This document outlines a presentation given by The Legacy Project on advocating for gay and lesbian families. It discusses: 1. An overview of the presentation, which included setting the stage, touring The Legacy Walk exhibit, a group activity, and an exit survey. 2. Questions for attendees about their personal beliefs regarding LGBT youth and families, and any questions they have on LGBT issues. 3. Information on The Legacy Project's interactive website and demographic data. 4. The essential question of how professionals can ensure LGBT individuals can grow in today's global community. 5. The results of research on educators' professional behaviors and knowledge regarding gay and lesbian issues, based on factors like education, experience and

1. The Legacy Project:
Chicago’s LGBT Community
Builds a Real and Virtual
ADVOCACY FOR
GAY & LESBIAN FAMILIES
Presented by the Legacy Project Education Initiative
Mr. Victor Salvo, Executive Director
Dr. Gabriel Gomez, Co-Education Director, Chicago State University
Dr. Gerri Spinella, Co-Education Director, Walden University
Truman University Presentation
Center on Halsted
Chicago, Illinois – October 30, 2013

2. OVERVIEW
Set the Stage
Tour The Legacy Walk
Discuss Professional Responsibilities
Begin Collaborative Group Activity
Process Findings
Complete Exit Survey

3. PERSONAL BELIEFS
What is your personal belief statement
about working with LGBT adolescents
and families?
PERSONAL QUESTIONS
Jot down three questions that you have
about LGBT issues.

6. The Legacy Project Interactive Website

8. Demographics

12. Outdoor Cultural Museum
Education Resource
Historical Landmark
Contribution to Society,
Social Justice, and Cultural
Exchange

17. ESSENTIAL QUESTION
How do professionals’ behaviors
build a framework for ensuring
Gay, Lesbian, Bisexual, and
Transgender individuals to grow
academically or emotionally in this
21st Century global community?
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18. AT THE CROSSROADS:
ADDRESSING
EDUCATOR’S
PROFESSIONAL
BEHAVIORS TOWARDS
HOMOSEXUALITY
Research Question #1
1) Research Question 1
What are the public school educators’
anticipated professional behaviors as
defined by the demographics of
education degree, teaching
experience, courses dealing with
sexual orientation, professional
activities dealing with sexual
orientation, and know anyone
homosexual?
MIXED DESIGN:
Qualitative and
Quantitative
1.
2.
Sample: Faculty
One Elementary School
One Middle School
One High School
3.
INSTRUMENTS
Demographic Information
Knowledge about Issues Facing Gay and Lesbian
Youth (ISSUES)
Anticipated Professional Behaviors Related to
Homosexuality in the School (BEHAVIORS)
Research Question #2
2) What are the educator’s knowledge
about issues about gay and lesbian
youths as defined by the
demographics of education degree,
teaching experience, courses dealing
with sexual orientation, professional
activities dealing with sexual
orientation, and know anyone
homosexual?
Sample: Faculty
One Elementary School
One Middle School
One High School
Interviews with
educators
Interviews with
educators
RESULTS:
The purpose of this project is to
capture the professional behaviors
towards homosexuality; knowledge
related to gay and lesbian issues; and
integration of sexual orientation in the
curriculum.
Gerri Spinella, Ed. D.
Educational Director
The Legacy Project Educational Initiative

19. CONCLUSIONS
There is a strong association between teaching
experience, education, courses, or professional
development and the educator’s professional
behaviors towards homosexuality in schools.
There is a strong association between issues relating
to gay and lesbian with teaching experience.
There is a evidence in the relationships in two issues:
-Education courses dealing with sexual
orientation
-Professional activities dealing with sexual
orientation

20. What is your professional
code of ethics?
The American Counseling Association is an educational, scientific, and
professional organization whose members work in a variety of settings and
serve in multiple capacities. ACA members are dedicated to the enhancement
of human development throughout the life span. Association members
recognize diversity and embrace a cross- cultural approach in support of the
worth, dignity, potential, and uniqueness of people within their social and
cultural contexts.
Professional values are an important way of living out an ethical
commitment. Values inform principles. Inherently held values that guide
our behaviors or exceed prescribed behaviors are deeply ingrained in
the counselor and developed out of personal dedication, rather than the
mandatory requirement of an external organization.

21. EXAMPLE:
American Counseling Association
Code of Ethics Preamble
C.5. Nondiscrimination
Counselors do not condone or engage in discrimination
based on age, culture, disability, ethnicity, race,
religion/spirituality, gender, gender identity, sexual
orientation, marital status/partnership, language
preference, socioeconomic status, or any basis
prescribed by law. Counselors do not discriminate
against clients, students, employees, supervisees, or
research participants in a manner that has a negative
impact on these persons.

22. What are the legal rulings
that have protected GLBTQ
individuals?

23. Legal Responsibilities
Follow this “Golden Rule”
• Under the U.S. Constitution, public schools
must protect all students equally
• A situation cannot be handled differently
because the student is gay and/or transgender
• The same rules apply to all students
Source: The Lambda Legal Defense and Education Fund, Midwest Regional Office

24. Legal Responsibilities: Bullying
• Schools must protect students who are bullied
because of their sexual orientation or gender identity
or expression, just as they must protect students
who are bullied because of race, religion, or gender.
L.W. v. Toms River Regional Schools (2007); Henkle v.
Gregory (2002); Nabozny v. Podlesny (1995).
• Students have a right to be out at school without
fearing un-addressed retaliation. Henkle v. Gregory
(2002); Nabozny v. Podlesny (1995).
ACLU of Illinois-Youth at Risk Project, Fall 2007

25. Legal Responsibilities: Discrimination
• Schools must address disciplinary infractions equally
regardless of a student’s sexual orientation or gender
identity/expression. Nguon v. Wolf (2007).
• If a school permits students to form non-curricular
clubs like the French club or the drama club, it also
must permit students to form Gay-Straight Alliances.
Morrison v. Boyd County Bd. of Educ. (2007); see also
SAGE v. Osseo Area Schools—District No. 279 (2007);
+ many more—see handout!
ACLU of Illinois-Youth at Risk Project, Fall 2007

26. Legal Responsibilities: Expression
• Schools may not prohibit a student from bringing a
same-sex date to the prom or any other school event.
Fricke v. Lynch (1980).
• If a schools permits students to wear t-shirts expressing
support for political candidates, opinions about abortion,
or other issues, the school must permit students to wear
pro-gay t-shirts. Myers v. Thornsberry (2005).
• Schools may not discipline transgender students for
expressing their gender identity even if that expression
does not conform to their biological sex. Doe v. Yunits
(2001).
ACLU of Illinois-Youth at Risk Project, Fall 2007

27. Illinois State Law
Human Rights Act Amendment
Public Act 094-0803-Amends the IL Human
Rights Act to include: Sexual orientation.
"Sexual orientation" means actual or
perceived heterosexuality, homosexuality,
bisexuality, or gender-related identity,
whether or not traditionally associated with
the person's designated sex at birth.
"Sexual orientation" does not include a
physical or sexual attraction to a minor by
an adult.

28. Legal Responsibilities: Privacy
• Schools may not reveal students’ sexual
orientation or gender identity/expression
to their families or anyone else without the
students’ permission, even if the students
are out at school. Nguon v. Wolf (2007);
Sterling v. Borough of Minersville (2000).
ACLU of Illinois-Youth at Risk Project, Fall 2007

29. No Child Left Behind Act of 2001
Along with tests and highly qualified teachers, the
NCLB aims to prevent violence and promote school
safety so that…
“students and school personnel are free from violent
and disruptive acts, including sexual harassment and
abuse, and victimization associated with prejudice
and intolerance. . . through the creation and
maintenance of a school environment that fosters
individual responsibility and respect for the rights of
others.”
NCLB, 20 U.S.C. § 7161

31. Developmental Phases of GLBT Youth
• Identify Formation difficulty-10% of school
population
– Cook 1991; Gonsiorek, 1988
• Key Questions
– How early do these youth become aware of the
sexual orientation?
– How do they respond to their personal discovery?
•Vare & Norton (1998) state “they may respond with
confusion, denial, avoidance or acceptance; hence
consider the developmental circumstances of gay and
lesbian adolescents.

32. WHAT ARE THE CONSIDERATIONS
FOR FAMILIES AND PROFESSIONALS?
• Coming Out Issues
• Identity Formation
• Relationships
• Abuse
• Support
• Other

33. IMPACT ON SOCIO-EMOTIONAL
HEALTH
• External forces that impact student’s
psychological and emotional well-being
– Cerny & Polyson, 1984; Gonsiorek & Rudolph,
1991; Herek, 1984; Kite, 1984
• Harassment, stigmatization and suicide rates
– (AAUW, 1993, 2001; Fineran, 2001; Frankfurt,
2000; Pohan & Bailey, 1998; Price & Telljohann,
1991; Remafedi, French, Story, Resnick, & Blum,
1998; Russell & Joyner, 2001).

34. Psychological Impact
Overview of the psychological impact on the
homosexual in development process under
background of external elements of negativism
and stereotyping issues those individuals may
experience.
Several research studies (Cerny & Polyson, 1984; Frankfurt,
2000; Gonsiorek & Rudolph 1991; Herek, 1998; Kite, 1984;
Sanelli, 1998)

35. Risk & Protective Factors
• Secure attachment
• Good intellectual
functioning
• Self esteem
• Self efficacy
• Self confidence
• Talents
• Health risk
behavior
Coping Factors
1.Ability to plan
2.Sustaining hope
3.Building interpersonal
relations
Tharinger & Wells 2000

37. Recommendations: 2011 GLSEN National Climate Survey

38. GAY STRAIGHT ALLIANCE (GSA)
• GSAs are student initiated, but need advisor
• Have beneficial impact on school climate and students
• Today over 4000 GSAs in existence (GLSEN, 2007)
• 4 roles of GSAs (Griffin, Lee, Waugh, and Beyer, 2004)
– Counseling and support
– Safe space
– Primary vehicle for queer consciousness raising
– Part of broader school efforts for queer
consciousness raising

39. GSA: SAFE SPACE
• Visible in school through advertising and
announcements
• Did not address systemic issues of
homophobia and heterosexism
• Space where non-queer students may
demonstrate values of inclusion and
support for queer family and friends
• Helped to address isolation
• Safe space for whom?

40. GSA: Connection to school and
community
• Provide school wide events for staff
training
• Incorporate diversity forums for community
and school
• Promote positive approaches to provide
inclusion rather than victimization
• Sustain broader support through
partnerships

41. GSA: PART OF BROADER SCHOOL
EFFORT FOR CONSCIOUSNESS RAISING
• Institute Safe Schools Task Forces of
staff, parents, and students
• Implement “diversity days” or used school
surveys to assess school climate
• Create policies to address homophobic
bullying, student's rights law, domestic
partner benefits, and topics in curricula,
etc.

44. The Legacy Project Lesson Educational Outreach – Resources/Networking

45. Group Processing

47. How have your personal beliefs been
impacted?
How will you advocate for GLBT
adolescents/families?

48. CLICK on the following link:
https://www.surveymonkey.com/s/DTDH3QS

49. Conclusion
Address Ignorance
or Lack of Understanding
Through Education

50. Dr. Gerri Spinella, Director
The Legacy Project Chicago, Walden University
gerri.spinella@gmail.com; 8477692288
Victor Salvo.Executive Director
victorsalvo@legacyprojectchicago.org
312.608.1198
Dr. Gabriel Gomez, Editor
sicoitver@gmail.com