Lgbtq Research Paper

How would a parent feel if they knew their child was going to be educated by an LGBTQ (lesbian, gay, bisexual, transgender, queer-identified) teacher? A lot of parents would feel comfortable, but a lot of parents wouldn’t be too happy. There are many parents who would not feel comfortable having these types of educators around their children, but these parents aren’t the only ones who feel this way; colleagues and administration can also have negative feeling about having them around. People focus too much about a person’s identity they often forget the good things they can do. Instead of focusing on the good; people discriminate and have negative opinions about this group of people. As people continue to think negatively about LGBTQ educators—and
Depreciating language used in school towards children promote homophobic language (Hardie and Bowers 61). Homophobic language isn’t always directed towards educators, but the children as well. Educators who do not believe in the LGBTQ lifestyle will usually not offer much assistance to LGBTQ related bullying. Having an LGBTQ educator will highly benefit children who are victims of homophobic bullying because these educators can connect to the students and will be more likely to intervene. In order to intervene a school must be more open to hiring these LGBTQ educators. It’s a disappointment to say schools remain overwhelmingly heteronormative organizations where the heterosexual matrix operates to reinforce dominance (Gray and Harris 30). In schools we are more likely to reinforce the heterosexual lifestyle because it is the dominant lifestyle. What about the homosexual lifestyle? The homosexual lifestyle is just as important, but it fails to be recognized as important because of the negative thoughts about them. Since the homosexual lifestyle is not the dominant lifestyle, they are easily targeted for discrimination. Teachers are often faced with this discrimination in the classroom setting. Teachers concerned with issues of social justice are sometimes confronted by classroom incidents that compel them to take action (Hardie and Bowers 61). When homophobic actions occur in the classroom,
Some educators have negative comments about the LGBTQ community. One educator stated “I believe that homosexuality is wrong, I believe that the mollycoddling of so-called gays is wrong…I could discuss issues with pupils who claim to be gay but I would probably not be so sympathetic” (Connolly 27). If an educator has homophobic views, why should we allow them to educate our future? If these teachers wouldn’t sympathize with students, yet there should be an educator that would. Authors Gray and Harris state that many LGBTQ teachers have been referred to as sick, abnormal, predatory and unnatural, as apparent recruiters of children to the ‘gay agenda’ and as pedophilic and dangerous (30). If this were the way people talk about our educators, how would they talk about the children? So much negativity surrounds the LGBTQ community and with opinions like that, who would stick up for our students? More LGBTQ educators should be around to stand up against this hate. Other people continue to say that, “Gay people could wipe out the entire race. If everyone was gay we would soon have a huge drop in population. I may sound selfish but gay people could ruin the population. It’s also very very wrong and not the type of things I would want my kids around” (Should teachers be fired for being gay?). Another person wrote, “They will be poisoning the minds of our children! I would