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Youth Speak Up About Homophobia and Transphobia The First National Climate Survey

Youth Speak Up About Homophobia and Transphobia The First National Climate Survey on Homophobia in Canadian Schools Egale Canada and the University of Winnipeg Phase One Report- March 2009. Key Findings- Unsafe Spaces. 3/4 of LGBTQ students feel unsafe in at least one place

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Youth Speak Up About Homophobia and Transphobia The First National Climate Survey

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  1. Youth Speak Up About Homophobia and Transphobia The First National Climate Survey on Homophobia in Canadian Schools Egale Canada and the University of Winnipeg Phase One Report- March 2009

  2. Key Findings- Unsafe Spaces • 3/4 of LGBTQ students feel unsafe in at least one place • at school, such as change rooms, washrooms, and hallways. • Half of straight students agree that at least one part of • their school is unsafe for their LGBTQ peers. • Transgender students are especially likely to see these • places as unsafe (87%) • LGBTQ students see more places as unsafe for LGBTQ • people than do straight students, and transgender students • most of all. (4, 2, and 5 unsafe spaces, respectively).

  3. Key Findings- Homophobic Comments • 3/4 of all participating students reported hearing • expressions like “that’s so gay” EVERY DAY in school. • LGBTQ students were significantly more likely than • non-LGBTQ to notice comments about boys not acting • masculine enough, or too feminine, EVERY DAY • Half of transgendered students reported that staff • never intervened when homophobic comments were • made, compared to 34% of LGB students. • Current students were also more likely than past • students to hear homophobic comments from other • students every day.

  4. One Sign of Progress Current students were significantly less likely than past students to report that school staff never intervened.

  5. Victimization • 60% of LGBTQ students reported being verbally • harrassed about their sexual orientation • 90% of transgender students, 60% of LGB students, • and 30% of straight students were verbally harrassed • because of their expression of gender. • More than half of LGBTQ students had rumours or lies • spread about their sexual orientation at school, compared • to 10% of straight students. • 1/3 of LGBTQ participants reported harrassment • through text-messaging or on the internet.

  6. Impacts • Over a quarter of LGBTQ students and almost half • of transgender students had skipped school because • they felt unsafe, compared to less than 10% of • straight students. • Many LGBTQ students would NOT be comfortable • talking to their teachers (40%), principal (60%), or • their coach (70%) about LGBTQ issues. • Over 50% of LGBTQ students did not feel accepted • at school, and almost half felt they could not be • themselves, compared to 20% of straight students.

  7. LGBTQ students who believe their schools • have anti-homophobia policies were much • more likely than other LGBTQ students… • to feel their school community was supportive • (1/2 compared to fewer than 1/5) • to hear fewer homophobic comments and to say staff • intervene more often, • to feel attached to their school.

  8. Conclusions & Recommendations • That schools implement anti-homophobia policies and make • these well known to students, parents, administration, and • all staff as a positive part of their commitment to making • schools safe. • That divisions develop anti-homophobia policies to provide • institutional authority and leadership for schools. Although • our analysis showed that students are less likely to know • about division-level policies, it would of course be helpful to • principals to know that their school-level efforts had strong • divisional endorsement in the form of official policy at that level.

  9. That schools strongly support the efforts • of students to start GSAs, and provide • ongoing support for existing GSAs • That in schools where students have not • come forward, administration should ask • teachers to offer to work with students to • start a GSA. It is not safe to assume that • LGBTQ students would prefer to go through • high school isolated from their peers and teachers. • That provincial Ministers of Education mandate the • inclusion of homophobia in safe schools policies and programs, • including those of Catholic schools, along with steps for • the implementation of the policies, to provide support • and motivation to divisional and school staff

  10. We have Pride… Be Proud of Us!

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