 458-9. Robinson, K. (1991). Gay youth support groups: An opportunity for social work intervention. Social Work, 36 (5), 458-9. Savin-Williams, R. (1989). Coming out to parents and self-esteem among gay and lesbian youths. Journal of Homosexuality. 18 (1/2), 1-34. Seattle Commission on Children and Youth (~988). Report on gay and lesbian youth in Seattle. Seattle, WA. Strommen, E. (1989). "You're a what?": Family member reactions to the disclosure of homosexuality. Journal of Homosexuality 18 (1 / 2), 37-55. Sullivan, T. (1994). Obstacles to effective child welfare service with gay and lesbian youths. Child Welfare League of America. 73 (4), 291-304. In late 1994, The Austin Independent School District included protection for gays and lesbians in its proposed sexual harassment policy and code of conduct. *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+ YOU MAY RE-POST. Jessea Greenman The P.E.R.S.O.N. Project*; ph/fax: 510-601-8883, 586 62nd St. Oakland, CA 94609-1245 Gopher to "gopher.outright.com" Action Alerts and Organizing Manual: http://www.youth.org/loco/PERSONProject/ http://www1.usa1.com/~furball/glb/person.html/ (Children's Animated Television) Organizing Manual: http://www.pride.net/pridenet/person The P.E.R.S.O.N. Project is *always* looking for volunteer organizers. Please cc us (for our files) on correspondence you send or receive re our action alerts. *P.E.R.S.O.N. stands for Public Education Regarding Sexual Orientation Nationally.