All classrooms include a diverse range of family types, and yet, curriculum and practice do not always match modern realities. Heterosexism permeates our schools (Blumenfeld, 2010). Textbooks and literature contain stereotypical images of families, and teachers often unwittingly reinforce these stereotypes through words and actions. Teachers have a responsibility to ensure lesbian, gay, bisexual, and transgender (LGBT) students and families are not excluded in the classroom environment. We can help break down stereotypes and ensure LGBT families are welcomed in all classrooms by taking several steps.
Do Not Limit Gender Descriptions
The school curriculum has a profound effect on how a child defines gender roles. Teacher expectations regarding gender can manifest in everything from play opportunities at recess to classroom book selections. Gender inequalities and stereotypes are rampant in children's textbooks (Crisp & Hiller, 2011; Crabb & Marciano, 2011). When they analyzed Caldecott-winning books from 1990 to 2009, Crabb and Marciano (2011) found that the female characters worked at home and male characters worked outside the home. Teachers need to seek out books that portray males and females in all types of roles. Here are some examples of books that break gender role stereotypes:
- TheChalk Box Kid (1987), written by Clyde Robert Bulla and illustrated by Thomas B. Allen
- Sam Johnson andthe Blue Ribbon Quilt (1983), written and illustrated by Lisa Campbell Ernst
- Amazing Grace (1998), written by Mary Hoffman and illustrated by Caroline Binch
- Allie's Basketball Dream (2013), written by Barbara E. Barber and illustrated by Darryl Ligasan
The Anti-Defamation League's and Goodreads' are good places to find other books that defy gender norms.
Do Not Limit Family Descriptions
Schools don't just perpetuate "traditional" gender roles, they also perpetuate "traditional" family structures (that is, a married mother and father and their biological children). Although this "traditional" definition of the family is becoming less and less common, imagery and language within the school setting still tends toward this bias. Take a look around your classroom and school—do you see images of LGBT family types, or do you only see "traditional" families represented?
Educators unintentionally use practices that alienate LGBT parents. For example, starting letters home with "Dear Mom and Dad," using enrollment forms with places for the names of the student's mother and father, and referring to LGBT families as "nontraditional" are all actions that signal outsider status to these families (Fox, 2007). Talk with your LGBT families to identify their concerns about how they are represented in your school. Regardless of what grade level you teach, you can update your school or class library to make it more inclusive of LGBT families.
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Use Critical Literacy Strategies with Students
Critical literacy is an effective pedagogical practice that helps students question and analyze texts. Furthermore, critical literacy teaches students to contemplate how the text relates to their lives and to question if they should act on the information in the text (Sandretto, 2012). Using critical literacy strategies with students can help them understand their sexual identity and the identities of others. Birr Moje and MuQaribu (2003) believe attention should be given to the "relationship between literacy and sexual identity" (p. 204). They stress that many books are created to "make youths' experiences the centerpiece of literacy" (p. 204). These books are both attractive and problematic for youths as they look for ways to connect their experiences to the texts. Providing books with a broad range of perspectives allows more students the opportunity to connect to the stories in these books.
Some teachers may feel uncomfortable using LGBT-inclusive books in their classrooms or fearful that some parents may not accept this curriculum. Birr Moje and MuQaribu (2003) suggest that teachers should be taught how to discuss with parents how and why they use these books in the classroom. There are some tremendous resources teachers can use as they select and use LGBT-inclusive books. Welcoming Schools: A Project of the Human Rights Foundation offers a free Welcoming School Starter Kit with information and ideas to help teachers work with parents and other stakeholders to create an accepting school environment.
Confront Your Own Discomfort
Scholars encourage teachers to select the books they will use to confront these stereotypes (Birr Moje & MuQaribu, 2003; Goshert, 2008). However, this means teachers may have to confront their own discomforts or stereotypes about diverse families. Cahill and Theilheimer (1999) highlight how teachers may let their personal homophobia intensify their fears. They explain that "the first step for teachers worried about a child's gender behavior is to acknowledge their discomfort could stem from what may seem to be the child's developing lesbian or gay orientations" (p. 51). They also emphasize the importance of teachers recognizing this discomfort. The second step Cahill and Theilheimer (1998) recommend for teachers dealing with discomfort over LGBT issues is to "interact with people who are lesbian or gay or have thought a lot about lesbian and gay issues" (p. 52). These interactions may help teachers begin to develop more awareness and sensitivity as they confront their own biases. Teachers need to reflect on their own possible discomfort and seek out ways to dispel their fears.
Personally, I believe I was not prepared as a teacher to support and communicate respectfully with LGBT students and families. During my 25-year teaching career, I never received any training or guidance on how to serve LGBT families. I realize my insensitivity promoted heterosexist views in the classroom and may have alienated these families. My fear of the topic, misunderstandings, and lack of knowledge were the reasons why I did not take action. I hope that through curricular choices, awareness raising, and training, teachers will feel empowered to move beyond fear or ignorance. We have the power to create school communities where all learners feel valued, represented, and welcomed.