Fletcher & Russell (2001). Incorporating Issues of Sexual Orientation in the Classroom: Challenges and Solutions.

Fletcher, A. C., & Russell, S. T. (2001). Incorporating Issues of Sexual Orientation in the Classroom: Challenges and Solutions. Family Relations, 50(1), 34-40. doi: 10.1111/j.1741-3729.2001.00034.x.

“… teaching philosophy that emphasizes the overall diversity of human experience …” (p 34)

“… three dimensions of sexual orientation: sexual identities, attractions, and behaviors …” (p 35)

“It has been our experience that although social sanctions prevent students from making inappropriate comments in class concerning race and ethnicity, social class, or religious beliefs, it is perceived by many students to be acceptable to make inappropriate remarks regarding sexual orientation.” (p 36-37)

“… students from all backgrounds are routinely required to study ideas that are not consistent with their personal experiences, histories, and faiths.” (p 37)

“… should not be presented or perceived as an attack on students’ cultural backgrounds or religious beliefs.” (p 37)

“… given the opportunity, other students often will take responsibility themselves to confront classmates who make inappropriate or homophobic remarks.” (p 37)

“… we respond with a discussion of the degree to which heterosexuality is culturally privileged.” (p 37)

“… an issue that has been marginalized. Given this marginalization, we argue that it is appropriate for us to study and understand variability in sexual orientation …” (p 37)

“We also believe it to be essential to impart upon students a feeling of empathy for the circumstances of all individuals whose lives are under discussion.” (p 37)

“… we have encouraged students to step outside their safety zones when thinking about sexual orientation by walking them through scenarios in which they are themselves LGBT individuals or in which they, as heterosexuals, are pressured to change their own sexual orientations.” (p 37)

“Other teaching strategies that may assist students in increasing levels of empathy and awareness of the perspectives and circumstances of LGBT individuals include selective showing of videos during class.” (p 37)

“The findings suggest that the experience of a sexual minority status may operate in different ways for youth with different racial or ethnic minority backgrounds.” (p 38)

See this page at https://kinasevych.ca/index.php