From:SARATOGANY@aol.com
Date:Tue, 15 Feb 2000 20:10:42 EST
Subject:National Education Association 1999-2000 Resolution B-9
To:SARATOGANY@aol.com, bdm3g@gateway.net

Msg fwd by:
The Coalition for Safer Schools of NYS, PO Box 2345, Malta, NY 12020
Email to:saratogany@aol.com

"The Actual or Perceived GLBT Student Protection Project"

CSS-NYS Note:Visit the NEA wedsite and search (using search words "gay" or "sexual oriention" and you will find many GLBT positive resolutions and articles. Unfortunately the NEA teachers union only covers about 40,000 teachers in NYS a small number. However, nationally they are the largest teachers union with 2.3 million members.
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National Education Association, NEA
http://www.nea.org

NEA 1999-2000 Resolutions

B-9. Racism, Sexism, and Sexual Orientation Discrimination

The National Education Association believes in the equality of all individuals. Discrimination and stereotyping based on such factors as race, gender, immigration status, disability, ethnicity, occupation, and sexual orientation must be eliminated.

The Association also believes that plans, activities, and programs for education employees, students, parents/guardians/caregivers, and the community should be developed to identify and eliminate discrimination and stereotyping in all educational settings. Such plans, activities, and programs must--

Increase respect, understanding, acceptance, and sensitivity toward individuals and groups in a diverse society composed of such groups as American Indians/Alaska Natives, Asians and Pacific Islanders, Blacks, Hispanics, women, gays and lesbians, and people with disabilities
Eliminate discrimination and stereotyping in the curriculum, textbooks, resource and instructional materials, activities, etc.
Foster the use of nondiscriminatory, nonracist, nonsexist, and nonstereotypical language, resources, practices, and activities
Eliminate institutional discrimination
Integrate an accurate portrayal of the roles and contributions of all groups throughout history across the curriculum, particularly groups who have been underrepresented historically
Identify how prejudice, stereotyping, and discrimination have limited the roles and contributions of individuals and groups, and how these limitations have challenged and continue to challenge our society
Eliminate subtle practices that favor the education of one student over another on the basis of race, ethnicity, gender, disability, or sexual orientation
Encourage all members of the educational community to examine assumptions and prejudices that might limit the opportunities and growth of students and education employees
Offer positive and diverse role models in our society, including the recruitment, hiring, and promotion of diverse education employees in our public schools.
The Association encourages its affiliates to develop and implement training programs on these matters.

From the 1995 Resolutions of the National Education Association, 1201 16th St. NW, Washington, DC, 20036, Voice: 202-833-4000, Fax: 202-822-7974:

B-8. Sexual Orientation Education

The National Education Association recognizes the importance of raising the awareness and increasing the sensitivity of staff, students, parents, and the community to sexual orientation in our society. The Association therefore supports the development of positive plans that lead to effective ongoing training programs for education employees for the purpose of identifying and eliminating sexual orientation stereotyping in the educational setting. Such programs should attend to but not be limited to--

a. Accurate portrayal of the roles and contributions of gay, lesbian, and bisexual people throughout history, with acknowledgment of their sexual orientation
b. The acceptance of diverse sexual orientation and the awareness of sexual stereotyping whenever sexuality and/or tolerance of diversity is taught
c. Elimination of sexual orientation name-calling and jokes in the classroom. (94)
B-33. Sex Education

The National Education Association believes that the developing child's sexuality is continually and inevitably influenced by daily contacts, including experiences in the school environment. The Association recognizes that sensitive sex education can be a positive force in promoting physical, mental, emotional, and social health and that the public school must assume an increasingly important role in providing the instruction. Teachers and health professionals must be legally protected from censorship and lawsuits.

The Association urges that formal sex education should include parent orientation and be planned and implemented with careful attention to developmental needs, appropriateness to community settings and values, and respect for individual differences.

The Association urges its affiliates and members to support appropriately established sex education programs including information on sexual abstinence, birth control and family planning, diversity of sexual orientation, parenting skills, parental care, sexually transmitted diseases, incest, sexual abuse, sexual harassment, the effects of substance abuse during pregnancy, and problems associated with and resulting from preteen and teenage pregnancies.

To facilitate the realization of human potential, it is the right of every individual to live in an environment of freely available information, knowledge, and wisdom about sexuality. (69,82)

C-26. Student Sexual Orientation

The National Education Association believes that all persons, regardless of sexual orientation, should be afforded equal opportunity within the public education system. The Association further believes that every school district should provide counseling by trained personnel for students who are struggling with their sexual/gender orientation. (88, 89)

F-1. Nondiscriminatory Personnel Policies/Affirmative Action

The National Education Association believes that personnel policies and practices must guarantee that no person be employed, retrained, paid, dismissed, suspended, demoted, transferred, or retired because of race, color, national origin, religious beliefs, residence, physical disability, political activities, professional association activity, age, size, marital status, family relationship, gender, or sexual orientation.

To address societal needs, however, the Association urges the development and implementation of affirmative action plans and procedures, that will encourage active recruitment and employment of women, minorities, and men in underrepresented education categories.

It may be necessary, therefore, to give preference in recruitment, hiring, retention, and promotion policies to certain ethnic-minority groups or women or men to overcome past discrimination. (69,91).

I-11. Civil Rights

The National Education Association is committed to the achievement of a totally integrated society and calls upon Americans to eliminate--by statute and practice--barriers of race, color, national origin, religion, gender, sexual orientation, age, disability, size, marital status, and economic status that prevent some individuals, adult or juvenile, from exercising rights enjoyed by others, including liberties decreed in common law, the Constitution, and statutes of the United States. Civil order and obedience to the law must be ensured without abridgment of human and civil rights. Individuals, adult or juvenile, must be assured a speedy and fair judicial process with free legal counsel for those in need. To be effective citizens, individuals must be trained and aided in developing strategies and expertise that will enable them to operate effectively in a democratic society. (69,91)

I-40. Use of Prejudicial Terms and Symbols

The National Education Association deplores prejudice based on race, ethnicity, religion, sexual orientation, gender, or size and rejects the use of names, symbols, caricatures, emblems, logos, and mascots that promote such prejudice. (92, 93)

..............
RECOMMENDATIONS FOR ASSOCIATIONS

Work with the school district, the parent-teacher organization, and community groups to provide information to other members, parents, and counselors about the developmental and health needs of gay, lesbian, and bisexual students.

Provide training to enable selected staff to become resources to members on gay, lesbian, and bisexual student issues.

Recommend to the school district that in-service programs address gay, lesbian, and bisexual concerns; and that the library include -positive learning materials about gays, lesbians, and bisexuals.

Encourage the establishment and maintenance of peer support and community self-help programs for gay, lesbian, and bisexual students.

Work with the school district to develop or expand school policy to ensure respect for diversity, including gays, lesbians, and bisexuals.

Participate in coalitions to improve services for gay, lesbian, and bisexual students.
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From the 1995 RESOLUTIONS, BELIEFS, AND POLICIES OF THE NATIONAL SCHOOL BOARDS ASSOCIATION, 1680 Duke St., Alexandria, VA, 22314, Voice: 703-838-6722, Fax: 703-683-7590:

3.4 NON-DISCRIMINATION. SCHOOL BOARDS SHOULD ENSURE THAT STUDENTS ARE NOT SUBJECT TO DISCRIMINATION ON THE BASIS OF SOCIOECONOMIC STATUS, RACE, COLOR, NATIONAL ORIGIN, RELIGION, GENDER, DISABILITY, OR SEXUAL ORIENTATION.

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The American Association of Classified School Employees, P. O. Box 640, San Jose, CA, 95106, Voice: 408-473-0839, Fax: 408-954-0948, has not yet responded to my fax, nor to a follow-up letter.

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The National Association of Secondary School Principals and the National Association of Student Councils, which share the same address, phone, and fax numbers at 1904 Association Drive, Reston, VA, 22091, Voice: 703-860-0200, Fax: 703-476-5432, do not cover sexual orientation in their policies and recommendations.

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American Medical Women's Association (founded 1915), 801 North Fairfax St. Suite 400, Alexandria VA 22314, ph= 703-838-0500.

From their position paper on lesbian health issues:
"The American Medical Women's Association thus stands unified in a broad policy of nondiscrimination against lesbian, gay, and bisexual individuals, urging the following:
2) Our leaders in government, religion, education, business and the media should vigorously condemn anti-gay prejudice and violence.

4) Creation and implementation of educational programs about lesbian, gay, and bisexual people and their families in the schools, religious institutions, medical community, and the wider community to teach respect for all humans.'

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American School Health Association Policy

Policy Statement for Gay and Lesbian Youth in School (date unknown but before 1993)

American School Health Association, (ASHA, 7263 State Route 43, P O Box 708, Kent, OH 44240) which has a membership of over 3,000 health educators, school nurses, and physicians, has issued a comprehensive and compassionate policy statement and resolution regarding gay students in schools. The policy statement and resolution were the result of a year-long study by a special task force made up of members of the American School Health Association. While the policy and resolution are not legally binding, they make a forthright statement about issues of students' rights and about the effects of discrimination. With their focus on the "dignity and worth of all students," the policy and resolution suggest a compassionate and reasonable way to deal with issues related to gay youth in our schools. Their texts are as follow:

POLICY STATEMENT ON GAY/LESBIAN YOUTH IN SCHOOLS

It is the position of the American School Health Association that school personnel should demonstrate respect for the dignity and worth of all students. Furthermore, all young persons should have an equal opportunity for quality education regardless of their sexual orientation. Curriculum materials, teaching strategies, and school policies that do not discriminate on the basis of sexual orientation should be implemented in schools. Sexual orientation should be addressed in the sexuality component of the comprehensive health instruction curriculum. School personnel should discourage any sexually oriented, deprecating, harassing, and prejudicial statements injurious to students' self-esteem. Every school district should provide access to professional counseling by specially trained personnel for students who may be concerned about sexual orientation.

RES0LUTlON ON GAY/LESBIAN YOUTH IN SCHOOLS

WHEREAS, the educational system in the United States traditionally has been expected to provide instructional and support programs which meet the needs of diverse groups within the student population and to discourage discrimination against individuals based on group membership;

WHEREAS, of the millions of young people between ages 10 and 20 in the United States, a significant number are believed to be predominantly or exclusively homosexual;

WHEREAS, research indicates that sexual orientation may be established before birth or is developed between the ages of three and nine;

WHEREAS, the report of the Secretary's Task Force on Youth Suicide states that gay teenagers are three times more likely to attempt suicide;

WHEREAS, in a recent study of lesbian and gay men by the National Gay Task Force, one-fifth of the females and nearly half of the males reported they were harassed, threatened with violence, or physically assaulted in high school or junior high because they were perceived to be lesbian or gay;

WHEREAS, unlike other oppressed minorities, gay youth often do not have the support of family and peers;

THEREFORE, BE IT RESOLVED THAT the American School Health Association believes that school personnel should demonstrate respect for the dignity and worth of all students.

BE IT FURTHER RES0LVED that the Association believes that all young persons should have an equal opportunity for quality education regardless of their sexual orientation;

THAT curriculum materials, teaching strategies, and school policies that do not discriminate on the basis of sexual orientation should be implemented in schools;

THAT sexual orientation should be addressed in the sexuality component of the comprehensive health instruction curriculum;

THAT school personnel should discourage any sexually oriented, deprecating, harassing, and prejudicial statements injurious to students' self-esteem;

THAT every school district should provide access to professional counseling by specially trained personnel for students who may be concerned about sexual orientation.

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From:SARATOGANY@aol.com
Date:Fri, 21 Jul 2000 19:44:33 EDT
Subject:American School Counselor Association "Position Statement #6"

Msg fwd by:
The Coalition for Safer Schools of NYS, PO Box 2345, Malta, NY 12020
Email to:SARATOGANY@aol.com

"The Actual or Perceived GLBT Student Protection Project"
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Position Statements 6 http://www.schoolcounselor.org/pubs/position4.htm (scroll down)

Position Statement #6:
THE PROFESSIONAL SCHOOL COUNSELOR & SEXUAL MINORITY YOUTH
(Adopted 1995)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITION:
The members of the American School Counselor Association are committed to facilitating and promoting the fullest possible development of each individual by reducing the barriers of misinformation, myth, ignorance, hatred, and discrimination which prevent sexual orientation minorities from achieving individual potential, healthy esteem, and equal status. School counselors are in a field committed to human development and need to be sensitive to the use of inclusive language and positive modeling of sexual orientation minority equity. ASCA is committed to equal opportunity regardless of sexual orientation.

THE RATIONALE:
Identity is determined by a complex mix of nature and nurture. Developmentally, the literature clearly states that sexual orientation is firmly established by age five and much research indicates such establishment occurs even earlier.

Many internal and external, as well as interpersonal obstacles exist in school and society that inhibit students from accurately understanding and positively accepting their sexual orientation. Counselors need to become accurately informed and aware of the ways verbal/nonverbal and conscious/unconscious communication limit the opportunities and infringe upon the healthy development of sexual orientation minorities' self-acceptance and healthy esteem solely because of their identity. Harm is perpetrated against sexual minorities through language, stereotypes, myths, misinformation, threat of expulsion from social and institutional structures and other entities, and from beliefs contrary to the reality of their identity.

Sexual orientation minority youth begin to experience self-identification and the "coming out" process, both essentially cognitive activities, during adolescence. Such identification is not indicative of sexual activity.

THE PROFESSIONAL SCHOOL COUNSELOR'S ROLE:
The school counselor uses inclusive and non-presumptive language with equitable expectations toward sexual orientation minority individuals, being especially sensitive to those aspects of communication and social structures/institutions which provide accurate working models of acceptance of sexual orientation minority identities and equality. Counselors must become vigilant to the pervasive negative effects of stereotyping and rubricizing individuals into rigid expressions of gender roles and sexual identities.

The professional school counselor is sensitive to ways in which attitudes and behavior negatively affect the individual. School counselors are called to provide constructive feedback on the negative use of exclusive and presumptive language and inequitable expectations toward sexual orientation minorities. The school counselor places emphasis on a person's behavioral choices and not on their unalterable identity and uniqueness. Demonstrations of sexual orientation minority equity also includes fair and accurate representation of sexual identities in visible leadership positions as well as other role positions.

SUMMARY:
ASCA is committed to the inclusion and affirmation of sexual orientation minorities. ASCA supports conscious-raising among school counselors and increased modeling of inclusive language, advocacy and equal opportunity for participation among sexual orientation minorities' identities. This is done in order to break through individual, social and institutional behaviors and expectations which limit the development of human potential in all populations.

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This message has been distributed as a free informational service for the expressed interest of non-profit research and educational purposes only.

PRIMER WEBSITES
GLSEN --- Gay, Lesbian, and Straight Education Network
www.glsen.org
Lambda Legal Defense and Education Fund
www.lambdalegal.org
Safe Schools Coalition of Washington
www.safeschools-wa.org
The P.E.R.S.O.N. Project Home Page
www.youth.org/loco/PERSONProject/
Parents, Families and Friends of Lesbians and Gays
www.pflag.org
Empire State (NY) Pride Agenda
www.prideagenda.org

"The Actual or Perceived GLBT Student Protection Project"

A project of:
Coalition for Safer Schools of New York State

John Myers
Director of Operations and Programs
PO Box 2345
Malta, NY 12020
(518) 587-0176
Email:SARATOGANY@aol.com

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Next Section of Appendix 3

Last updated 8/3/2000 by Jean Richter, richter@eecs.Berkeley.EDU