Curriculum developed for use by GSA's in Greater Atlanta schools.

1. GSA Curriculum
WEEKS 2, 3, & 4
Pronouns
Role Models
Coming Out
atlanta@chapters.glsen.org
770-843-7301

2. GLSEN ATLANTA 1
1 GSA Curriculum: Weeks 2, 3, and 4
Contents
Things to note! ........................................................................................................................... 2
Introducing your GSA Liaison..................................................................................................... 2
Metro Atlanta LGBTQ Student Leadership Conference.............................................................. 3
Week 2 Curriculum .................................................................................................................... 4
This Week’s Materials ............................................................................................................ 4
Introduction ............................................................................................................................ 4
Current events discussions..................................................................................................... 4
The many identities of the LGBT community .......................................................................... 5
.................................................................................................................................................. 5
Week 3 Curriculum .................................................................................................................... 6
This Week’s Materials ............................................................................................................ 6
Check-in Activity..................................................................................................................... 6
Terms Activity......................................................................................................................... 6
LGBT Role Models Bill Board................................................................................................. 6
Week 4 Curriculum .................................................................................................................... 8
This Week’s Materials ............................................................................................................ 8
Check-in Activity..................................................................................................................... 8
Scenario Play ......................................................................................................................... 8
Coming Out Dos and Don’ts................................................................................................... 8
Informational Videos on Coming out....................................................................................... 9
Resources for Students Coming Out ...................................................................................... 9
Check in Activities.....................................................................................................................10
Registered GSAs, Leaders, and Advisors .................................................................................11
Check Out Other GLSEN Resources ........................................................................................13
Safe Space Kit.......................................................................................................................13
EDUCATIONAL MATERIALS................................................................................................13
INFORMATION AND COMMUNICATION .............................................................................14
ADDITIONAL GLSEN RESOURCES ....................................................................................14
List of Resources for LGBT Youth.............................................................................................15
Glossary of LGBT-Related Terms .............................................................................................19

3. GLSEN ATLANTA 2
2 GSA Curriculum: Weeks 2, 3, and 4
Things to note!
 Make sure to check out our Metro Atlanta LGBTQ Student
Leadership Conference on page 3 and tell your club members about
it! This conference is very important and we would love to have
representatives from across the state come join us! Be sure to sign
up and come out! We need you to be the next great leaders! We
have also removed the student limit. This meeting is open to K-12
GSA Leaders and advisors. College GSA leaders and leaders of
other university level student groups should also register. We are
currently looking at what will be the best way to support college
organizations. You can find a link to register on the GLSEN Atlanta
Facebook Page (www.facebook.com/GLSENATLANTA) or find the
form at http://goo.gl/forms/37229bjin3
 Check out all our resources including club activities, student
resources, and more Curriculums by visiting our website at
www.glsen.org/chapters/atlanta/resources
 Check out the list of students and advisors in K-12 receiving our
curriculum. If you know anyone who should or would like to be
added, email us at atlanta@chapters.glsen.org
Introducing your GSA Liaison
Hey! My name is Jessie St George, and I am your
GSA Liaison. If you need absolutely anything, I
am here to help! I can provide you with any
resources you need and can also connect you to
guest speakers and other resources. If you need
any help from the community, my job is to get you
that help!
Feel free to contact me at
jstgeorge1@student.gsu.edu or at 404-839-1949.
I look forward to working with you and helping your
GSA be successful!

4. GLSEN ATLANTA 3
3 GSA Curriculum: Weeks 2, 3, and 4
Metro Atlanta LGBTQ Student Leadership Conference
Join us for lunch and let’s work to make your school a better place for LGBTQ Students and
allies.
What: GLSEN Atlanta, in
partnership with Georgia
Equality, will host the first
Metro Atlanta LGBTQ Student
Leadership Conference. This
gathering of GSA leaders and
advisors from across the Metro
Atlanta area will create a sense
of unity among clubs from
across the state.
During the conference, we will
train GSA leaders on how to
have successful meetings with
their club and will give them
ideas for meeting activities.
We will also take ideas from
students for community
activities, competitions, and items to add to the GSA Curriculum in the future.
For GSA advisors, we will have a separate track that will give them updates on what students
will be doing on meetings, as well as tips and ideas from other GSA advisors and our GSA
Advisor Liaison on how to best support your GSA.
When: Sunday, September 13th
10am to 1pm. Lunch will be provided.
Where: Phillip Rush Center: 1530 Dekalb Avenue NE, Atlanta, GA 30307
Also Marta Accessible by using Edgewood-Chandler Park Station
Who should come: We would like each club to send at least two representatives. There is no
limit. We also encourage bringing a combination of GSA leaders and advisors. College club
leaders and also invited to intend!
How to sign up: You can find a link to register on the GLSEN Atlanta Facebook Page
(www.facebook.com/GLSENATLANTA) or find the form at http://goo.gl/forms/37229bjin3. Early
registration isn’t required, but highly encouraged so we can plan ahead for attendance levels
and any dietary constrictions.

5. GLSEN ATLANTA 4
4 GSA Curriculum: Weeks 2, 3, and 4
Week 2 Curriculum
This Week’s Materials
 Print outs from the GLSEN Atlanta LGBT-Related Terms Activities Booklet. You can find
it online at www.glsen.org/chapters/atlanta/resources.
Introduction
Check in activities are important in a GSA. By encouraging interpersonal communication
through the GSA’s safe space, members open up, create a closer bond to one another, feel
valued, and are more likely to participate.
Create your own, or check out our suggestions on page ______________________-.
Current events discussions
 Read and discuss some of the current events affecting the LGBT community in Atlanta
o On Saturday, August 8th, a transgender woman of color was attacked by three
people and subsequently arrested on MARTA by MARTA officers. A small crowd
gathered outside of the Atlanta City Detention Center to protest her arrest. This is
not the first time that transgender women of color have been attacked on
MARTA. Some may remember May of 2014, when a crowd filmed two
transgender women of color being attacked.
 17 transgender women, 15 of whom were women of color, have been
killed as a result of transphobia this year alone. (As of 18 August 2015)
o Georgia Senator Josh McKoon makes plans for First Amendment Defense Act.
FADA would create protection for people who disagree with the institution of
same-sex marriage and who may refuse their services to same-sex couples.
o In brighter news, the crosswalks at 10th St and Piedmont will be going
multicolored! 4 rainbow-emblazoned crosswalks will soon grace the heart of
Midtown. Donations to help foot the $20,000 bill can be made here.
 Discussion on Current Events
o Why are so many Trans* People of color being attacked?
 How does this echo larger issues in our society?
 How can we help? Being more aware? Spreading education?
 Just being at this meeting is helping!
o Why do you think Georgia Senator McKoon wants to push this legislation?
 Among the legal realm, could it pass?
 Why or why not?
o Cross walk at 10th and Piedmont AKA Rainbow Road

6. GLSEN ATLANTA 5
5 GSA Curriculum: Weeks 2, 3, and 4
The many identities of the LGBT community
 YouTube Video “The ABCs of LGBT” (Copy and Paste Link)
o Here is the ABCs of LGBT http://youtu.be/uFqLrSHWNT4
 You can also do one of the GLSEN Atlanta LGBT-Related Terms Activities that will help
your members learn many of the terms that are prevalent in the community. You can
find these activities on our website at www.glsen.org/chapters/atlanta/resources.
o There are multiple activities for you to use and that can be printed off. The
activities are made using the same words you can find in the glossary at the end
of the curriculum.
o Activities list:
 Crossword
 Term Match (3)
 Fill in the definition

7. GLSEN ATLANTA 6
6 GSA Curriculum: Weeks 2, 3, and 4
Week 3 Curriculum
This Week’s Materials
 Markers
 Printer Paper
Check-in Activity
Check in activities are important in a GSA. By encouraging interpersonal communication
through the GSA’s safe space, members open up, create a closer bond to one another, feel
valued, and are more likely to participate.
Create your own, or check out our suggestions on page ______________________-.
Terms Activity
 You can also do one of the GLSEN Atlanta LGBT-Related Terms Activities that will help
your members learn many of the terms that are prevalent in the community. You can
find these activities on our website at www.glsen.org/chapters/atlanta/resources.
LGBT Role Models Bill Board
It is important for LGBT students to see themselves reflected in history as well as to know and
discuss role-models of the LGBT community.
For this activity, students will pick their role-models from the LGBT Community and create a little
poster on the printer paper to inform their fellow club members and other students about these
great leaders. Be sure to ask the club advisor if your group can find a place in their
classroom or in the school where your club can display your work.
For the role models, have your members research them using their phones or a computer in the
class room. You can also advise students before the meeting to bring in research on someone
they consider to be their role model.
You may have students pick anyone they wish as their role model, or you can pick someone
from our list on the next page.

8. GLSEN ATLANTA 7
7 GSA Curriculum: Weeks 2, 3, and 4
Who did we leave out? Email us at atlanta@chapters.glsen.org with your suggestions of who to
add to our list!
LGBT Community Role Models
Alice B. Toklas Allan Ginsberg Andy Warhol Ani DiFranco
Barney Frank Bayard Rustin Bessie Smith Bill Tilden
Bruce Hayes Calvin Klein Chaz Bono Chief Crazy Horse
David Bowie David Geffen David Kopay Deborah Batts
Dick Sargent Edward Albee Errol Flynn Frank Schubert
Freddie
Mercury
Frederick the Great Georgia
O’Keefe
Gerry Studds
Gertrude Stein Glenn Burke Gore Vidal Greg Louganis
Indigo Girls James Dean Janis Ian Joan Baez
Joseph Steffan Josephine Baker k.d. lang Keith Haring
Ketih Meinhold Leonard Bernstein Lord Byron Marlon Brando
Martina
Navratilova
Melissa Etheridge Merv Griffin Meshell
Ndegeocello
Michael Stipe Nancy Vogl Oscar Wilde Paul Monette
Pedro
Almodovar
Peter Tchaikovsky Plato Richard
Chamberlain
Richard II Rod McKuen RuPaul Ruth Benedict
Sandra
Bernhardt
Sappho Sasha Alyson Sir Elton John
Sir John
Gielgud
Socrates Tammy
Baldwin
Tennessee
Williams
Tom Waddell Virginia Woolf W. Somerset
Maugham
W. Somerset
Maugham
W.H. Auden Walt Whitman Yves Saint-
Laurent
LGBT Community Role Models

9. GLSEN ATLANTA 8
8 GSA Curriculum: Weeks 2, 3, and 4
Week 4 Curriculum
This Week’s Materials
 Blank Sheets of Copy Paper
 Coloring Utensils/Crayons/Markers
 Projector for YouTube Videos
 Prepared Index Card
Check-in Activity
Check in activities are important in a GSA. By encouraging interpersonal communication
through the GSA’s safe space, members open up, create a closer bond to one another, feel
valued, and are more likely to participate.
Create your own, or check out our suggestions on page ______________________-.
Scenario Play
 Have your group get into pairs
 Hand out a prepared index card with example relationship written on it. Examples
include but are not limited to:
o Mother
o Father
o Grandparents
o Female Friend
o Male Friend
o LGBT Friends
o Friends From the Past
o Religious Advisor
o Sports Team Members
o A Curious Stranger
o Younger Sibling
o Older Sibling
o Heterosexual Partner
o Coworkers
o Close Minded Individuals
 Have the groups create two scenarios pertaining to specific relationship:
o Good reaction scenario
o Bad reaction scenario
 Avoid violence and encourage verbal communication
 Encourage advice and reactions about each group’s scenario. Allow for group
conversation
Coming Out Dos and Don’ts
 Pass Out white copy paper and markers/colored pencils/ crayons if applicable
 Instruct the group to create a pamphlet on the Dos and Don’ts of coming out and Dos
and Don’ts of reactions if someone comes out to you
o Examples to “do” for coming out: get support from a trusted friend, be yourself,
contact a LGBT hotline…

10. GLSEN ATLANTA 9
9 GSA Curriculum: Weeks 2, 3, and 4
o Examples of “don’t” for coming out: if personal safety is at
jeopardy, if you risk losing financial support, if you will get kicked out of your
home
o Examples of “do” for reactions: be supportive, thank person for trusting you, ask
questions respectfully, be accommodating, offer further support
o Examples of “don’ts” for reactions: don’t out anyone, don’t question their identity,
don’t pry about people’s sex lives or sex partners
 Once finished have students get back into their groups, trade pamphlets, and come
out/react to each other using the Dos and Don’ts provided in one another’s pamphlets
Informational Videos on Coming out
 Watch video: “Wellcast – Coming Out”
o https://www.youtube.com/watch?v=iCXISLpjzI4 (copy and paste)
o Instructions on how to come out. Great tips
 Watch video: “Wellcast - What to do if Your Friend Comes Out to You”
o https://www.youtube.com/watch?v=AcccOi5Drms (copy and paste)
o Great instructional about what to do when someone comes out to you.
Resources for Students Coming Out
Be sure to share our LGBT Student Resources flyer to share with your members. You
can find it on our website at www.glsen.org/chapters/atlanta/resources or you can access it here
http://tinyurl.com/glsen-atl-lgbt-resources.

11. GLSEN ATLANTA 10
10 GSA Curriculum: Weeks 2, 3, and 4
Check in Activities
Check in activities are important in a GSA. By encouraging interpersonal communication
through the GSA’s safe space, members open up, create a closer bond to one another, feel
valued, and are more likely to participate.
Typically, check in activities do not take more than 15 minutes. They should be a way to
bring up brief yet personal conversations. They assess how each person is doing and give other
members an opportunity to congratulate, give advice, and connect with one another. Check in
activities can also act as a means to set a tone for a meeting. If a fun and interactive meeting is
planned, the check in activity for the day may also follow the same tone.
Activities:
 Best/Worst
o Members go around a circle and share the best and worst part of their week
 Allows other members to support through the rough part of the week and
congratulate through the best parts
 For excitable/talkative groups, pass around an object so that only the
person holding the object may talk
 Question Ball
o Have a ball with at least 10 questions written on it
o Toss ball to each member, which ever question their right thumb lands on, they
must answer
 Example Questions
 Where would you teleport to?
 Would you rather have the ability to fly or read minds? Why?
 If you started a band, what would you name it?
 Ideal Car
 If you could be any animal, what would you be and why?
 If you had an endless supply of food, what would it be?
 What is your favorite hobby?
 If I could be anyone besides myself, I would be…

12. GLSEN ATLANTA 11
11 GSA Curriculum: Weeks 2, 3, and 4
Registered GSAs, Leaders, and Advisors
We want to make sure that every GSA and similar student club in Georgia is receiving the
materials and support they need. We also want to make sure we have a good line of contact
with you. The list below has the GSAs we have registered and the leaders and advisors we
have contact information for. If you know any schools not represented, or would like to add your
contact information to our distribution list, reach out to us at atlanta@chapters.glsen.org. Or
register your GSA at http://tinyurl.com/ojgr9uk. We would like to have at least one student
leader and one advisor listed for each club.
Student Leaders Advisors
Alpharetta High School
Kathy H.
Berkmar High School
Ahsada S.
Berrien High School
Mars H. Nick H.
Brandon Hall School
Andrew H.
Brookwood High School
Zachary C. Rebecca B.
Josie M.
Nicole K.
Chamblee Charter High School
Theresa A.
Chamblee Middle School
Jesse M.
Decatur High School
Corwyn N. Ken J.
Eliza S. Stephanie G.
Maia S. Sean D.
Ola O.
River Y.
Roxy B.
Samuel C.
The Galloway School
Zach S. Matt V.
Glynn Academy
Andrea W.
Hardaway High School
Taylor E. Lisa P.
Tristan M.
Dawn O.
Johns Creek High School
Morgan O. Dr. Valentine
Jones County High School
Anita D.
Meadowcreek High School
Jennifer S.

13. GLSEN ATLANTA 12
12 GSA Curriculum: Weeks 2, 3, and 4
Mill Creek High School
Mary Kay D.
Robert O.
Northview High School
Elizabeth L.
Brian C.
Peachtree Ridge High School
Lisa Y.
Pope High School
Kathryn S.
Roswell High School
Sean M. Ms.Volpert
Shaw High School
Mason D.
Union Grove High School
Sarah J.
The Westminster Schools
William D. Brooks B.
Woodward Academy
Ben R. Jennifer G.
Traci L.

14. GLSEN ATLANTA 13
13 GSA Curriculum: Weeks 2, 3, and 4
Check Out Other GLSEN Resources
Safe Space Kit
Designed to help you create a safe space for LGBT youth
in schools, the Safe Space Kit is GLSEN’s Guide to Being
an Ally to LGBT Students. The guide provides concrete
strategies that will help you support LGBT students,
educate about anti-LGBT bias and advocate for changes
in your school. The kit not only guides you through
making an assessment of your school's climate, policies
and practices but it also outlines strategies that you may
use to advocate for change, including posting a Safe
Space Sticker or Safe Space Poster in your classroom or
office. You can download these at
www.GLSEN.org/safespace or purchase them at the
GLSEN Store.
EDUCATIONAL MATERIALS
Lessons and Curricula
GLSEN’s Education Department offers free
curricula and lesson plans for educators to
use with elementary, middle and high
school students. These resources provide a
framework for facilitating classroom
discussion and engaging students in
creating safer schools for all, regardless of
sexual orientation, gender identity or gender
expression. www.glsen.org/educator
No Name-Calling Week
No Name-Calling Week is an annual week
of educational and creative activities aimed
at ending name-calling of all kinds and
providing schools with the tools and
inspiration to launch an on-going dialogue
about ways to eliminate bullying in their
communities. Although the program was
originally designed for middle schools, there
are new resources for elementary and high
schools. For lessons, resources and contest
information: www.nonamecallingweek.org
Think B4 You Speak
In partnership with the Ad Council, GLSEN
has developed a multi-media public
awareness campaign about the prevalence
and consequences of anti-LGBT bias and
behavior in America’s schools. In addition to
television, radio, print and Internet
materials, the campaign provides an
educator’s guide consisting of information
and educational activities that increase
awareness and knowledge of the issues,
develop skills for addressing them and
promote social action. Download the free
educator’s guide, watch videos or order
posters and DVDs:
www.ThinkB4YouSpeak.com

15. GLSEN ATLANTA 14
14 GSA Curriculum: Weeks 2, 3, and 4
Changing the Game
The GLSEN Sports Project GLSEN’s Sports
Project assists schools in creating athletic
and physical education climates based on
the principles of respect, safety and equal
access for all. Find best practices for
coaches and physical education teachers,
as well as policy recommendations for
athletic administrators, all focused on how
to make K-12 athletics and physical
education safe, respectful and inclusive for
students of all sexual orientations and
gender identities. Download and share
these resources and guidelines with your
school’s physical education teachers and
coaches. sports.glsen.org
INFORMATION AND COMMUNICATION
Educator Network
Sign up for the Educators Network to stay
up-to-date with LGBT-related education
news, classroom resources and upcoming
events. This regular e-newsletter highlights
the resources, tools and information you
need to create safer schools for all students.
www.glsen.org/educator
Educator Forum
Join this social networking site designed for
educators to communicate and share ideas
and resources related to creating safer
schools for all students, regardless of
sexual orientation or gender
identity/expression.
www.facebook.com/groups
ADDITIONAL GLSEN
RESOURCES
Jump-Start Guide for Gay-Straight
Alliances
This guide consists of eight self-contained
sections designed to help students jump-
start — or bring fresh and creative energy to
— their student club. The resources take
you through the process of establishing or
re-establishing your Gay-Straight Alliance,
identifying your mission and goals, and
assessing your school’s climate. Jump-Start
your school and your GSA and create safer
schools for all. www.glsen.org
Resources on Policy and Legal Issues
GLSEN believes that a quality K-12
education is a fundamental right of every
American. To that end, GLSEN works with
elected officials and other policy makers at
the local, state and federal level to ensure
that the best and most inclusive safe
schools policies are considered, passed and
implemented.
Policy and legal resources available from
GLSEN:
▼ Tools for Developing and Implementing a
Safe Schools Campaign
▼ Model District Policy on Transgender and
Gender Nonconforming Students
▼ Public Schools and Sexual Orientation
Consensus Guidelines
▼ Dealing with Legal Matters Surrounding
Students’ Sexual Orientation and Gender
Identity
www.glsen.org/policy

16. GLSEN ATLANTA 15
15 GSA Curriculum: Weeks 2, 3, and 4
List of Resources for LGBT Youth
Here is a list of GLSEN and GLSEN Atlanta partners.
The Gay, Lesbian and Straight Education Network’s
Atlanta Chapter. Focused on supporting LGBTQ
students and their allies.
www.glsen.org/atlanta
facebook.com/GLSENATLANTA
770-843-7301
atlanta@chapters.glsen.org
Georgia Equality’s mission is to advance fairness, safety
and opportunity for lesbian, gay, bisexual and
transgender communities and our allies throughout the
state.
http://georgiaequality.org/
530 DeKalb Ave. NE Suite A
Atlanta, GA 30307
404.523.3070
geinfo@georgiaequality.org
The purpose of the Georgia Safe Schools Coalition
(GSSC) is to eliminate LGBTQ oppression in Georgia
schools. They focus on providing support for
Professional Development and the GSA Summit in
February.
www.georgiasafeschoolscoalition.org
info@georgiasafeschoolscoalition.org
The Trevor Project is a national organization focused on
crisis and suicide prevention efforts among lesbian, gay,
bisexual, transgender and questioning (LGBTQ) youth.
www.thetrevorproject.org
Hotline: 866-4Utrevor/866-488-7386

17. GLSEN ATLANTA 16
16 GSA Curriculum: Weeks 2, 3, and 4
Advocates for Youth champions efforts to help young
people make informed and responsible decisions about
their reproductive and sexual health. Advocates believes
it can best serve the field by boldly advocating for a more
positive and realistic approach to adolescent sexual
health.
www.advocatesforyouth.org
COLAGE is a national movement of children, youth, and
adults with one or more lesbian, gay, bisexual,
transgender and/or queer (LGBTQ) parent/s. COLAGE
builds community and works toward social justice through
youth empowerment, leadership development, education,
and advocacy.
www.colage.org
The Family Equality Council works to ensure equality for
LGBT families by building community, changing hearts
and minds, and advancing social justice for all families.
www.familyequality.org
NAME celebrates cultural and ethnic diversity as a
national strength that enriches a society and rejects the
view that diversity threatens the fabric of a society. NAME
believes that multicultural education promotes equity for
all regardless of culture, ethnicity, race, language, age,
gender, sexual orientation, belief system or
exceptionality.
www.nameorg.org
NCTE is a national social justice organization devoted to
ending discrimination and violence against transgender
people through education and advocacy on national
issues of importance to transgender people. NCTE
facilitates a strong and clear voice for transgender
equality in the nation’s capital and around the country.
www.transequality.org

18. GLSEN ATLANTA 17
17 GSA Curriculum: Weeks 2, 3, and 4
PFLAG promotes the health and well-being of gay,
lesbian, bisexual and transgender persons, their families
and friends through: support, to cope with an adverse
society; education, to enlighten an ill-informed public; and
advocacy to end discrimination and to secure equal civil
rights. PFLAG provides opportunity for dialogue about
sexual orientation and gender identity, and acts to create
a society that is healthy and respectful of human
diversity.
www.pflag.org
The Safe Schools Coalition is an international public-
private partnership in support of gay, lesbian, bisexual
and transgender youth, that is working to help schools —
at home and all over the world — become safe places
where every family can belong, where every educator can
teach, and where every child can learn, regardless of
gender identity or sexual orientation.
www.safeschoolscoalition.org
Teaching Tolerance is dedicated to reducing prejudice,
improving intergroup relations and supporting equitable
school experiences for our nation’s children. Teaching
Tolerance provides free educational materials to teachers
and other school practitioners in the U.S. and abroad.
www.tolerance.org
The Community of LGBT Centers exists to support the
development of strong, sustainable LGBT community
centers and to build a unified center movement.
CenterLink’s directory of LGBT community centers in the
US and internationally is online in a new and improved
format.
www.lgbtcenters.org
Provides free and confidential telephone and e-mail peer-
counseling, information and local resources for gay,
lesbian, bisexual, transgender and questioning youth.
www.glnh.org
Hotline: 800-246-PRIDE
The ACLU works to extend rights to segments of our
population that have traditionally been denied their rights,
including people of color; women; lesbians, gay men,
bisexuals and transgender people; prisoners; and people
with disabilities.
www.aclu.org

19. GLSEN ATLANTA 18
18 GSA Curriculum: Weeks 2, 3, and 4
Lambda Legal is a national organization committed to
achieving full recognition of the civil rights of lesbians,
gay men, bisexuals, transgender people and those with
HIV through impact litigation, education and public policy
work.
www.lambdalegal.org
A non-profit, public interest law firm that advocates for
equitable public policies affecting LGBT community,
provides free legal assistance to LGBT clients and their
legal advocates, and conducts community education on
LGBT legal issues.
www.nclrights.org

20. GLSEN ATLANTA 19
19 GSA Curriculum: Weeks 2, 3, and 4
Glossary of LGBT-Related Terms
The glossary is designed to provide basic definitions of words and phrases commonly used in
discussions about lesbian, gay, bisexual and transgender people and related issues. All
language is constantly evolving; new terms are introduced, while others fade from use or
change their meaning over time. This remains true for the following terms and definitions. For
terms that refer to people’s identities, people must self-identity for these terms to be
appropriately used to describe them.
Ableism: A system of oppression that
benefits able-bodied people at the expense
of people with disabilities.
Ally: A member of the majority or dominant
group who works to end oppression by
recognizing their own privilege and
supporting or advocating for the oppressed
population. For example, a straight
cisgender person who supports and stands
up for the equality of LGBT people.
Asexual: A person who does not
experience sexual attraction, but may
experience other forms of attraction (e.g.,
intellectual, emotional). Asexual people may
also identify as “bisexual,” “gay,” “lesbian,”
“pansexual,” “queer,” “straight,” and many
more.
Bisexual: A person who is emotionally
and/or physically attracted to two genders.
For example, a person attracted to some
male-identified people and some female-
identified people.
Cisgender: A person whose gender identity
and expression are aligned with the gender
they were assigned at birth.
Classism: A system of oppression that
benefits people with high and middle
socioeconomic status at the expense of
people with lower socioeconomic status.
Coming Out: The ongoing process that an
LGBT person goes through, to recognize
their own identities pertaining to sexual
orientation and/or gender identity and
gender expression, and to be open about
them with others.
Dyke: A derogatory term directed at a
person perceived as a lesbian. It is
oftentimes used against women who are
gender nonconforming, with the assumption
being that their gender nonconformity
implies a sexual attraction to women. Many
lesbians (of all gender-expressions) have
reclaimed the term and use it as an
affirming label with which to identify.
Fag/Faggot: A derogatory term directed at
a person perceived as a gay man. It is
oftentimes used against men who are
gender nonconforming, with the assumption
being that their gender nonconformity
implies a sexual attraction to men.
Gay: A person who is emotionally and/or
physically attracted to some members of the
same gender. “Gay” often refers to a male-
identified person who is emotionally and/or
physically attracted to some other males.
“Gay” should not be used as an umbrella
term to refer to all lesbian, gay, bisexual and
transgender people; the term “LGBT” is
more accurate and inclusive.
Gender: A set of cultural identities,
expressions and roles – codified as
feminine or masculine – that are assigned to
people, based upon the interpretation of
their bodies, and more specifically, their
sexual and reproductive anatomy. Since
gender is a social construction, it is possible
to reject or modify the assignment made,
and develop something that feels truer and
just to oneself.

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Gender Binary: A socially constructed
system of viewing gender as consisting
solely of two categories, “male” and
“female”, in which no other possibilities for
gender are believed to exist. The gender
binary is inaccurate because it does not
take into account the diversity of gender
identities and gender expressions among all
people. The gender binary is oppressive to
anyone that does not conform to dominant
societal gender norms. Gender Expression:
The multiple ways (e.g., behaviors, dress) in
which a person may choose to
communicate gender to oneself and/or to
others.
Gender Identity: How an individual
identifies in terms of their gender. Gender
identities may include, “male,” “female,”
“androgynous,” “transgender,”
“genderqueer” and many others, or a
combination thereof.
Genderism: A system of oppression that
benefits cisgender people at the expense of
transgender and gender nonconforming
people. Genderism may take the form of
Transphobia, bias and discrimination
towards transgender and gender
nonconforming people.
Gender Nonconforming or Gender
Variant: A person who has a gender
identity and/or gender expression that does
not conform to the gender they were
assigned at birth. People who identify as
“gender nonconforming” or “gender variant”
may or may not also identify as
“transgender”.
Genderqueer: A person who has a gender
identity and/or gender expression that does
not conform to the gender they were
assigned at birth. People who identify as
“genderqueer” may or may not also identify
as “transgender”.
Heterosexism: A system of
oppression that benefits
straight/heterosexual people at the expense
of lesbian, gay and bisexual people.
Heterosexism may take the form of
Homophobia or Biphobia, bias and
discrimination towards lesbian, gay and
bisexual people.
Homosexual: A person who is emotionally
and/or physically attracted to some
members of the same gender. Many people
prefer the terms “lesbian” or “gay”, instead.
Identity: Identity is how we understand
ourselves, what we call ourselves and often
who we connect to and associate with. Each
of us has a unique diversity of social
identities based on our sexual orientation,
gender identity, race/ethnicity,
socioeconomic status, religion and other
important parts of who we are. Those
identities develop over time, intersect with
each other and help give meaning to our
lives. Below, you’ll find many common terms
that people use to identify themselves,
especially in relation to their sexual
orientation, gender identity and gender
expression. It’s important to remember that
these terms are about self-identification; no
one can tell anyone else how to identify or
what terms to use.
Intersectionality: The study of
intersections between forms or systems of
oppression, domination or discrimination.
An example is black feminism, which argues
that the experience of being a black woman
cannot be understood in terms of being
black, and of being a woman, considered
independently, but must include the
interactions, which frequently reinforce each
other.
Intersex: An umbrella term used to
describe a variety of conditions in which a
person is born with reproductive and/or
sexual anatomy that doesn’t seem to fit the
medical definitions of female or male.

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Lesbian: A person who is female-identified
and who is emotionally and/or physically
attracted to some other females.
LGBT or LGBTQ: An umbrella term
referring to people who identify as lesbian,
gay, bisexual and/or transgender.
Sometimes the acronym is written as
LGBTQ, with the “Q” referring to those who
identify as queer and/or questioning. The
acronym can also include additional letters,
in reference to other identities that do not
conform to dominant societal norms around
sexual orientation and gender identity and
expression.
Oppression: Systems of power and
privilege, based on bias, which benefit some
social groups over others. Oppression can
1) take many forms, including ideological,
institutional, interpersonal and internalized;
2) be intentional and unintentional; 3) be
conscious and unconscious; and, 4) be
visible and invisible. Oppression prevents
the oppressed groups and individuals from
being free and equal. Many people face
oppression based on more than one of their
identities, creating a unique complexity of
challenges and resilience.
Pansexual: A person who is emotionally
and/or physically attracted to some people,
regardless of their gender identity.
Person of Color: A person who identifies
as African-American/Black, Latino/Hispanic,
Native American/First Nation, Asian and
Pacific Islander, Middle Eastern and/or
having mixed ancestry may also identify as
a “Person of Color”.
Preferred Gender Pronouns (PGPs): The
pronoun or set of pronouns that a person
would like others to call them by, when their
proper name is not being used. Traditional
examples include “she/her/hers” or
“he/him/his”. Some people prefer gender-
neutral pronouns, such as “ze/hir/hirs,”
“zie/zir/zirs,” “ey/em/ eirs,” “per/per/pers,”
“hu/hum/hus,” or “they/them/
theirs”. Some people prefer no pronouns at
all.
Queer: An umbrella term used to describe a
sexual orientation, gender identity or gender
expression that does not conform to
dominant societal norms. While it is used as
a neutral, or even a positive term among
many LGBT people today, historically
“queer” was used as a derogatory slur.
Questioning: A person who is in the
process of understanding and exploring
what their sexual orientation and/or gender
identity and gender expression might be.
Racism: A system of oppression that
benefits white people at the expense of
people of color.
Reclaimed Words: As language evolves,
some individuals and communities choose
to identify with terms that had previously
been used as slurs against them. The words
are “reclaimed” and given new meaning,
often imbued with a sense of pride and
resilience. Examples include, “queer,”
“dyke,” and “tranny,” among others. It’s
important to remember that identity is
unique to each individual; not all members
of a community readily accept the use of
reclaimed words, as they may still find them
offensive and hurtful.
Sexism: A system of oppression that
benefits male-identified people at the
expense of female-identified people. Sexual
Orientation: The inner feelings of who a
person is attracted to emotionally and/or
physically, in relation to their own gender
identity. Some people may identify as
“asexual,” “bisexual,” “gay,” “lesbian,”
“pansexual,” “queer,” “straight,” and many
more.

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Straight or Heterosexual: A person who is
emotionally and/or physically attracted to
some members of another gender
(specifically, a male-identified person who is
attracted to some females or a female-
identified person who is attracted to some
males).
Tranny: A derogatory term directed at a
transgender person. Some transgender
people have reclaimed the term and use it
as an affirming label with which to identify.
Transgender: A person whose gender
identity and/ or expression are not aligned
with the gender they were assigned at birth.
“Transgender” is often used as an umbrella
term encompassing a large number of
identities related to gender nonconformity.