The Legacy Project:
Chicago’s LGBT Community
Builds a Real and Virtual
ADVOCACY FOR
GAY & LESBIAN FAMILIES
Presented by th...
OVERVIEW
Set the Stage
Tour The Legacy Walk
Discuss Professional Responsibilities
Begin Collaborative Group Activity
Proce...
PERSONAL BELIEFS
What is your personal belief statement
about working with LGBT adolescents
and families?

PERSONAL QUESTI...
The Legacy Project Interactive Website
Demographics
Outdoor Cultural Museum
Education Resource
Historical Landmark
Contribution to Society,
Social Justice, and Cultural
Excha...
ESSENTIAL QUESTION
How do professionals’ behaviors
build a framework for ensuring
Gay, Lesbian, Bisexual, and
Transgender ...
AT THE CROSSROADS:
ADDRESSING
EDUCATOR’S
PROFESSIONAL
BEHAVIORS TOWARDS
HOMOSEXUALITY

Research Question #1
1)    Research...
CONCLUSIONS
There is a strong association between teaching 
experience, education, courses, or professional 
development a...
What is your professional
code of ethics?
The American Counseling Association is an educational, scientific, and
professio...
EXAMPLE:
American Counseling Association
Code of Ethics Preamble
C.5. Nondiscrimination
Counselors do not condone or engag...
What are the legal rulings
that have protected GLBTQ
individuals?
Legal Responsibilities
Follow this “Golden Rule”
• Under the U.S. Constitution, public schools
must protect all students e...
Legal Responsibilities: Bullying
• Schools must protect students who are bullied
because of their sexual orientation or ge...
Legal Responsibilities: Discrimination
• Schools must address disciplinary infractions equally
regardless of a student’s s...
Legal Responsibilities: Expression
• Schools may not prohibit a student from bringing a
same-sex date to the prom or any o...
Illinois State Law
Human Rights Act Amendment
Public Act 094-0803-Amends the IL Human
Rights Act to include: Sexual orient...
Legal Responsibilities: Privacy
• Schools may not reveal students’ sexual
orientation or gender identity/expression
to the...
No Child Left Behind Act of 2001
Along with tests and highly qualified teachers, the
NCLB aims to prevent violence and pro...
Developmental Phases of GLBT Youth
• Identify Formation difficulty-10% of school
population
– Cook 1991; Gonsiorek, 1988

...
WHAT ARE THE CONSIDERATIONS
FOR FAMILIES AND PROFESSIONALS?
• Coming Out Issues
• Identity Formation
• Relationships
• Abu...
IMPACT ON SOCIO-EMOTIONAL
HEALTH

• External forces that impact student’s
psychological and emotional well-being

– Cerny ...
Psychological Impact
Overview of the psychological impact on the
homosexual in development process under
background of ext...
Risk & Protective Factors
• Secure attachment
• Good intellectual
functioning
• Self esteem
• Self efficacy
• Self confide...
Recommendations: 2011 GLSEN National Climate Survey
GAY STRAIGHT ALLIANCE (GSA)
• GSAs are student initiated, but need advisor
• Have beneficial impact on school climate and ...
GSA: SAFE SPACE
• Visible in school through advertising and
announcements
• Did not address systemic issues of
homophobia ...
GSA: Connection to school and
community
• Provide school wide events for staff
training
• Incorporate diversity forums for...
GSA: PART OF BROADER SCHOOL
EFFORT FOR CONSCIOUSNESS RAISING
• Institute Safe Schools Task Forces of
staff, parents, and s...
The Legacy Project Lesson Educational Outreach – Resources/Networking
Group Processing
How have your personal beliefs been
impacted?
How will you advocate for GLBT
adolescents/families?
CLICK on the following link:
https://www.surveymonkey.com/s/DTDH3QS
Conclusion
Address Ignorance
or Lack of Understanding
Through Education
Dr. Gerri Spinella, Director
The Legacy Project Chicago, Walden University
gerri.spinella@gmail.com; 8477692288
Victor Sal...
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families
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The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families

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The Legacy Project, a LGBT educational initiative, promotes professional development training and advocacy for gay and lesbian families to graduate students in education.

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The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advocacy for Gay & Lesbian Families

  1. 1. The Legacy Project: Chicago’s LGBT Community Builds a Real and Virtual ADVOCACY FOR GAY & LESBIAN FAMILIES Presented by the Legacy Project Education Initiative Mr. Victor Salvo, Executive Director Dr. Gabriel Gomez, Co-Education Director, Chicago State University Dr. Gerri Spinella, Co-Education Director, Walden University Truman University Presentation Center on Halsted Chicago, Illinois – October 30, 2013
  2. 2. OVERVIEW Set the Stage Tour The Legacy Walk Discuss Professional Responsibilities Begin Collaborative Group Activity Process Findings Complete Exit Survey
  3. 3. PERSONAL BELIEFS What is your personal belief statement about working with LGBT adolescents and families? PERSONAL QUESTIONS Jot down three questions that you have about LGBT issues.
  4. 4. The Legacy Project Interactive Website
  5. 5. Demographics
  6. 6. Outdoor Cultural Museum Education Resource Historical Landmark Contribution to Society, Social Justice, and Cultural Exchange
  7. 7. ESSENTIAL QUESTION How do professionals’ behaviors build a framework for ensuring Gay, Lesbian, Bisexual, and Transgender individuals to grow academically or emotionally in this 21st Century global community? a Familyhttp://www.youtube.com/watch?v=lnYWCtX3Us4 .youtube.com/watch?v=lnYWCtX3Us4That's
  8. 8. AT THE CROSSROADS: ADDRESSING EDUCATOR’S PROFESSIONAL BEHAVIORS TOWARDS HOMOSEXUALITY Research Question #1 1)    Research Question 1 What are the public school educators’  anticipated professional behaviors as  defined by the demographics of  education degree, teaching  experience, courses dealing with  sexual orientation, professional  activities dealing with sexual  orientation, and know anyone  homosexual? MIXED DESIGN: Qualitative and Quantitative 1. 2. Sample: Faculty One Elementary School One Middle School One High School 3. INSTRUMENTS Demographic Information Knowledge about Issues Facing Gay and Lesbian Youth (ISSUES) Anticipated Professional Behaviors Related to Homosexuality in the School (BEHAVIORS) Research Question #2 2)  What are the educator’s knowledge  about issues about gay and lesbian  youths as defined by the  demographics of education degree,  teaching experience, courses dealing  with sexual orientation, professional  activities dealing with sexual  orientation, and know anyone  homosexual?      Sample: Faculty One Elementary School One Middle School One High School Interviews with educators Interviews with educators RESULTS: The purpose of this project is to  capture the professional behaviors  towards homosexuality; knowledge  related to gay and lesbian issues; and  integration of sexual orientation in the  curriculum.  Gerri Spinella, Ed. D. Educational Director The Legacy Project Educational Initiative
  9. 9. CONCLUSIONS There is a strong association between teaching  experience, education, courses, or professional  development and the educator’s professional  behaviors towards homosexuality in schools. There is a strong association between issues relating  to gay and lesbian with teaching experience.   There is a evidence in the relationships in two issues: -Education courses dealing with sexual  orientation  -Professional activities dealing with sexual    orientation
  10. 10. What is your professional code of ethics? The American Counseling Association is an educational, scientific, and professional organization whose members work in a variety of settings and serve in multiple capacities. ACA members are dedicated to the enhancement of human development throughout the life span. Association members recognize diversity and embrace a cross- cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts. Professional values are an important way of living out an ethical commitment. Values inform principles. Inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization.
  11. 11. EXAMPLE: American Counseling Association Code of Ethics Preamble C.5. Nondiscrimination Counselors do not condone or engage in discrimination based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation, marital status/partnership, language preference, socioeconomic status, or any basis prescribed by law. Counselors do not discriminate against clients, students, employees, supervisees, or research participants in a manner that has a negative impact on these persons.
  12. 12. What are the legal rulings that have protected GLBTQ individuals?
  13. 13. Legal Responsibilities Follow this “Golden Rule” • Under the U.S. Constitution, public schools must protect all students equally • A situation cannot be handled differently because the student is gay and/or transgender • The same rules apply to all students Source: The Lambda Legal Defense and Education Fund, Midwest Regional Office
  14. 14. Legal Responsibilities: Bullying • Schools must protect students who are bullied because of their sexual orientation or gender identity or expression, just as they must protect students who are bullied because of race, religion, or gender. L.W. v. Toms River Regional Schools (2007); Henkle v. Gregory (2002); Nabozny v. Podlesny (1995). • Students have a right to be out at school without fearing un-addressed retaliation. Henkle v. Gregory (2002); Nabozny v. Podlesny (1995). ACLU of Illinois-Youth at Risk Project, Fall 2007
  15. 15. Legal Responsibilities: Discrimination • Schools must address disciplinary infractions equally regardless of a student’s sexual orientation or gender identity/expression. Nguon v. Wolf (2007). • If a school permits students to form non-curricular clubs like the French club or the drama club, it also must permit students to form Gay-Straight Alliances. Morrison v. Boyd County Bd. of Educ. (2007); see also SAGE v. Osseo Area Schools—District No. 279 (2007); + many more—see handout! ACLU of Illinois-Youth at Risk Project, Fall 2007
  16. 16. Legal Responsibilities: Expression • Schools may not prohibit a student from bringing a same-sex date to the prom or any other school event. Fricke v. Lynch (1980). • If a schools permits students to wear t-shirts expressing support for political candidates, opinions about abortion, or other issues, the school must permit students to wear pro-gay t-shirts. Myers v. Thornsberry (2005). • Schools may not discipline transgender students for expressing their gender identity even if that expression does not conform to their biological sex. Doe v. Yunits (2001). ACLU of Illinois-Youth at Risk Project, Fall 2007
  17. 17. Illinois State Law Human Rights Act Amendment Public Act 094-0803-Amends the IL Human Rights Act to include: Sexual orientation. "Sexual orientation" means actual or perceived heterosexuality, homosexuality, bisexuality, or gender-related identity, whether or not traditionally associated with the person's designated sex at birth. "Sexual orientation" does not include a physical or sexual attraction to a minor by an adult.
  18. 18. Legal Responsibilities: Privacy • Schools may not reveal students’ sexual orientation or gender identity/expression to their families or anyone else without the students’ permission, even if the students are out at school. Nguon v. Wolf (2007); Sterling v. Borough of Minersville (2000). ACLU of Illinois-Youth at Risk Project, Fall 2007
  19. 19. No Child Left Behind Act of 2001 Along with tests and highly qualified teachers, the NCLB aims to prevent violence and promote school safety so that… “students and school personnel are free from violent and disruptive acts, including sexual harassment and abuse, and victimization associated with prejudice and intolerance. . . through the creation and maintenance of a school environment that fosters individual responsibility and respect for the rights of others.” NCLB, 20 U.S.C. § 7161
  20. 20. Developmental Phases of GLBT Youth • Identify Formation difficulty-10% of school population – Cook 1991; Gonsiorek, 1988 • Key Questions – How early do these youth become aware of the sexual orientation? – How do they respond to their personal discovery? •Vare & Norton (1998) state “they may respond with confusion, denial, avoidance or acceptance; hence consider the developmental circumstances of gay and lesbian adolescents.
  21. 21. WHAT ARE THE CONSIDERATIONS FOR FAMILIES AND PROFESSIONALS? • Coming Out Issues • Identity Formation • Relationships • Abuse • Support • Other
  22. 22. IMPACT ON SOCIO-EMOTIONAL HEALTH • External forces that impact student’s psychological and emotional well-being – Cerny & Polyson, 1984; Gonsiorek & Rudolph, 1991; Herek, 1984; Kite, 1984 • Harassment, stigmatization and suicide rates – (AAUW, 1993, 2001; Fineran, 2001; Frankfurt, 2000; Pohan & Bailey, 1998; Price & Telljohann, 1991; Remafedi, French, Story, Resnick, & Blum, 1998; Russell & Joyner, 2001).
  23. 23. Psychological Impact Overview of the psychological impact on the homosexual in development process under background of external elements of negativism and stereotyping issues those individuals may experience. Several research studies (Cerny & Polyson, 1984; Frankfurt, 2000; Gonsiorek & Rudolph 1991; Herek, 1998; Kite, 1984; Sanelli, 1998)
  24. 24. Risk & Protective Factors • Secure attachment • Good intellectual functioning • Self esteem • Self efficacy • Self confidence • Talents • Health risk behavior Coping Factors 1.Ability to plan 2.Sustaining hope 3.Building interpersonal relations Tharinger & Wells 2000
  25. 25. Recommendations: 2011 GLSEN National Climate Survey
  26. 26. GAY STRAIGHT ALLIANCE (GSA) • GSAs are student initiated, but need advisor • Have beneficial impact on school climate and students • Today over 4000 GSAs in existence (GLSEN, 2007) • 4 roles of GSAs (Griffin, Lee, Waugh, and Beyer, 2004) – Counseling and support – Safe space – Primary vehicle for queer consciousness raising – Part of broader school efforts for queer consciousness raising
  27. 27. GSA: SAFE SPACE • Visible in school through advertising and announcements • Did not address systemic issues of homophobia and heterosexism • Space where non-queer students may demonstrate values of inclusion and support for queer family and friends • Helped to address isolation • Safe space for whom?
  28. 28. GSA: Connection to school and community • Provide school wide events for staff training • Incorporate diversity forums for community and school • Promote positive approaches to provide inclusion rather than victimization • Sustain broader support through partnerships
  29. 29. GSA: PART OF BROADER SCHOOL EFFORT FOR CONSCIOUSNESS RAISING • Institute Safe Schools Task Forces of staff, parents, and students • Implement “diversity days” or used school surveys to assess school climate • Create policies to address homophobic bullying, student's rights law, domestic partner benefits, and topics in curricula, etc.
  30. 30. The Legacy Project Lesson Educational Outreach – Resources/Networking
  31. 31. Group Processing
  32. 32. How have your personal beliefs been impacted? How will you advocate for GLBT adolescents/families?
  33. 33. CLICK on the following link: https://www.surveymonkey.com/s/DTDH3QS
  34. 34. Conclusion Address Ignorance or Lack of Understanding Through Education
  35. 35. Dr. Gerri Spinella, Director The Legacy Project Chicago, Walden University gerri.spinella@gmail.com; 8477692288 Victor Salvo.Executive Director victorsalvo@legacyprojectchicago.org 312.608.1198 Dr. Gabriel Gomez, Editor sicoitver@gmail.com

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