Constructing Rainbow Classrooms

According to the 2003 National Student Climate Survey there is a widespread existence of victimization against non-heterosexual students in U.S. high schools. 80% of the students surveyed experience some form of verbal, sexual or physical harassment at school. In nearly 75% of these harassment incidents, neither a teacher nor an administrator intervened, providing an unsafe environment for these students. Recent research suggests that creating safe schools for non- heterosexual students improves their academic performance, their relationships with faculty, and their general attitude toward school. Three non- heterosexual female high school students share their experiences of alienation and harassment as well as their roles in creating and maintaining safe, welcoming school environments. The stories of three older non-heterosexual females provide additional layers of perspective as the narratives are analyzed. This narrative inquiry should help modify curriculum decisions, instructional practices and administrative policies that will construct safer school environments.

Autorentext

Lucille Eaton, Ph.D., studied Educational Research and Curriculum Theory at North Carolina State University. 20 years as a Math, Science and Literacy teacher and teaching coach. Currently working in school transformation at the State Department of Education.