SCET Journal 2020

Broadening Diverse Perspectives

Meeting the Needs of LGBTQ Youth with CRP and YAL Trever Cline Etminan

LGBTQ youth are a population that deserves repre- sentation and voice within schools and the curriculum. Yet how often do we read about LGBTQ issues in text- books or LGBTQ protagonists in literature? How often do we write about LGBTQ issues in the classroom? When we utilize culturally relevant pedagogy (CRP), are we considering the needs of some of our most vulnera- ble populations? Do culturally responsive approaches seek to represent LGBTQ youth in its effort to meet the needs of all learners? There are many questions to consider when thinking about CRP and how it relates to LGBTQ representation in the curriculum. However, it is first important to remember that culturally respon- sive pedagogy, CRP, is supposed to assist teachers in improving engagement within the classroom and in meeting the needs of all learners. Assisting students in developing critical perspectives, helping students understand the globally complex nature of our world, encouraging students to forge strong personal identi- ties, and helping students develop cultural, racial, eth- nic, gender, class, and ability literacy are all absolutely essential in meeting the needs of all learners. Students At Risk Students, in particular LGBTQ youth, nationwide are at risk. As a high school English teacher I have witnessed firsthand the stress placed upon youth in our schools. Not only LGBTQ youth, but all youth experience the stress of adolescence. All students are inundated by testing, grades, extra-curriculars, course work, homework, jobs, and so much more. At a time when students are forging personal identities, they are inundated with the everyday stress of adolescence and the stress of learning about themselves. The stress- es of high school and adolescents are well known, and quality educators seek to support their students, encouraging success and growth. Each cultural group of students requires the support of teachers socially and academically. For example, educators often seek to meet the needs of diverse learners by incorporating multicultural literature and critical discussions in prac- tice. But what about the cultural groups on the periph- ery of our awareness--not those who are historically underrepresented but rather those who are not often represented at all?

Stress is one of the main underlying causes of depression in adolescent students. Depression affects teens nationwide, and untreated depression can lead to an increased risk of suicidal ideation (Baams, Grossman, & Russell, 2015). Suicidal ideation oc- curs when students lack enough support or lack effective treatment for extreme depression. This lack of support and treatment often results in students considering self-harm or even acting on impulses to commit self-harming acts. While many adolescents experience some form of stress and possibly depres- sion, youth who identify as LGBTQ often experience stress differently. LGBTQ youth experience the normal stresses of adolescents but also experience stress as- sociated with “coming out” and identifying as LGBTQ. This stress is often related to actual or expected negative reactions from friends, family, and peers (Baams, Grossman, & Russell, 2015). High levels of stress in LGBTQ adolescents can also be associated with verbal and physical victimization, unfair treat- ment, and exclusion (Baams, Grossman, & Russell, 2015; Horn, 2007; Meyer 2003). Verbal and physical victimization occurs when LGBTQ youth are targeted verbally or physically solely because of their sexuality. Victimization can also lead to unfair treatment and exclusion. For example, a gay male student may be ridiculed because of his sexuality by peers leading to exclusion from social groups. This ridiculing may also go unnoticed simply because adults and peers are un- willing, unable, or uncomfortable intervening. Baams, Grossman, and Russell (2015) argue that gay adolescents are particularly susceptible to depres- sion and suicide. In fact, gay adolescents are two to three times more likely to attempt suicide than adoles- cents who identify as heterosexual (King et al., 2008; McDaniel, Purcell, & D’Augelli, 2001). These higher levels can be correlated with the overwhelming identity crisis that many gay adolescents face. Students who experience an identity crisis are often unable to ex- press internal emotional conflicts; how they feel inside is often different than the person they project. These internal conflicts can be centered around social iden- tity, religious identity, and sexual identity (Cates, 2007; Mayberry, 2006). Students who experience an identity crisis often have increased rates of depression, and in

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