SCET Journal 2020

Broadening Diverse Perspectives

LGBTQ youth, identity crisis has led to an increased self-harm consideration and action (Baams, Grossman & Russell, 2015; Hill & Pettit, 2012). LGBTQ youth often hide their sexual identity and their depression because they fear ridicule and judgement. This stress, fear, and depression, if left unaddressed, is a primary factor in the identify crisis that LGBTQ youth face, leading to increased rates of self-harm. Additionally, LGBTQ youth also experience peer pressure and peer bullying differently from non LGBTQ youths. Results from the 2011 National School Climate Survey showed that over 80% percent of LGB and over 60% of transgender students reported being verbally harassed and almost 40% reported having experienced physical violence at school during the past year (Kos- ciw,et al., 2012). LGBTQ youth who experience verbal harassment or are victims of violence and bullying are also susceptible to suicidal ideation. Verbal harass- ment, although unfortunately common for all youths, has become more prevalent in the 21st century though social media platforms. All youth are susceptible to bullying via social media; however, LGBTQ youth are often more likely to be a victim of such behavior. Ridi- cule and bulling via social media is often unaddressed and unrecognized (Canty, Stubbe, Steers, & Collings, 2016). Social media has made identifying harassment difficult and has complicated an already complicated issue, causing more concern among those who work with adolescents. Young LGBTQ adolescents are experiencing a crisis of identity led by stress, depression, exclusion, harass- ment and so much more. Failure to understand and ac- cept personal identity, in addition to the open rejection of personal identity, directly affects the mental well-be- ing of adolescents. As teachers, we have an obligation to assist gay adolescents in dealing with stress and depression while also assisting them in forming healthy personal identities. It is the responsibility of all educa- tional professionals to encourage personal growth and understanding while also seeking to reduce stress. Culturally Responsive Pedagogy (CRP) Culturally responsive pedagogy are methods of promoting diversity and democracy within classrooms and curriculum. Before delving into the true nature of a curriculum centered on CRP we must first address the issue of whether an inclusive curriculum is truly a meth- od of targeting the needs of traditionally marginalized

student populations. The simple answer to the question is “yes.” All educators can make small daily instructional adjustments that establish a CRP centered curriculum. Through small changes, teachers can increase diverse student representation in school. Educators who are empathetic toward the unique barriers diverse stu- dent populations face can use CRP to meet the needs of and advocate for the needs of diverse learners. These adjustments can be as simple as acknowledg- ing diverse student perspectives as meaningful, and even helping students to understand the global com- plexity of our world (Singer, 1994). Teaching for social justice and teaching across boundaries are essential components of CRP. These approaches are essential in meeting the needs of diverse learners (Wei, 2013). Boundaries can consist of race, ethnicity, culture, social class, gender, ability, and language (Lazar, Edwards, & McMillion, 2012; Wei, 2013). In order to encourage relevant equity in classrooms, teachers have a respon- sibility to ensure that all students are represented in the curriculum. Curriculum centered on the concept of assimilation does not encourage students to under- stand and look across boundaries. Representation that promotes diversity by including critical perspectives aimed at promoting social justice is a goal of teaching across boundaries (Wei, 2013). Developing teachers’ and students’ critical awareness through CRP helps everyone to understand the complex relationships that exist between race, class, and culture (Lanzar, Edwards, & McMillion, 2012; Wei, 2013). Educators have a responsibility to teach across boundaries and are responsible for understanding students’ needs and perspectives (Howard, 2006). Through CRP teachers can teach across boundaries, including those that exist affecting the LGBTQ student populations. By helping all students understand LGBTQ issues, teachers are not only helping to meeting the needs of LGBTQ stu- dents but also establishing an atmosphere centered on empathy and equity. Recommendations for Instruction Understanding Engagement Student engagement is of principle importance in helping LGBTQ students find voice in schools. Teach- ing across boundaries with CRP addresses the needs of students from diverse backgrounds (Fairbrother, 2000; Banks, 1993). So why not apply this knowledge

South Carolina English Teacher

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