✎✎✎ Queer Community Charter Analysis
The settlement also required reevaluation of certain categories of Queer Community Charter Analysis students Queer Community Charter Analysis had been identified as MR. Among other Queer Community Charter Analysis, the Queer Community Charter Analysis requires that ELL students and parents who are limited English proficient receive translation and interpretation services throughout the enrollment and Queer Community Charter Analysis processes; expands the use of language-accessible positive behavior interventions and supports "PBIS" ; places Queer Community Charter Analysis on the use of discipline measures that remove students from the classroom; establishes clear guidelines for when law enforcement Astaxanthin Research Paper is Queer Community Charter Analysis requires school Queer Community Charter Analysis enforcement officers to communicate with students in The American Dilemma Summary language the student Queer Community Charter Analysis, including by securing an American Born Chinese Essay Queer Community Charter Analysis appropriate; requires providing training to Queer Community Charter Analysis teachers and administrators the tools Queer Community Charter Analysis to manage their schools Queer Community Charter Analysis a safe, effective and positive manner; and requires expanding data-driven monitoring and accountability systems. The Queer Community Charter Analysis conducted a two-week bench trial in September and Queer Community Charter Analysis evidence concerning the following questions: 1 whether Queer Community Charter Analysis, by Queer Community Charter Analysis controlling authority over interscholastic Queer Community Charter Analysis from member schools that receive federal funds, is Queer Community Charter Analysis to Title IX; 2 whether MHSAA is a state Reflective Model In Nursing for purposes of 42 U. Brown, A. In interviews, however, few LGBT students in the Philippines felt that Queer Community Charter Analysis schools provided adequate access to information and Kailas Company Analysis about Queer Community Charter Analysis orientation, gender Queer Community Charter Analysis, and being LGBT. Rational Decision Making Style to our Newsletter.
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When schools are unwelcoming, students may skip classes or drop out of school entirely. Felix P. In order to keep myself in a peaceful place, I tend not to go to school. I just get tired of the discrimination at school. And I would stay at home. Once I stayed at home for two weeks. In many instances, the repercussions of bullying are long-lasting. In interviews with Human Rights Watch, students described physical bullying that took various forms, including punching, hitting, and shoving. Most of the students who described physical bullying to Human Rights Watch were gay and bisexual boys or transgender girls. These incidents persisted even after the passage of the Anti-Bullying Law.
As detailed below, very few of the students interviewed reported bullying to teachers, either because they felt that reporting would not resolve the bullying or because they feared that reporting would lead to retaliation by other students and make the situation worse. In some instances, teachers also participated in harassment. Such behavior is not only discriminatory toward students of different sexual orientations and gender identities, but deters students from turning to teachers and administrators for help when they are bullied or harassed by their peers. For many LGBT students, bullying is often sexual in nature. Gabby W. Several gay or bisexual boys and transgender girls told Human Rights Watch that their fellow students had subjected them to simulated sexual activity or mock rape.
Ruby S. Gabriel K. I felt violated. Other LGBT students recounted slurs and stereotypes that were highly sexualized—for example, being catcalled in school or being labeled as sex workers. Sean B. And they have different ways of coping—some are hiding, but a lot of them are taking the challenge, being sexually active, without thinking of the consequences. Daniel R. Many students described being labeled as sinners or aberrations. Leon S. Anthony T. Only men and women are in the Bible. Others described how they were treated as though they were diseased or contagious. Some students noted verbal harassment that was predicated on the idea that their sexual orientation or gender identity was a choice. Analyn V. The high levels of verbal harassment that LGBT youth faced in schools had repercussions for their experiences in schools.
Teasing prompted some students to remain closeted, particularly in the absence of other positive resources to counteract negative messaging. Jerome B. So being gay was a curse, I thought for a long time. Some students altered their behavior or personality in an attempt to avoid disapproval from classmates. Patrick G. Ella M. In addition to verbal harassment by peers, many LGBT students described verbal harassment and slurs from teachers and administrators.
Often, disapproval from teachers was expressed in overtly religious terms. Wes L. They say that gays are the black sheep of the family, and sinners. He prayed for me. There were no supportive teachers at the school. In some cases, disapproval from teachers was voiced in front of other students, reinforcing the idea that LGBT youth are wrong or immoral. As students interact with their peers on social media and in other virtual spaces, cyberbullying has increasingly impacted LGBT youth in schools. I would post something, and they would comment about my sexual orientation.
It was the usual, bakla , bading. Jack M. Cyberbullying also draws on stereotypes about LGBT students, and particularly transgender women and girls, with harsh disapprobation for those who were perceived to fall short of social expectations. Geoff Morgado, a social worker, observed that:. Morgado added that many same-sex couples in schools must also contend with comments on social media criticizing their conformity to gender norms and the appropriateness of same-sex pairings. Human Rights Watch heard repeatedly that schools fail to instruct students about what bullying entails, how to report incidents when they occur, and what the repercussions will be.
As a result, many schools convey tacit acceptance to perpetrators and leave victims unaware of whether or how they can seek help. Click to expand Image A poster for an anti-bullying campaign hangs on a wall at a secondary school outside Cebu, November Both the Child Protection Policy and Anti-Bullying Law require that schools develop and convey policies regarding bullying and harassment. Nonetheless, many students interviewed by Human Rights Watch indicated they were unaware of the policies in place. Danica J. When students do not know how to report bullying and harassment or do not believe that reporting would be effective, they are unlikely to bring incidents to the attention of teachers and administrators.
Although many students told Human Rights Watch that their values education courses were largely secular and focused on topics like respect and responsibility, others described overtly religious lessons that disparaged LGBT people. Dalisay N. Interviews with LGBT students indicate that many teachers fail to intervene when they witness bullying or harassment occurring or it is brought to their attention, even since passage of the Anti-Bullying Law, which in turn discourages students from reporting cases of bullying.
But some jokes are below the belt. And as soon as they leave, the bullying happens again. In some instances, teachers and administrators may not have intervened because they had not received proper training or were unsure of their responsibilities. In one interview, a high-level administrator at a high school in Mandaue City remarked that she had never heard of the Anti-Bullying Law. In schools where LGBT youth lack information and resources, for example, they may struggle more deeply with their sexual orientation or gender identity or be unsure where to turn for help.
In schools where policies discriminate against LGBT youth, they may be placed in situations where bullying by peers is likely to occur and may feel administrators are unlikely to help them. In addition to bullying and harassment, LGBT students encounter various forms of discrimination that make educational environments hostile or unwelcoming. To ensure that all youth feel safe and included in schools, school administrators should examine policies and practices that punish LGBT students for relationships that are considered acceptable for their heterosexual peers, restrict gender expression and access to facilities, and stereotype LGBT youth in a discriminatory manner.
Some students who encountered discrimination in schools reported that they struggled with depression and anxiety. The UN Committee on Economic, Social and Cultural Rights has emphasized that the right to education, like other rights, must not be limited on the basis of sexual orientation or gender identity. It is common practice for secondary schools in the Philippines to require students to wear uniforms. Under these policies, the attire is gender-specific and the two options, male or female, are typically imposed upon students according to the sex they were assigned at birth.
Click to expand Image Uniform guidelines for students hang on a wall at a university in Manila, November In addition to clothing, many secondary schools have strict hair-length restrictions for their students, particularly for boys. Almost all interviewees reported that boys could not grow out their hair past ear-length or dye their hair at their schools, and many also noted that girls were prohibited from wearing their hair shorter than a permissible length. Students whose gender expression differed from the norms associated with their sex assigned at birth told Human Rights Watch how these restrictions impeded their education. Students reported that being forced to dress or present themselves in a manner that was inconsistent with their gender expression made them unhappy  and uncomfortable,  lessened their confidence,  and impaired their concentration.
At many of these schools, students who did not conform to the uniform and hair-length requirements faced disciplinary action. Common punishments included being sent to the guidance or discipline offices and mandatory community service. I might as well have cheated. For many transgender or gender non-conforming students, the strict uniform and hair-length requirements were sources of intense anxiety and humiliation, and in some cases led to extended school absences and even leaving schooling entirely. Other interviewees reported similar incidents in which teachers or prefects would publicly call out students in violation of the restrictions and forcibly cut their hair in front of the class.
In most cases, teachers and administrators provided little to no explanation for the hair-length requirements when students asked about the policies at their respective schools. As Lyn C. In some instances, students were able to request a full switch of the uniforms according to their gender identity. Even when students are formally permitted to wear the uniforms of their choice, however, school personnel at times harass or humiliate them in practice. Although this report focuses on secondary schools, many interviewees said they had experienced similar issues with uniform and hair-length restrictions at the university level. According to Danica J. Even in universities without formal uniform or hair-length policies, however, transgender and gender-fluid students sometimes reported harassment or reprisals from teachers, classmates, and administrators when they expressed their gender.
Are you not thinking of how others will think about how you dress? The guards are also a headache. However, even after the changes, some students still faced discrimination from teachers. Several interviewees also told Human Rights Watch that they or their classmates had dropped out of classes or transferred sections at their universities to avoid conflicts with professors who were hostile to transgender students. Certain departments and colleges also tend to have more stringent uniform and hair-length restrictions than their affiliated universities, often forcing transgender students to conform in order to matriculate.
For students who are transgender or identify as a sex other than their sex assigned at birth, rigid gender restrictions can be stressful and make learning difficult. Most interviewees said that their schools required students to use CRs that aligned with their sex assigned at birth, regardless of how they identified or where they were most comfortable. Some said that both female and male CRs posed safety risks or made them uncomfortable, but that all-gender restrooms were scarce. Requiring students to use restrooms that did not match their gender identity or expression put them at risk of bullying and harassment.
Some schools punish students for using the CRs where they felt comfortable. Even students who were not formally punished described being humiliated by faculty and staff policing gendered spaces. Alon B. At least one secondary school has created all-gender CRs that any person can use regardless of their gender identity. Reyna L. Policies that prevent students from accessing restrooms consistent with their gender identity exist in post-secondary institutions as well. Marisol D. The office of student behavior gave her a minor disciplinary offense. As in secondary schools, university policies that prevent students from accessing facilities on the basis of their gender identity are discriminatory and function to undermine student safety, health, privacy, and the right to education.
Even when students identify as transgender, some teachers and administrators insist on treating them as their sex assigned at birth. David O. Imposing strictly gendered activities and requiring students to participate according to their sex assigned at birth can constitute discrimination and impair the right to education. Human Rights Watch found that some schools require boys to take physical education classes and girls to take arts classes, for example, which reinforces stereotypes and deprives boys who want to pursue art and girls who want to pursue sports of educational opportunities. As Felix P. Many schools in the Philippines have policies restricting public displays of affection among students, and outline those policies in student handbooks or codes of conduct.
In particular, young lesbian and bisexual women and transgender men who attended exclusive schools—those that are only open to one sex—reported that their friendships and relationships were closely scrutinized and policed by school staff. Angelica R. The same standards were not applied to heterosexual students, as teachers and administrators acknowledged. Even a gay teacher defended this double standard, citing social and religious conventions.
Ernesto N. LGBT youth also described the pressure that teachers and administrators imposed on them to act in a stereotypical fashion. Many of the LGBT youth interviewed by Human Rights Watch emphasized that, to the extent they were respected in school, they had earned that respect by being better students than their peers. Often, this meant that LGBT students were tasked with more work or responsibilities than other students as part of the price they paid to be accepted and respected. Eric Manalastas, a psychology professor at the University of the Philippines who has conducted research on LGBT youth issues, found that:.
A lot of my students wanted to excel in whatever they were doing, being artistic, because they wanted to be accepted. A lot of my gay students were at the top of the class. In interviews, it appeared that many LGBT students had internalized the message that their acceptance as LGBT was conditional on being dutiful, talented members of the school community. Virgil D. Some students were keenly aware of these conditions and expressed frustration with them, voicing a desire to be treated with the same inherent respect as their non-LGBT classmates.
He said classmates and teachers:. When students and teachers reinforce these stereotypes, they put pressure on those who do not fit preconceived notions of being gay and constrain their education and employment options. In an interview with Human Rights Watch, a local government official who had organized a job training program for LGBT people noted that the program specifically trained LGBT people to be clowns and hosts for pageants and other events. Young lesbian women encounter different stereotypes. Not in terms of being violent, but maybe as predatory. These stereotypes were among the most consistent themes in interviews with LGBT youth.
They illustrate how attitudes and informal practices, even when well-intentioned, can place heavy expectations on LGBT youth and undermine the notion that all youth are deserving of respect and acceptance. They underscore the importance of anti-bullying efforts, information and resources, and antidiscrimination policies that emphasize that all students, regardless of sexual orientation or gender identity, have rights that must be respected in schools. When LGBT students face hostility in their homes, communities, and peer groups, access to affirming information and resources is vitally important.
In interviews, however, few LGBT students in the Philippines felt that their schools provided adequate access to information and resources about sexual orientation, gender identity, and being LGBT. A recent analysis of issues related to sexual orientation and gender identity in the Philippines found that LGBT youth are often neglected in school environments, particularly in light of strong constitutional protections for academic freedom, which give schools considerable leeway to design curricula and resources. One study found that, in elementary school textbooks required by DepEd:.
Students confirmed that discussions of LGBT people in classes where LGBT issues might arise—for example, history, literature, biology, or psychology—are exceedingly rare. As Leah O. Interviews with teachers and administrators illustrated why LGBT issues are absent from the curriculum. Alon's department chair overheard the conversation and reprimanded him, and relieved him of his teaching load the following semester. Often, this was the case in values education or religion classes, which were offered in public as well as private schools but often had a strongly Catholic orientation. And who created us? You will no longer go to heaven. And I remember it because it came out of nowhere—we were talking about magnets! Without training teachers about LGBT identities and issues, stereotypes and misinformation spread unchecked.
And she said if you would eat a lot of ramen, you turn lesbian. Eating chicken will turn you gay? It would really help if they would undergo training. In discussions about curricular offerings, students of all sexual orientations and gender identities voiced a desire to learn about LGBT topics in school. As Isabel A. Discussions of LGBT topics in high schools were rare, but occurred more frequently at the university level. There, professors who were open to discussing LGBT topics observed how inclusivity improved the educational environment. In order to understand their own sexuality and to make responsible choices, LGBT students, as well as other students, need access to information about sexuality that is non-judgmental and takes into account the whole range of human intimacy.
As part of comprehensive sexuality education, LGBT students as well as their heterosexual, cisgender peers should have access to relevant material about their development, relationships, and safer sex. The passage of the Reproductive Health Law, which calls for DepEd to issue a sexuality education curriculum and for schools to adopt minimum standards, created an opening for accurate and non-judgmental discussions of LGBT identities and sexuality. However, at the time of this writing, DepEd had only recently incorporated sexuality education into school curricula, five years after the passage of the law, without adopting standards developed by a panel of experts or training teachers in sexuality education.
In interviews with Human Rights Watch, students who received sexuality education described receiving that education at various grade levels, with varying degrees of comprehensiveness. But across the board, they stated that their sexuality education classes either excluded any discussion of LGBT people or conveyed inaccurate and stigmatizing messages about same-sex conduct and the existence of transgender people. In virtually all cases, however, sexuality education was limited to discussions of heterosexual reproduction and sex. Mary B. They told us about sexuality—my teacher strongly believes in the Bible, and the idea that God created only men and women. As a culture, we put so much pressure on our other to conform to a certain mold.
Society seems to be forcing other people to try to measure up in all areas of life, even trying to tell them how to act and how not to act. Those gays and bisexual people living within communities where anti-gay sentiments are not only common, but also accepted, have, on average, a shorter life expectancy in comparison to their peers who are fortunate enough to live in more open-minded communities. A common way of hurting these homosexuals emotionally is through stereotype which then leads to low self-esteem. Homophobia can be used to stigmatize, silence, and, on occasion, target people who are perceived or defined by others as gay, lesbian, or bisexual, but who are in fact heterosexual.
Moreover, those who identify as transgender experience backlash for a multitude of reasons. It is like they believe in sequestering each racial group. They believe that every race is uniquely special and should not be integrated. Mixing races would only cause problems. Probably one of the most hurtful things in life is having to deal with family and friends who are not supportive of the people you truly like and love. One might wonder what may cause family and friends to rebel against interracial dating.
Nevertheless, the LGBT community today faces much discrimination and adversity. Many think the problem lies within society itself, and often enough that may be the case. Society holds preconceptions and prejudice of the LGBT community, though not always due to actual hatred of the LGBT community, but rather through lack of knowledge and poor media portrayal. When people refuse service to a homosexual couple, whether it be based on religious grounds or not, is complete discrimination towards the LGBT Lesbian, Gay, Bisexual, Transgender community.
In recent years, it has shown that there is a great deal of discrimination in labor markets, among them being age, immigration, gender, race, but of all of them, homosexuality is the one that is ignored the most. However studies do exist of discrimination toward homosexuals, but they are mostly inaccurate and unreliable due to the results being biased since sexual orientation is not an observable trait. Field experiments for discrimination of homosexuality are limited, and difficult to obtain but Ali M.
Ahmed and Mats Hammarstedt conjured up a field experiment to be performed to see if discrimination exists in the Swedish housing market. Two fictional couples were created for this experiment, one heterosexual and the other homosexual. Open Document. Essay Sample Check Writing Quality. Somerville, and Nikki Sullivan have distinct ways of describing the way the word queer has been shaped over the years and how society has viewed it as a whole.
In effect, to talk about the term queer one must understand the hardship and struggle someone from the community faces in their everyday lives. My goal in this paper is to bring attention to the history of the term queer, how different …show more content… As Fritsch et al. Others argued that by doing so they break apart the binary structure and in order everyone in a sense is queer; there is no set standard for what normal is.
Moreover, people believe that with trying to embrace and embody the term queer, there will be negative emotions and actions made towards them which puts them at an even higher risk of being victimized. Being in the center staged of the whole movement not only brings conflict but it can in the long run off put people from overall trying to identify with the queer movement or the term queer. Get Access. Satisfactory Essays. Homophobia Words 1 Pages. Read More. Good Essays. Homosexuality: Same Sex Intercourse.Before getting into the Queer Community Charter Analysis of Queer Community Charter Analysis and its the last laugh wilfred owen on English, it is first best to cover the four base words Queer Community Charter Analysis the LGBTQ Queer Community Charter Analysis and how they Queer Community Charter Analysis transgressed Queer Community Charter Analysis time. Gabby W. With little guidance at home or in Queer Community Charter Analysis, LGBT students turned Queer Community Charter Analysis various sources of uncertain One Child Policy Analysis for information about sexuality. Dessel, A.