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October 17, 2017

Picture of students in a classroom reading

Unfortunately, movies and TV often perpetuate the idea that Latinx people are “uneducated” and “dirty.”­­­­­­­ Recently, even the President insinuated that Puerto Ricans are lazy, after natural disasters left their land devastated, and he called the mayor of San Juan “nasty.”

I am a queer Latina. Since a young age, my mother has worked to combat negative ideas about my culture, always enforcing the idea that my culture is rich and beautiful and that Latinx people are bright, smart, and changing the world. Although I didn’t grow up learning Spanish and have never been to Mexico, she taught me about my culture by giving me books. I have over 40 children’s books by Latinx authors – books that changed my life.

When I was 6, my mom donated a book called Too Many Tamales by Gary Soto to my school. My teacher read it to the whole class, and afterwards, all the students wanted to learn to make tamales. That was the first time I saw other students wanting to learn about my culture. This was so important to students of color like me because it taught my classmates that other cultures are valid and important, where mainstream media often failed.

But the importance of these books is about so much more. At my small Montessori school, every year my teacher would have a week dedicated to Dr. Martin Luther King Jr., when we would listen to his “I Had a Dream” speech on a tape recorder. I remember my friend Ama waiting ever year for that week because she would see people who looked like her in our curriculum. She would beam with pride and happiness to learn about Dr. King.

In other words, reading literature about one’s own culture can be gratifying, and it can open a world of possibilities. The book Sonia Sotomayor: A Judge in the Bronx by Jonah Winter taught me that I can be and do anything, and that my ethnicity, gender, and sexuality cannot and will not hold me back. I now have dreams of being a biomedical engineer, all because my mom gave me books to show me that my Latinx heritage is bright and strong. The world is at our fingertips as long as we are shown how we can achieve our goals and dreams.

I call on educators, especially elementary educators, to include books and lessons about diverse cultures in their curriculum. GLSEN’s resources for supporting LGBTQ Latinx students are a great place to start. Books about diverse cultures can open young minds – about their peers’ rich backgrounds, and about their own bright futures.

Soli Guzman is a member of GLSEN’s National Student Council.

For educators looking to include Latinx literature in their curriculum, Soli recommends these books:

  • Sonia Sotomayor: A Judge Grows in the Bronx by Jonah Winter
  • Too Many Tamales by Gary Soto
  • Chatos and the Party Animals by Gary Soto
  • Chato’s Kitchen by Gary Soto
  • Esparanza Rising by Pam Muñoz Ryan
  • Si Somos Latinos by Alma Flor Ada and F. Isabel Campoy
  • Side by Side/ Lado a Lado by Monica Brown

 

October 13, 2017

LGBTQ Latinx members of GLSEN’s National Student Council compiled a list of books, ranging from children’s books to autobiographies, that shed light on LGBTQ Latinx identities. Importantly, these books explore LGBTQ and Latinx identities as overlapping rather than separate, showing the multiplicity of experiences within these identities.

LGBTQ Latinx students, like all students, thrive when they see themselves – their entire selves – positively reflected in the world around them, including in books like these. Learn more and see our resources on supporting LGBTQ Latinx students at school.

Recommended by Mari:

1. Juliet Takes a Breath by Gabby Rivera

This book focuses on Juliet, a chubby Puerto Rican nineteen-year old queer girl from the Bronx. Gabby Rivera captures what it means to live as an LGBTQ youth and person of color, including the pains of growing up, coming out to family, tackling white privilege, and going through long-distance relationships. This book really resonated with me as a young gay Chicanx.

2. America Vol. 1: The Life and Times of America Chavez by Gabby Rivera and Joe Quinones (illustrator)

As a comic geek, I really enjoy looking for new comics, so when I found a comic with a gay character, I was feeling gay and geeky. America Chavez is a young, gay Latinx with superpowers. She lives two separate lives, makes sacrifices, and learns how to build a team. Plus, it’s funny throughout. Most of the time, superheroes are portrayed as white and heterosexual, so seeing a superhero that was more like me really meant a lot.

3. Loving in the War Years by Cherrie Moraga

In the Chicanx community, homosexuality is still commonly seen as a taboo topic, though not as much as in the past. This book was written at a time, in 1983, when there was a push to censor gay Chicanx identities. The book explores topics I strongly identify with: being Chicanx, having white-passing privilege, being gay and unapologetic, the denigration of Chicanx culture, feminism, and supporting other women of color.

4. Borderlands/La Frontera: The New Mestiza by Gloria Anzaldúa

Iconic, a bop, influential, snatched, and at one point banned, with a mix of Spanish and English, this book explores the invisible borders that stand between opposing identities. Gloria Anzaldúa uses poetry and prose to describe her life as a lesbian Chicana, addressing white supremacy and much more that LGBTQ Latinx students face.

5. Mariposas An Anthology of Modern Queer Latino Poetry edited by Emanuel Xavier

A beautifully written read, this book has more of a spoken-word feel, with poems that explore what it means to identify as LGBTQ and Latinx. This is an amazing first look into the art of queer Latinx poetry. 

Recommended by Soli:

6. Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz

This is a coming of age story about Aristotle “Ari” Mendoza and Dante Quintana, who befriend each other and struggle to understand race, sexuality, and family relationships together. This novel helped me overcome a loss in cultural identity I had as a young gay Chicana. Before this book, I had never seen Mexicano LGBTQ characters in young adult literature. I personally relate to Dante because he loves swimming and struggles with leaving people he loves behind.

7. Esperanza Rising by Pam Munoz Ryan

This is a novel about a young immigrant girl from Mexico who leaves her family's wealthy farm with her mother to become a fieldworker in California. Although not about LGBTQ identity, it captures the field working community in a positive way by showing the love between families in the midst of hard labor. This book was impactful to me because I learned I should be proud of the history of my grandfather, who worked as a fieldworker, and because it helped me grow passionate about fieldworkers’ rights.

8. The Inexplicable Logic of my Life by Benjamin Alire Sáenz

This book is about a white boy named Sal who is adopted by his gay Mexicano father. Sal struggles with his cultural identity and who he really is as a person. I relate to Sal a lot because I am a Mexican student at a private school full of white students. In some ways I feel like I am not “acting Mexican” or “looking Mexican” because of the community I am in and I question aspects of my cultural identity.

9. They Both Die at the End by Adam Silvera

This is a story about friendship and love on your last day on earth. Mateo Torrez and Rufus Emeterio use the Last Friend app to look for new friends to spend their last day with. This novel was the first love story I read about Latino gay boys, and it’s so important to have because the Latinx community can, at times, shun and ignore LGBTQ folks. This book restores my faith in love as a queer Latinx and as a hopeless romantic. 

Recommended by Marisa:

10. When I Was Puerto Rican by Esmeralda Santiago

This coming of age memoir recounts the tumultuous young life of Esmeralda Santiago. This book gave me insight into my culture as a Boriqua. Growing up in Henderson, Nevada, I had no clue what being “Mexi-rican” (as I called it when I was young) was truly about. This book gave me visions of ripe mangoes and the sound of coquis at night, the feeling of sleeping on the earth, rather than a mattress, and riding a bike through the island, instead of traveling through the Las Vegas strip in a car. When I was a young child contemplating my identity, this book helped me gain an intimate understanding on my Latinx background.

11. Born Both: An Intersex Life by Hida Viloria

At the Lambda Archives reception in San Diego, I was fortunate enough to hear Hida Viloria’s story. S/he spoke about being an intersex, queer, non-binary Latinx person, and the path to acceptance. In the book, Viloria intimately expresses inner battles regarding love, self-acceptance, and the vast spectrum of gender identity.

12. Lorca in a Green Dress by Nilo Cruz

While not a book, this biographical play depicts the death of Federico Garcia Lorca. a queer, Spanish poet, playwright, and activist. It takes  place in a warped version of purgatory, where Lorca is shown his own death by characters that play aspects of his personality. This work was introduced to me by my acting teacher, who informed us that we would be putting on the show for our 2017-18 season. After reading the play and researching more on Lorca, I connected so much to the play as a Latinx activist and artist myself.

October 12, 2017

During Latinx History Month we recognize and celebrate the cultures, histories, contributions, issues, and heritage of Latinx people. Originating in 1968 as Hispanic Heritage Week under President Lyndon Johnson, it was expanded by President Ronald Reagan in 1988 to become a 30-day period starting on September 15 — the independence date of Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua — and ending on October 15. Mexico and Chile’s independence dates are celebrated during the month as well, on September 16 and September 18, respectively.

Nowadays, there's a growing trend, especially in the LGBTQ community, to use Latinx. So what does Latinx mean? Latinx is the gender-neutral term for Latino, Latina, and Latin@. In Spanish, much of the vocabulary has the ending “O” or “A,” with “O” being masculine and “A” being feminine. Using Latinx eliminates barriers and includes all Latin people!

Throughout Latinx Heritage Month, it’s been an honor to work alongside my Latinx peers in GLSEN’s National Student Council to share Latinx icons that have made an impact on us. Below is a compilation of these icons. Each of these icons belongs in classroom curriculum. It's a way for students, such as myself, to feel reflected, honored, and valued within both the school community and the community at large. For more ways to support LGBTQ Latinx students at school, see these GLSEN resources. 

Con mucho amor.

-Mari Contreras, GLSEN National Student Council

Are there any other Latinx icons that have made an impact on you as an LGBTQ student? Send them our way by sharing on Instagram and tagging @glsenofficial!

 

Cesar Chavez is and forever will be remembered in the Latinx community as not only an activist, but as a friend and inspiration to future activists including some of our National Student Council Members. As a labor leader, Cesar Chavez stood and acted on nonviolent means to bring attention to the hardships farm workers faced. In his lifetime, Cesar went on several hunger strikes, lead marches, and called for boycotts. Though these battles lasted for years and still continue today, Chavez and his union won several victories for the workers. Ceasar Chavez founded the National Farm Workers Association who’s work still impacts farm workers and their families. Learn more about #Latinx heroes and view a timeline here ➡️ glsen.org/latinx #LatinxHistoryMonth

A post shared by GLSEN (@glsenofficial) on Oct 3, 2017 at 2:26pm PDT

 

Mari Contreras, Soli Guzman, and Marisa Matias are members of GLSEN's National Student Council.

October 10, 2017

From telling your family and friends about your sexuality to simply correcting a stranger about your gender identity, coming out comes in many forms. Each person's experience is different and impacted by the multiple identities and privileges they hold.

Today is National Coming Out Day! We’ve created a resource to highlight key things folks may want to consider before coming out. That said, remember, coming out is merely sharing your identity with folks you care aboutIf you don’t want to come out or if it’s not safe, that’s totally fine. There is not a Queer Rulebook that says that you have to come out in order to be considered a valid member of the LGBTQ community.  Your queer identity isn’t tied to publicly proclaiming it. The Earth was spherical before we started saying it was and you are queer before you tell people you are queer.  

In honor of National Coming Out Day, members of GLSEN’s National Student Council shared some of their coming out stories, showing how some of our key considerations can play out in real life.

1. Sayer

Picture of student smiling

“Coming out does not just happen once”

I officially came out on National Coming Out Day (cliché, I know) via a very run of the mill “I’m gay and that’s that” Facebook post.

Coming out via social media took a lot of stress off me, because it meant that I didn’t have to come out to each individual family member and friend. I could just knock it all out at once.  

But I meet new people. I walk down the street holding my girlfriend’s hand. Coming out via social media doesn’t meant I won’t continue needing to come out.

2. Marcus

Picture of student 

“You may have an entirely separate process for 'coming out' or sharing about your gender identity”

Sexuality-wise, I told my mom in a sushi restaurant after she kept asking me whether I even liked guys. I reluctantly said I prefer girls, and she took it pretty well.

Gender-wise, I told my mom in steps. First, I said I was kind of uncomfortable being called a girl. Then, I told her to call me Marcus, and then I fully came out. It did not go as well at first, and she said a lot of transphobic things to me. It hurt a lot, but later she came back and told me she was just trying to figure out what she thought about it and that she would accept me for me.

 3. Nate

Picture of student

“You may have an entirely separate process for 'coming out' or sharing about your gender identity”

I came out to my sisters after family breakfast when we were loading the dishwasher. My second oldest sister was like, “It’s okay, we don’t have to be the cheetah sisters anymore; we can be the cheetah siblings.”

Initially, I thought I was genderfluid, but I noticed every day was masculine day. Once I realized I wasn’t a girl (and after a couple of mental breakdowns), I told my parents I was “confused” about my gender and wanted to get a therapist, which they agreed to. My therapist was like, “Yeah, you’re a guy.” It took my parents a little while to come around completely, but they’re super supportive now.

At the same time, I actually came out as pansexual only to realize later on that I was entirely gay, just a guy attracted to other guys. It’s totally normal for your gender and sexuality label to change throughout the coming out process.

I made a Facebook post and came out to extended family and some friends, but my real public coming out was the start of freshman year. I told people my new name, and at first they thought I was joking. But then the teachers called me that.

My parents had to talk to my school’s administration because I live in a county where accommodations are decided on a “case by case” basis. I was told I had to use the women’s restroom or the staff restrooms, which I did until junior year. Now, because testosterone has helped me pass, I use the men’s restroom and haven’t had any issues. For my fellow trans people, it’s super important to figure out your school’s policy beforehand, so you don’t get in trouble.

Once I came out, I immediately joined my school’s GSA, and it was the best decision I’ve made. I met so many supportive LGBTQ folk, which alleviated the emotional stress of being transgender and gay in a conservative area. I also met other trans people who helped me with the logistics of coming out and being trans, like finding supportive therapists and medical care centers.

Nowadays, because I’ve been on testosterone for more than a year and my voice has dropped, I have to come out as trans or people just assume I’m cisgender. Coming out all the time is emotionally draining because I never know if people’s relationship with me will change because I’m trans. Support from my friends and family helps work through the emotional burden.

 4. Mari

Picture of student smiling and flexing with a rainbow triangle tattoo

“You get to decide if coming out is right for you at this time and to this person”

I came out to mi madre on National Coming Out Day in 2015. On a car ride to an auto parts shop, I remember turning off the radio and her turning it back on again. So what did I do? I turned the radio off again and sat my palms on top of my thighs. “So, today’s National Coming Out Day,” I said with a nervous laugh. She responded, “Oh, really? That’s nice.”

It was quiet, and I was beginning to regret ever turning the radio off. My chest was tight, and my muscles were all tense. I stared at her with a nervous and sly grin, until she turned to me.

“What? Are you trying to tell me that you’re gay?” I had an even bigger nervous smile on my face as I nodded my head. “Well, that’s okay. I already knew anyway.”

Getting home later that day, I decided to come out via Snapchat with notes that I had wrote in black sharpie on lined notebook paper. I remember writing down different parts on different pieces of paper.

 “So, today’s National Coming Out Day...” “and I know that this will bring more hardships and difficulties for me to face...” “but I’m tired of hiding…” “so...” “I’m gay” – with the widest smile on my young little gay face. “It feels so good to say that...”

For National Coming Out Day or whenever it feels right, see our coming out resource for LGBTQ youth.

Sayer Kirk, Marcus Breed, Nate Fulmer, Mari Contreras, and Andrew Guedea are members of GLSEN's National Student Council and contributed to this post.

October 09, 2017

Picture of Asa Sevelius smiling in a classroom, students' artwork decorating the wall behind him.

Photo Credit to Lane Turner, Boston Globe

At Heath School, in Brookline, Massachusetts, we work hard to send the message that all are welcome in our school. Indeed, there are signs throughout our school building that define exactly who is welcome and why (it’s a robust list). If you ring the buzzer on our front door, you’ll have a wee bit of time to read our missive on inclusion and welcome, and should know right away where we stand. Signage in our hallways continues to send a powerful message of allegiance to the people in our community, whether represented in our school or not. Muslim? We’ve got your back. Undocumented? We’ve got your back. LGBTQ? We’ve got your back.

I put these signs up. I made them, ripped them off Tumblr and Pinterest, laminated them, and hung them up. And I monitor them, making sure they are intact. Every day, there they are, everywhere, safe and messaging safety. Visit classrooms and you’ll see that teachers have brought in these same messages, making our beliefs abundantly visible to our students.

Two years ago, when I took over the principalship at Heath, two teachers came to me asking to launch affinity groups in the school. Both groups (a Young Scholars group for our Black and Latina/o students and a Gay-Straight-Trans Alliance for our LGBTQ+ students and allies) received immediate support from me.

Our faculty meetings focus on anti-racist education. Our staff, as a whole, is getting better at confronting inequity. My weekly messages to families spotlights our commitment to an LGBTQ-inclusive community and our efforts to be true accomplices in confronting bias, explicitly naming the ways we are promoting equity.

These collective efforts have been transformative for our school, planting the seeds for real and lasting change. We are imperfect in our efforts, AND we recognize we are a work in progress, striving to meet complex, long-term, valuable goals.

If anyone asks me what I am most proud of, I share this story of our school.

But there was something else. I needed to build a community in which I was also welcome.

When I joined the community, folks understood and accepted me as lesbian. Being an out school leader in the United States, while not rare in Brookline any longer, is still pretty special. Early in my tenure, an out lesbian teacher came to me and told me how glad she was that I was here. Ten years earlier, when she joined the staff, she was told to keep her personal life to herself and not talk about “gay stuff” in class. Now she felt she could be herself and celebrate her growing family openly. My school counselor, on the verge of retirement, told me that at the age of 71 and with over 30 years in the school system he could finally come out in his final year because I was at the helm. These stories, and the countless allies I found at Heath, buoyed me – buoyed me enough that I was finally able to consider coming out as my authentic self, as transgender.

For one whole year I planned my professional coming out. It was very private work, until it wasn’t. Then it became collaborative, but still known only in very small, very hush-hush circles. I began to medically transition so that my body could begin to match my heart and mind. I dressed as I wanted to, legally changed my name, and set a date to tell my story. Along the way, I found allies, and I felt loved. Feelings of safety began to replace feelings of fear.

On June 7 at noon, I sent an email to my school community announcing that I was transgender. By 12:01 my inbox began to fill with messages of love and support. The avalanche of warm wishes was ceaseless, for days and days as my story reached larger and larger circles of folks. I was overwhelmed. I was ecstatic. I was relieved.

Our GSTA meets every other week. Sometimes I join; sometimes I don’t. I mean, what middle schooler wants The Principal in their business all the time? The day after my announcement, June 8, was a regularly scheduled GSTA meeting. I joined. I was nervous. Would they accept me? Did they hear my news? I pulled my stool into the circle, joining the crew. The facilitator asked everyone to say their name, their favorite kind of ice cream, and state their pronouns. When my turn came, I said: Dr. Sevelius, peanut butter and chocolate, he/him/his. Looking across the circle, I saw our lone, proud non-binary student beaming at me. There it was. I had introduced myself – my actual self – and finally believed that I, too, was welcome in this school.

 Asa Sevelius, Ed.D, is the principal of the Heath School in Brookline, Massachusetts. He is the first out transgender principal in his state and amongst the very few out trans school leaders nationwide.

October 04, 2017

A picture of a student crossing their arms and smiling

We need to talk about the realities facing bi students like me. According to GLSEN research, compared to gay and lesbian students, bisexual secondary students report a lower sense of belonging to their school community. In short, being bisexual means it’s especially tough to fit in.

For me, nowhere have I felt more excluded than in my own school's curriculum. In history class, whenever we learn about bisexual historical figures such as Josephine Baker, Walt Whitman, and James Baldwin, we’re never told about their bisexual identity. Their bi identity is erased, despite what it would mean to me to see myself reflected in my textbooks – and what it would mean if other students learned that people like me have made major contributions to the world.

And it’s even worse in health class, where bisexuality is not acknowledged at all. In my sex ed course, only heterosexual relationships were recognized as valid. We only discussed heterosexual relationships, framed as “traditional,” effectively ignoring a major part of who I am.

Research shows that compared to their heterosexual peers, bisexual youth are more likely to engage in riskier sexual behavior. But I wonder: If bi students actually felt like they belonged in school, if we actually learned about bi identity in history and across the curriculum, would bi students engage in such risky behavior? I bet they wouldn’t.

I hope schools recognize the importance of – and begin to implement – bi-inclusive curriculum. Including conversations about bisexuality in the classroom can help break down biphobia and help bi students feel empowered about their identities and relationships. 

To help, GLSEN has resources on supporting bi students, including a video on bi identity and this GSA activity on bisexuality. There’s no better time than now to work to improve the realities facing bi students and make us feel like we belong, too.

Katie Regittko is a member of GLSEN’s National Student Council.

October 02, 2017

Students in a classroom taking notes

October is National Bullying Prevention Month, a perfect time to think about anti-bullying practices in schools. As a former school teacher, I remember how important the beginning of the year can be to setting up your classroom community. Now, in my role at GLSEN as the Education Manager, I get emails and messages every day from educators across the country asking how to support their students and address bullying and harassment.

Many of our supports are developed from our research on school climate. Our 2015 National School Climate Survey reported on the school experiences of LGBTQ youth including the extent of the challenges that they face at school and the school-based resources that support their well-being. This report found that anti-LGBTQ harassment and discrimination negatively affected the educational outcomes of LGBTQ youth, as well as their mental health.

In addition, From Teasing to Torment: School Climate Revisited reports on the school experiences of all students to provide an in-depth look at the current landscape of bias and peer victimization across the nation. From this report we were able to determine that, compared to their non-LGBTQ peers, LGBTQ students are twice as likely to have missed school in the past month due to feeling unsafe or uncomfortable.

It’s important that the adults in school systems take a proactive approach to bullying and harassment by setting up a culture of LGBTQ visibility and support. Based on the research, we recommend four major supports that schools can use to cultivate a safe and supportive environments:

Enumerated Policies

Anti-bullying policies that are comprehensive and specifically include protections based on sexual orientation, gender identity, and gender expression can help in addressing and preventing bullying and harassment. Check out GLSEN’s model policies for some examples.

Supportive Educators

As GLSEN’s Education Manager, I’m constantly meeting and hearing about educators who are doing all they can to support their students. We are constantly teaching, in what we say and what we don’t say, in the people we include in our lessons and the stories we share. Having educators advocating for LGBTQ youth and amplifying their messages can take some of the burden off LGBTQ youth. Educators can use our Safe Space Kit for information and tips for how to become an active ally to LGBTQ youth.

Student-Led Clubs

GSAs (gender-sexuality alliance type clubs) often advocate for improved school climate, educate the larger school community about LGBTQ issues, and support LGBTQ students and their allies. LGBTQ students need a safe space where they can be themselves and feel a sense of community. GSA type-clubs can be this space, and can also center youth activism to continue to make change in a school. You can find GSA activities and ideas on our website.

Inclusive Curriculum

In any subject, having LGBTQ visibility and inclusion in your lessons and being mindful of gender-neutral language can be a tremendous support. LGBTQ students in schools with an LGBTQ-Inclusive curriculum were less likely to miss school in the past month (18.6% compared to 35.6%, National School Climate Survey, 2015). Inclusive curriculum ensures that LGBTQ students see themselves reflected in the lessons they are being taught, and also creates opportunities for all students to gain a more complex and authentic understanding of the world around them. Overall, inclusive curriculum can contribute to a safer school climate.

Implementing these four supports in K-12 schools can help to address and prevent bullying and harassment and work towards cultivating a school environment where all students feel welcome and ready to learn.

Becca Mui, M.Ed. is GLSEN's Education Manager.

This blog was featured in the October 2017 "Expanding Partnerships and Disseminating HIV Prevention Materials to Reduce HIV and other STDs among Adolescents through National Non-Governmental Organizations (PS16-1603)" Newsletter.

 
September 29, 2017

National Student Council member Mari Contreras flexes arm

I identify as a gay Chicana, and finding allies who are allies to my entire identity can be difficult. Seeing as most people think of the LGBTQ community as primarily white gay male couples, even just the thought of being a person of color is erased from what it means to be LGBTQ.

One time, when I talked to a fellow student, who identified as white and outside the gender binary, about my experience as an LGBTQ person of color, they responded, “I’m white and upper class, but I’ve never been racist.” But the truth is, at the least, we’ve all made assumptions about people based on racial stereotypes many times in our lives. It's a fact! The thing is, we just have to acknowledge it, educate ourselves, and fight against it.

It’s frustrating that even members of the LGBTQ community don't stand as allies to one another. LGBTQ people of color like me endure hate and oppression from our own community. It is painful and heart-aching to be with members of our community fighting for acceptance from people outside the community, while we still don't have acceptance from people within in. 

But it doesn’t have to be this way. There are so many ways that people, both inside and outside the LGBTQ community, can be allies to LGBTQ students of color. Especially as we finish up Ally Week, a student-powered program where LGBTQ students and educators lead the conversation on what they need from their allies, here are a few of these ways. 

1.

Speak up when you hear LGBTQ stereotypes, slurs, and jokes, understanding that just as those are wrong, so are racial stereotypes, slurs, or jokes. When you hear them, do not react on a physical impulse. When people say ignorant things to get others fired up, they’re just looking for a reaction. Instead, calmly call them out on their action.

I’ve already heard multiple times in my life the question: “You’re not so and so. Why does it even matter if I use this stereotype/make this joke?” It matters because it’s not right. No matter whether we’re related by blood, we should come together as a family that will stand with one another until the day we are seen as equal, and after that? We will continue to be family, side by side.

2.

Allow LGBTQ people of color to speak on their identities openly without interruption. It's great to support and want to share how you feel, but allow people who actually hold those identities to speak about them first and most.

Imagine: It’s the winter months, and I have a blanket that keeps me warm before someone takes it from me by force. Cold, I find a group huddled together without blankets keeping warm by body heat. A storm brews, and the group is forced to take shelter in a small shed. After the storm is over, we find another group without blankets, and we stick together, supporting one another. 

Later, we hold a local meeting for all so that we may express our need for warmth. As I explain that there are many reasons why we do not have blankets and the hardships of the group, one man interrupts and talks about how he feels awful about so many of us not having blankets, and that he feels very privileged to have a warm home with a surplus of blankets. He wishes us luck on our journey.

You see, I was expressing why we do not have any blankets and struggle to stay warm, but I’m interrupted by someone who has not experienced our struggle firsthand offering sympathy and realizing his privilege. Did he offer help to donate his many blankets? No, he only spoke of his personal insight. Did he recognize privilege? Yes, but when you recognize privilege yet do not act on it, you are not an ally, but a bystander.

3.

Do not stand for cultural appropriation. Instead, actually celebrate others’ cultures.

For example, on Cinco de Mayo, many white people celebrate by wearing fake mustaches, sombreros, and ponchos, all while drinking. Seeing this and being told it's out of “appreciation” of where I come from as a Chicana is difficult. This is using my culture for pleasure and profit while not identifying as Chicana, which is cultural appropriation. Yes, all of that exists in Mexico, but there's so much more to us, too! I love my culture and the beauty of so many things in Mexico. The hardworking people, the smell of fresh dough in the morning for pan, the art covering the streets, the music of everything around, the loud speakers used to wake everyone up in the morning in the neighborhoods, the many statues of La Virgen de Guadalupe, Dia de los Muertos. I miss it, very much. 

My culture is not to be used for profit, period. 

Instead, you should educate yourself on my history, traditions, and more! To be an ally means to effectively educate yourself on other cultures while recognizing your own privilege. So study up, have a conversation, hold lessons in school, find resources, like GLSEN's educator guide on working with students of color, and stay supportive of students with multiple marginalized identities.

And one personal note to my fellow LGBTQ students of color:

You are valid. You are thought of. You are accepted by us. You are our family, I am with you. Con mucho amor.

Mari Contreras is a member of GLSEN’s National Student Council.

September 26, 2017

For Ally Week, we are centering LGBTQ student and educator voices who tell their allies what they need in order to show up and thrive in school.

If you are an LGBTQ student or educator, that includes hearing from you. Want to share what you need from your allies?

  • Think about what you need to make schools more inclusive for you as a LGBTQ student or educator.
  • Think about the multiple identities that you may hold: are you trans, gender expansive, a person of color, person with a disability, a woman or femme, or a person of faith?
  • Write what you need on this sign, take a selfie with the sign, and post it on social media with #MyAllies. 
  • Don’t have a printer? No worries, take a selfie and write what you need from your allies in the caption. Remember to use #MyAllies!

Need help thinking of ideas? Below are 9 examples of what GLSEN's National Student Council members need from their allies to make schools safer for LGBTQ students.

1. Soli

A student holding a sign that says: My name is Soli Guzman. My Allies respect me for who I am and who I love!

2.  Sayer

This student is holding a sign that says: My name is Sayer. My allies want to learn more.

3. Marisa

A picture of a student holding a sign that says: My name is Marisa. My allies advocate for me both in the classroom and out!

4. Marcus

This is a picture of a student holding a sign that says: My name is Marcus. My allies remember that the people most affected by Hurricane Irma were poor/disabled/POC/LGBT+ because they didn't have resources to evacuate easily

5. Imani

A picture of a student holding a sign that says: My name is Imani (she/her). My allies don't wait to be asked nicely.

6. Sarah

A picture of a student holding a sign that says: My name is Sarah. My allies validate my existence and experiences as a queer person of color.

7. Ezra

This is a picture of the student holding a sign and a thumbs up. The sign reads: My name is Ezra (He/him/They/Them). My Allies speak with me, not for me!

8. Danny

This is a picture of a student holding a sign that says: My name is Danny. My allies bring inclusive curriculum to the classroom

9. Julia

This student is holding up a sign that says: My name is Julia (any pronouns). My allies show their support trough highlighting marginalized voices!

This is an image of a student pointing to words that say: LGBTQ students deserve allies that listen. Join the thunderclap at glsen.org/thunderclap

Don't forget to join our Thunderclap and use your voice to join thousands of others who are making a commitment to supporting inclusive schools!

September 25, 2017

Happy Ally Week! GLSEN hopes that this week, LGBTQ students and their allies start a conversation about how allies can better support the LGBTQ community. Transgender and gender nonconforming students require different things from their allies than the rest of the queer community. That's why we're focused in on what these trans and gender nonconforming folks need from their allies. For more information on how to be a better ally to trans and gender nonconforming people, check out this resource and our Actions for Allies page.

1. Marisa

A student holding a sign that says: My name is Marisa. My Allies recognize that non binary femmes exist and are valid

2.  Marcus

A student holding a sign that says: My name is Marcus. My Allies use my correct name and pronouns regardless of whether I'm in the room

3. Kian

A student holding a sign that says: My name is Kian. My Allies should educate themselves on the intersections of race and gender

4. James

Two pictures of the same student holding a sign in each picture. The sign in the first picture says: My name is James Van Kuilenburg. My Allies let me be myself, and see that I am a person beyond my queer trans identity. The second sign says: My name is James Van Kuilenburg. My allies support me as a trans person, but more importantly, support all parts of my community, including people of color, disabled, mentally ill, fat, and poor people.

5. Mari

A student holding a sign that says: My name is Mari. My allies take the time to educate themselves and appreciate my culture, not appropriate it

6. Nate

Two photos of the same student, he is holding a sign in each one. The first sign says My name is Nate (he/him). My Allies need to support trans people beyond the trans military ban

7. Niles

A picture of a student holding a sign that says: My name is Niles. My allies recognize and hold space for the intersections of my disabled and trans identities

8. Ezra

This is a picture of a student holding a sign that says: My name is Ezra. My Allies go with me to new places because all spaces are gendered spaces! The student includes the hashtags: Trans lives matter, Ally week 2017, youth voices matter, and Take my hand Texas

During Ally Week and beyond, remember that trans and gender nonconforming educators also need support from their allies.

1. Milo

This is a picture of an educator holding a sign that says: My name is Milo. My Allies consider how gendered space and language affect non-binary people.

2. Dylan 

This is a picture of an educator holding a sign that says: My name is Dylan (they/them). My allies educate themselves so that the burden doesn't fall on me!

Don't forget to join our Thunderclap and make a commitment to supporting inclusive schools! 

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