Students for Change Action Research 1

Students for Change Action Research

Heather Smith

Faculty of Education, University of Ottawa

PED 3151: Enacting Collaborative Professional Practice

Heather Barbra Swail and Paul McGuire

February 10th, 2022

Students for Change Action Research 2
Students for Change Action Research 3

Possible Research Questions:

1. How can we create and provide better support systems for LGBTQ+ youth in our

schools?

2. How can we increase LGBTQ+ representation in our schools?

3. How can teachers work to better understand the lives of LGBTQ+ students in our

schools?

4. What type of programs could be provided to better support LGBTQ+ students?

Final Research Question:

How can teachers work to better understand the lives of LGBTQ+ students in our schools?

When beginning to think of a problem that I have witnessed in our schools I was having
a hard time coming up with an idea. It was not that I think there are no problems with the current
school system, but more that there are so many problems that I did not know how to narrow the
research down to one problem. I was not sure what I wanted to focus on. I decided to settle on
LGBTQ+ youth and teachers because it was a problem that I was noticing in my own
practicums. Even though schools and communities have become a safer place for many people,
there is still room for improvement. This is why I decided to focus on this topic.
Students for Change Action Research 4

The Progress Flag

I chose the progress flag for this first photograph for multiple reasons. This flag is one that is
ant-racist and inclusive version of the pride flag. This pride flag includes the BIPOC community,
the trans community and the intersex community. It is known that the pride community has not
always been accepting of the communities mentioned above. People of colour who are part of
the LBGTQ+ community are disproportionately harassed in Canadian Schools. Egale’s Still In
Every School report highlights that “Indigenous… [LGBTQ+ youth] were twice as likely (35%) to
experience verbal harassment based on their racialized identity
than CH Indigenous students (14%). Similar differences were observed between
2SLGBTQ Black students (52%) and CH Black students (36%) as well as 2SLGBTQ
Asian participants (41%) and CH Asian respondents (30%)” (Peter, Campbell, & Taylor, 2021).
As for the trans students in our schools are not getting the help they need from teachers and
administrators, “79% of trans students who had been the victims of physical harassment
reported that teachers and staff were ineffective in addressing transphobic harassment” (Peter,
Campbell, & Taylor, 2021). Our schools need to do a better job supporting our BIPOC LGBTQ+
and trans youth. We need to listen to them, and work hard to better understand and empathize
so we can make sure they feel safe and are free from harassment.
Students for Change Action Research 5

The Components of Human Identity

For the second image I decided to use the infographic about the components of human identity,
from the Egale website (Egale Canada Human Rights Trust, n.d.). This graphic highlights
assigned sex, gender identity, gender expression, and attraction, and it gives examples of each.
Even though it highlights some of the important terms in each category - it does not highlight all
of them. Like Kendi points out that race is constructed and socially so is the gender binary of
male and female are also constructed and socially. There are many facets to human identity.
Some students in my practicum found this a difficult concept. I find this poster an amazing
resource to explain assigned sex, gender identity, gender expression, and attraction. This was a
focus in my women's studies in my undergrad that made me privy to components of human
identity. I feel like this has helped me with the understanding of the students in my classes who
are part of the LGBTQ+ and do not adhere to the “binary” that society uses too. I feel that this
relates to my question because teachers who understand these components of identity will be
able to better understand the students that are around them.
Students for Change Action Research 6

My final photo is of this comic attached to the pronoun usage guide (Egale Canada Human
Rights Trust, n.d.). The comic highlights how everyone should be able to use their preferred
pronouns and try their best to use others' pronouns properly. Firstly highlights that when we do
not know someone's pronouns, we should use gender neutral. Secondly, do not be afraid to ask
for pronouns! Lastly, remember to put in effort when learning pronouns. This infographic is so
important when asking how can we better understand and support our LGBTQ+ students. If we
have any questions, we should ask them. Allow the student to explain what their identity is, this
will not only make them feel safe but will also affirm the student.
Students for Change Action Research 7

● LGBTQ+ students are still not safe in Canadian Schools

● There needs to be an anti-racist and intersectional lense on supporting LGBTQ+
students in out schools
● Teachers and administration need to include LGBTQ+ youth and their families in
decision making
● Teachers and administration need to intervene more often when it comes to bullying and
mental health
● Teachers and administration need to include consult and engage with individuals and
organizations with established expertise in intersectionality and 2SLGBTQ-inclusive
education

Final Commentary

LGBTQ+ youth need to feel safe in our schools, and to do that they need to be respected,
understood, and see themselves in the curriculum and school. In the Climate Survey - Still In
Every Class In Every School it is shown that in ten years there has not been very much change
in school climate. LGBTQ+ students still feel unsafe, have a higher percent of languishing
mental health. This is especially true for the BIPOC LGBTQ+ community and trans community.
To commit to changing this there are things that can be done. Teachers and administrators need
to intervene when they notice students being bullied by peers. Schools need to respond to
homophodic and transphobic climates in schools by ensuring there are clear
policies that explicitly support 2SLGBTQ students, providing professional development,
ensuring that GSA clubs are effectively resourced and supported. Research has shown that
doing all of these things in schools can lead to a safer school climate (Peter, Campbell, & Taylor,
2021). As an educator this project will definitely shape the choices I make as an educator. I will
be making sure to include LGBTQ+ historical figures and artists into my curriculum. I will make
sure that my classroom is a safe space for students and make sure to stand up for them and
intervene if I see homophobia. I will also make sure that the school I work in has a GSA, and
Rainbow Club that will host positive LBGTQ+ events.
Students for Change Action Research 8

References

Egale Canada Human Rights Trust. (n.d.). Awareness. Egale. Retrieved February 1, 2022, from

https://egale.ca/awareness/

Peter, T., Campbell, C.P., & Taylor, C. (2021). Still in every class in every school: Final report on

the second climate survey on homophobia, biphobia, and transphobia in Canadian

schools. Key Takeaways. Toronto, ON: Egale Canada Human Rights Trust

Peter, T., Campbell, C.P., & Taylor, C. (2021). Still in every class in every school: Final report on

the second climate survey on homophobia, biphobia, and transphobia in Canadian

schools. Toronto, ON: Egale Canada Human Rights Trust. .

GEYN, L. V. D. (2019, 06). Teaching LGBTQ Students. Professionally Speaking.

https://professionallyspeaking.oct.ca/2019-06/2019-06-Feature-Story-3-PS.asp

TED Talks. (2019, August 5). Why kids need to learn about gender and sexuality | Lindsay

Amer. YouTube. Retrieved 02 1, 2022, from

https://www.youtube.com/watch?v=OQuwz64qsBM