Reflection

Grassroots organization

Throughout this project, a repeated message I learned was that LGBT issues still exist in force and affect many people in education, both LGBT and not. However, the positive or negative experience of these students’ and teachers’ is largely a function of the people, classroom, school, and community around them. Mistreatment and discrimination is not an innate force against LGBT people, rather, it is a product of how others respond, or are likely to respond. Different states and communities provide different levels protection and equity in treatment for their LGBT members.

Due to the case-specific nature of setting and the varying nature of identities who fall under the LGBT umbrella, the needs of LGBT students and teachers is specific. This is where grassroots groups and organizations come in; locally grown organizations have adapted and specialized in the community around them so they can help on a much more personal level while still being accessible. These groups, centers, and organizations can make all the difference for the LGBT community. Multiple students in surveys and interviews remarked how effective and helpful their local LGBT-positive group was in their ability to get through school.

Grassroots organizations provide for the specific needs of communities and schools not covered by the government. While significant gains in federal legislation have been reported over the past eight years in the US, LGBT rights is still largely falls under the jurisdiction of the states. Local organizations and groups help fill in the gaps; the largest concern of modern researchers in education is LGBT training and instruction for teachers and the community. Between legislation that actively prevents discussion of LGBT related topic in schools and unclear expectations from schools, teachers are in high need for assistance and receive very little to none from teacher education. The primary goal of many grassroots organizations and groups is to provide the missing education and training to schools and communities so people can learn what to do and how to react to LGBT people.

The other primary goal of grassroots organizations of course is to provide resources and services to the LGBT community itself. This is primary manifested in five ways: meetings, resources, resource referral, speakers, and advocacy.

Meetings

Organized gatherings of LGBT and LGBT positive people (often known as gay straight alliances) are an effective way of community building and giving stressed LGBT members a sense of belonging. While not needed for every individual, these groups can help provide support by expanding the LGBT experience and allowing members to work as a group. Many of these meetings are geared towards people of a specific age range for a more focused approach.

Resources

Grassroots organizations often provide a myriad of resources, from help in navigating marriage and legal laws to articles and education around what it means to be an LGBT individual. Local centers often provide “safe spaces” as well, which are places where LGBT people can go to avoid harassment and discrimination.

Resource referral

Grassroots organizations and centers usually know the local resources available to LGBT people and can help connect members with other organizations or health centers. From local medical offices that provide birth control to trusted doctors who are known for working well with transgender clients, grassroots organizations are a great place to start for LGBT people looking for help.

Speakers

Though less common in LGBT groups, some organizations and community centers will invite speakers to present and help educate the community.

Advocacy

Depending on the organization, advocacy can be a huge or minor role. This is where community organization comes together to produce result; grassroots organizations hold protests and encourage the community to talk to their local senators to promote equality and rights of LGBTs.

Urban Education

The presence of LGBT students and teachers is most notable in urban schools where the population is more dense and likely to attend public schools. Without proper education and teacher training, school spaces can turn toxic to LGBT students and teachers with bullying and discrimination. Unfortunately, common ways of preventing bullying and discrimination often do not solve the whole problem; LGBT-targeted bullying is generally the result of a society-propagated heteronormativity. Treating transgender and homosexual identities as an ‘other’ leads to LGBT students being seen as inferior for their identity. Lasting help for LGBT students comes from educating the community that LGBT identities are not an ‘other’ and are instead just part of regular variation between people.

I hope to further study the experience of LGBT students and teachers and find practical and effective ways of addressing bullying in schools.