ERIC EJ1113845: Make Us Question, Think, Reflect and Understand: Secondary Students' Beliefs and Attitudes towards the Inclusion of LGBTQ Themed Literature in the English Classroom

2016·0.5 MB·English

by  ERIC

Make Us Question, Think, Reflect and Understand:
Secondary Students’ Beliefs and Attitudes Towards the
Inclusion of LGBTQ Themed Literature in the English
Classroom

Paula Greathouse: Tennessee Technical

There are innumerable subcultures within American society, all of which come to interact within
the walls of a school and all of which should be recognized and valued by the classroom teacher.
This article shares secondary students’ beliefs and attitudes about reading and studying lesbian,
gay, bisexual, transgender and/or questioning (LGBTQ) literature in the secondary English
classroom. Students share their perspectives on why teachers exclude LGBTQ literature and
offer advice to teachers on the inclusion of this genre in their curriculum.

Oc tober 20, 2011, would be a day that the literature I had readily available in the
would change my teaching forever. hopes I would find works that included
Like any other Thursday morning, characters that identified as LGBTQ. I had
the bell rang promptly at 7:20 am, alerting none.
students that class would begin in ten
minutes. As I stood in the hallway greeting The bell rang precisely at 7:30 am, and I
sleepy and sluggish students, I noticed was not sure what to do. Thinking on my
something very peculiar. I stopped a student feet, I began the class by asking if anyone
as she entered the classroom: “Why is knew why students all over campus were
everyone wearing purple?” I inquired. wearing purple, believing my classroom was
a safe place to have this conversation. This
“It’s says so on Facebook” she prompt led to classroom dialogue on
exclaimed, pulling up her Facebook page to LGBTQ culture and issues, our school
reveal numerous statuses that read, “Today culture, and bullying. Moments into our
is a national spirit day. Don’t forget to wear discussion, Sam (a pseudonym), “came out”
purple to show your support!” to her peers. There was immediate ridicule.
Hateful and harmful statements began to
Students were prompted to wear purple buzz around like bees whose hive had just
as a sign of support for lesbian, gay, been hit. Sam sunk into her desk, covered
bisexual, transgender and or questioning her eyes, and lowered her head, as if what
(LGBTQ) students and to speak out against she just revealed made her less human. My
bullying. Thirteen of the twenty-five classroom no longer felt safe. Knowing my
students in my class were wearing purple silence would only condone their behavior; I
that morning; hundreds more roamed the opened my mouth and spoke. What I said,
hallways. The support was overwhelming - no doubt, was not enough and may not have
and so was my unpreparedness. I quickly seemed all that politically correct. I used
ran into the classroom and looked through words like “ignorant” and “unacceptable” to
SRATE Journal Summer 2016, Volume 25(2) Page 42
describe my students’ behavior. I was with something foreign to their personal
appalled by their responses and walked definition of normalcy (as phobia would
away that day wondering what more I could imply). Whatever the case, LGBTQ themed
have done to support this particular student. literature has become the most challenged
More specifically, I wondered why I was not and censored form of literature used in
prepared for this topic. I knew I taught classrooms today (Sanders & Matthews,
students who identified as LGBTQ, and yet I 2013). As such, teachers need to be
never thought about reading and studying encouraged to become literary pioneers and
literature reflective of their culture or challenge back. But how do we do this?
including discussions about LGBTQ issues. Since I value student input because I believe
Furthermore, I never considered how student voices and perspectives matter most
important including LGBTQ themed in the classroom, my suggestion: listen to
literature is for those that don’t identify as our students!
LGBTQ. That morning, my teaching and
choice of classroom literature changed Since the fateful day of purple attire, I
forever. have had the pleasure of speaking to several
of my high school students, of all sexual
LGBTQ Themed Literature as Revision orientations, about their exposure to LGBTQ
and Evolution in The Secondary English literature in their classes. Conversations
Classroom have led me to discover that few students
have been exposed to LGBTQ themed
Current secondary English language arts literature. Students have explained why
(SELA) content standards do not they feel their teachers have been afraid to
specifically call for the study of LGBTQ incorporate this literature in their instruction.
themed literature. However, within They have also provided advice on how they
secondary English classrooms teachers have suggest teachers address this culture within
powerful opportunities to draw upon their curriculum. I value student input
LGBTQ literature as both revision and because I believe student voices and
evolution. Exploring LGBTQ themed perspectives matter most in the classroom.
literature encourages students to challenge In this article, I share what I have learned
their own and others’ beliefs about the through our classroom conversations.
norms they so openly accept. Additionally,
presenting LGBTIQ themed literature as Pretending Students Who Identify as
part of the SELA curriculum - not literature LGBTQ Do Not Exist
read in isolation – “students come to
recognize, dialogue about, and reflect on Throughout their tenure in school, the
their personal beliefs and perceptions about majority of students I spoke with had
those who express identities outside of their virtually no exposure to or experience with
own identities” (Author, in press). Yet, the LGBTQ themed literature or dialogue
study of LGBTQ themed literature continues surrounding LGBTQ culture. One student
to remain absent from many classrooms named Beth (all names are pseudonyms)
(Heartling-Thein, 2013). shares “the only time the topic was even
Educators, parents, and policy-makers brought up was as a passing reference in our
may feel LGBTQ themed literature lacks conversations about Renaissance society in
value in the classroom. Perhaps this view relation to Shakespeare’s sonnets.” Brian
stems from ignorance, fear, or discomfort spoke of a time in his junior year that “we
SRATE Journal Summer 2016, Volume 25(2) Page 43
discussed how authors like Walt Whitman but not that far yet.” The majority of
were gay and how certain Shakespearean students argued that teachers were afraid of
sonnets are almost blatantly a conversation using LGBTQ literature because of school
between two men, but there were no books board members, administrators and parents.
or texts where the main characters were Amber elaborates, “Teachers are afraid of
LGBTQ or dealt with the issues related to the backlash they may receive from other
identifying in anything I have been exposed teachers, parents and administrators. They
to.” Sarah added” No. Nothing. Our school could possibly lose their jobs because a lot
simply pretends that lesbians and gays do of people don’t agree with this type of
not exist.” literature. It’s taboo!”

As a teacher, I feel this is a most The bottom line: Students perceive that
unfortunate occurrence. While I had never teachers are scared to push the envelop due
observed outright discrimination against to the uncertainty of the outcomes or
students who identify as LGBTQ in my consequences that could arise. It is likely
class prior to the day of purple, I cannot help teachers are afraid because they fear the
but wonder if students who identify as repercussions or reactions from parents and
LGBTQ ever feel left out from being able to educational authorities for implementing
connect with the experiences of protagonists such books in the classroom. In highly
in classroom texts. More so, what kind of religious or conservative communities,
message was I sending by not including books that imply promiscuous behavior
LGBTQ themed texts in our studies? between members of the same sex, would no
doubt spark an outcry that could leave a
Educators talk about the value in teacher without a job.
fostering a caring classroom community, but
how are we going to accomplish this if we Almost every individual knows and
pretend part of our classroom community remains in contact with at least one gay,
does not exist, or is not relevant, by ignoring lesbian or bisexual person (transgender is
their issues and culture? I believe part of still much less accepted and much more
being a teacher is recognizing that our taboo, unfortunately). However, there is still
society is changing, growing and expanding, a large population of people who feel, or
and we need to keep up with the changes in demonstrate, some form of homophobia.
our classrooms in order to make learning Only a small percentage of this population
relevant and relatable for all our students. would qualify as outright “gay bashers” -
people who would act violently towards
A Choice to Exclude LGBTQ people. Still, there is a lot of subtle
homophobia surrounding our students in
As our conversation turned to teacher today’s society. I'd venture to say the most
decisions to exclude LGBTQ literature, I common attitude demonstrated towards
noticed student dialogue fell into two homosexual people today is one of
distinct categories: how others would react acceptance without inclusion or invitation.
and the teacher themselves. Jessica shared By this, I mean that plenty of people have no
what she believed was teachers reason for problem with LGBTQ people in the
exclusion, “I would imagine because of workplace, in public social situations, and
parents and community reaction. I mean even voting for their political rights.
being truthful, things have come a long way, However, many of these same people still
SRATE Journal Summer 2016, Volume 25(2) Page 44
feel uncomfortable around the LGBTQ literature, does that mean we don’t have a
population and are yet to develop a true responsibility to our students to become
friendship with anyone who falls in any of educated on this culture?
these categories. Teachers are aware that
parents who fall into the latter category are Students Offer Advice
less likely to be overly concerned when their
child reads LGBTQ fiction. Nevertheless, Advice is sometimes easier given than
there still exists the risk that one or two received, especially when it comes to the
parents will view LGBTQ literature through inclusion of LGBTQ themed literature in the
a discriminatory lens. secondary English classroom. When I first
implemented this genre in my own
The second category of student classroom I was nervous and unsure of what
discussion revolved around the teacher. would transpire. I was concerned about
Some students felt that teachers are too student’s reactions, parent’s reactions, and
uncomfortable in their own skin to address even my own reactions! Much to my
topics of sexuality within literature. Other surprise, I felt no different exploring this
students shared they believed the primary genre than I did when I first taught a novel
reason teachers avoid these works deals with written by a Native American male. As a
a sheer lack of knowledge. Brian Caucasian woman, my connection to the
communicated, “the teacher may not even Native American community was much like
know that these books exist” and Jessica my connection to the LGBTQ community –
chimed in, “I think some of my teachers are limited. But once I realized I had an ethical
homophobic. If they are afraid or responsibility to expose students to literature
uncomfortable around gay people, they will from all cultures, the literature became more
definitely not give us books to read about if powerful for both my students and me. But
it has characters they themselves don’t like.” not all educators feel the same. For those
Kathryn added “I think teachers are afraid of that don’t, students offered advice. This is
teaching LGBTQ adolescent literature in the what they said:
classroom because they think it has to do
with sex and that makes it bad. Also, I think • I would say to not be afraid of what
teachers are not informed enough about others think of the decisions you
LGBTQ Literature so they are scared.” make regarding literature. If these
stories or books are making a
Unless students outwardly assert their difference for students, making us
status as LGBTQ, the teacher may never question, think, cope, reflect or
know they are part of this culture and understand, how can you not use
therefore see no need to include LGBTQ them?
literature in the classroom. However, the • Be aware of your own biases and
number of students struggling with their make sure they are kept out of the
sexuality may be greater than we realize. classroom. Ask us what we want to
Therefore, I am left asking: why are we read and let us know that hey – today
reserving this genre for only LGBTQ we are going to read a story that has
students? and just because the teacher may a lesbian character. Let’s talk about
think that their pool of knowledge related to that. Don’t be afraid to talk about it.
this culture at large is insufficient for them You might be surprised at how
to fully and effectively implement such mature we can be!
SRATE Journal Summer 2016, Volume 25(2) Page 45
• I think you should not be afraid and masculine or feminine in that culture. But
should try and learn about the subject what if these realities were challenged?
so they will be excited about Common Core Standard RL.11-12.7 calls
teaching it. I think that you should for the analysis of multiple interpretations of
read LGBTQ literature and learn to a story (National Governors Association
be an advocate for the LGBTQ Center for Best Practices [NGA Center] &
community, because you will always Council of Chief State School Officers
have someone in your classroom [CCSSO], 2010). If students were to study a
who is questioning their own fairy tale such as Cinderella through this
sexuality - no matter where you standard, they could potentially explore the
teach. many issues surrounding gender roles and
• My advice for using LGBTQ stereotypes presented within the tale as told
literature in the classroom would be from different cultural perspectives and
to get to know students in the across different time periods. Students could
classroom as people instead of desk begin this exploration through the
inhabitants. We need these examination of Perrault’s original version
conversations! The Little Glass Slipper (Perrault, 1697) and
segue into other cultural versions such as the
Meeting ELA Common Core Standards Irish adaptation, The Irish Cinderlad
Through the Inclusion of LGBTQ themed (Climo, 1996), an African variation,
texts Mufaro's Beautiful Daughters: An African
Tale (Steptoe, 1987) and an LGBTQ themed
Through my conversations with young adult novel rendering, Ash (Lo,
students, the absence of LGBTQ themed 2010). Ash is a modern twist on Cinderella
literature in English classrooms was in which Cinderella identifies as a lesbian.
attributed to teacher’s lack of knowledge Through its inclusion within this unit of
and exposure to LGBTQ themed literature. study, teachers allow for a deeper
It was their belief that educators are unclear exploration and dialogue about individuals
on ways in which they can incorporate these who identify as LGBTQ, including those
texts into their current curriculum. Current who are gender creative or gender flexible.
SELA Common Core standards provide
English educators with many opportunities How does society influence and shape
to explore LGBTQ themed literature. What perceptions of individuals and/or cultures?
follows are two examples of how SELA This guiding question lends itself to the
educators might include LGBTQ themed study of marginalized cultures in literature.
literature within units of study while Common Core Standard RL.10.2 reads
meeting English Language Arts Common “Determine a theme or central idea of a text
Core Standards. and analyze in detail its development over
the course of the text, including how it
The worlds depicted in fairy tales often emerges and is shaped and refined by
represent socially constructed norms, specific details” (National Governors
expectations, and expressions as influenced Association Center for Best Practices [NGA
by the cultural beliefs of the time period and Center] & Council of Chief State School
society in which they were written. The Officers [CCSSO], 2010). One commonly
realities presented within each tale define taught text in the SELA classroom is To Kill
what it means to be male or female or a Mockingbird (Lee, 1982). In this text,
SRATE Journal Summer 2016, Volume 25(2) Page 46
members of the African American to show that LGBTQ themed literature is
community are rendered victims of social valid and worthy of study. As we encourage
injustice because of their race. But and educate people to begin to see this
marginalization is not limited to race. Social validity, my hope is they will stop viewing it
injustice can include the marginalization of as an alien text form with an agenda. For
cultures based on their religion, gender or teachers who do provide students
sexual orientation. Coupling this canonical opportunities to “study, unlearn, and relearn
text with an LGBTQ themed text such as about LGBTIQ issues and culture, they
Shine (Myracle, 2011), the story of one girls move students toward greater acceptance,
search for the truth about what happened to affirmation, and recognition about
her gay best friend that put him in a coma, preconceived and hostile beliefs”
and October Mourning: A Song for Matthew (Greathouse, in press).
Sheppard (Newman, 2012), a book of poetry
exploring the impact of the death of “Too often, current teaching of literature
Matthew Sheppard, students can explore in American classrooms tends to assume that
social injustices based on sexual orientation lesbian and gay content is not there, that
as presented in both classical and lesbian and gay students don’t exist, that
contemporary literature. lesbian and gay experience is invisible”
(Greenbaum, 1994, p. 71). However, in
Discussion remedying this problem, recognizing the
presence of students who identify as
Teaching novels that include characters LGBTQ is not enough. We must ask
that identify as LGBTQ puts teachers at the ourselves what we can do as teachers to
forefront of an important move towards combat such a stigmatic social issue whose
equality and acceptance of others. I know repercussions can be life altering and
the parallel is a bit nuanced and probably damaging for any adolescent. As English
overly stated, but in many ways it does teachers, I believe we have as much
remind me of the civil rights movement. I responsibility to use LGBTQ literature in the
imagine it must have been difficult to begin classroom as we do to use works by female,
including works of literature in school that black, and all other authors. There are
portray African Americans in a positive innumerable subcultures within American
and/or highlighted the injustices they've society, all of which come to interact within
faced. I imagine there were plenty of people the walls of a school and all of which should
wondering what effect such books would be recognized and valued by the classroom
have on society and identity. It is important, teacher. It all boils down to being a truly
bold and meaningful work to include multicultural educator and providing an
LGBTQ themed literature in our curriculum. access point by which each student can
connect with the content of a course – no
Don't behave bitterly towards detractors. matter what sexual orientation they are.
It may seem like some people's minds are Though I may not personally identify with
made of pure concrete, but with time and the experiences of characters in a novel, this
effort, people will begin to open up and be does not mean that reading an LGBTQ
more accepting. The more teachers can find themed text would not create a life-changing
a way to show how much LGBTQ themed experience for one of my students. In
young adult novels have in common with providing literature that allows readers to
mainstream novels, the better. It's important explore sexual identities and orientations
SRATE Journal Summer 2016, Volume 25(2) Page 47
along side gender, race and ethnicity, lesbian literature in the classroom:
educators begin to break a silence about the Can gay themes overcome
LGBTQ culture that has existed in our heteromormativity? Journal of
classrooms for too long a period of time Praxis in Multicultural Education,
(Blackburn & Buckley, 2005). 7(1), 1-18.
Steptoe, J. (1987). Mufaro's beautiful
References daughters: An African tale. New
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York, NY: Harper Collins. Paula Greathouse is an Assistant Professor
Greathouse, P. (in press). Exploring gender of English education at Tennessee Technical
through literature in the secondary University.
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(Ed.), Teaching, affirming, and
recognizing trans and
gender creative youth: A queer
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York, NY: Palgrave MacMillan.
Greenbaum, V. (1994). Literature out of the
closet: Bringing gay and lesbian
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Lee, H. (1982). To kill a mockingbird. New
York, NY: Warner Books.
Lo, M. (2010). Ash. Boston: Little, Brown
and Company.
Myracle, L. (2011). Shine. New York, NY:
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Newman, L. (2012). October mourning: A
song for Matthew Shepard.
Somerville, Mass: Candlewick Press.

Perrault, C. (1697). The little glass slipper.
Retrieved from
http://www.pitt.edu/~dash/perrault06
.html.
Sanders, A., & Mathis, J. (2013). Gay and
SRATE Journal Summer 2016, Volume 25(2) Page 48