Greg Knotts:
“Understanding Homosexuality, Changing Schools” is a concise but thorough treatment of both issues intimated in the title. Lipkin almost constructs two separate books within the confines of his discussion. The ultimate goal is, of course, the 'changing schools' portion of the title. In order to do this however, Lipkin constructs a base of 'understanding homosexuality' for both educators and others to better affirm the need for 'changing schools' in this arena. The aim of this experience is to make homosexuality a topic that all educators: those being educated in preservice programs, those previously educated and those doing the educating, are all informed about and comfortable dealing with.
The discussion begins with a deconstruction of homosexuality. Lipkin provides a framework in several milieus to serve as a backdrop for analyzing the inclusion of gay themes into schools. He gives an overview of what he considers to be the central problem in the educational realm, namely that there are few legal and policy mandates that directly counter the homophobic and heterosexist culture of American schools (p. 12). Consequently, many educators are left to their own devices in dealing, or more to the point, not dealing, with issues surrounding sexual minorities. The blindness and insensitivity of many educators rules the day when experiences of homophobic language, questioning youth, or blatant harassment of gay and lesbian students presents itself on school campuses.
Lipkin nrxt gives a solid historical foundation of the Essentialist [a same-gender identity has existed throughout history] and Social Constructivist [a same-gender identity is a modern phenomena that has been shaped or invented by social forces] arguments and moves toward trying to create a synthesis of the two. He introduces the idea of gender identity, gender role, sexual identity, sexual role, masculine, feminine, male, female and other subcategories as having "243 potential labeling permutations" rather than the accepted, hetero-, homo- and bi — sexual identities typically offered (p. 26).
Lipkin then focuses on a scientific discussion of homosexuality, concentrating on the psychological and genetic theories generally accepted. Genetic disposition, nurture and free choice arguments are all investigated (p. 40). However, Lipkin suggests that gays, lesbians and their allies create a long-term strategy for publicly educating society about how to equally honor people's nonexploitive sexual desires rather than relying on science to solve the 'gay origin' question. He goes on to say that the scientific community should redirect their efforts into looking into the "etiology of the fear and repression of homosexuality. When those psychological and social factors are discovered, then perhaps a cure can be developed not for homosexuality but for the animosity that it evokes" (p. 44).
Lipkin introduces the theories of Mary Hite and Gregory Herek who deconstruct stereotyping and homophobic prejudice (p. 48). He also alerts us to the ideas of internalized homophobia (both conscious and unconscious), as well as institutionalized homophobia in the military, Boy Scouts, Promise Keepers and other groups (p. 62).
Lipkin makes an effort to ground the presence of homosexuality in American history. The rise of Industrialization, the new emphasis on psychology and the impact of World War II serve as broad paint strokes for early American experiences giving rise to a homosexual consciousness (p. 74). Pre Stonewall era groups like the Mattachine Society and Daughters of Bilitis, along with their founders, Harry Hay, Del Martin and Phyllis Lyon are introduced (p. 80). The significance of Stonewall and its aftermath are also presented. The American Psychiatric Association's removal of homosexuality from its mental disorder list in 1973, the onset of AIDS, Supreme Court cases like Bowers v. Hardwick and other examples of legislation are all condensed into a brief look at a homosexual presence in American history (p. 97).
Gay and lesbian teachers and families are also discussed. Since 1974 the National Education Association has included 'sexual preference' in its nondiscrimination language, but "as of 1999 only 10 states, the District of Columbia, and 165 municipalities/counties had adopted civil and job rights provisions for gays and lesbians, and a mere handful of school boards had instituted inclusive nondiscrimination policies" (p. 199). Gay and lesbian teachers often "feel they have to be extraordinary professionals to defend against the effects of possible disclosure" of their gay identity (p. 206). There is societal prejudice against both gay teachers (the proverbial gay molester and recruiter) as well as gay and lesbian parents (successful child rearing requiring two opposite gender parents) (p. 210). There are mental health, social stigma and gender role concerns for children of gay parents (p. 224). These decks seem stacked.
All of this serves as a broad introduction to 'understanding homosexuality' so Lipkin can then direct his discussion toward the topic of using this understanding in order to 'change schools.' Using the supposition that educators are familiar with Piaget and Erickson and their ideas of development and identity, Lipkin introduces the work of Eli Coleman, V.C. Cass and Richard Troiden who have developed schema for the development of a gay/lesbian identity (p. 104). Lipkin asserts that the intersection of race, ethnicity, class and other identity variables make the multiplicity of an individual's identity that much more challenging when sexual orientations other then heterosexuality are considered.
Lipkin quotes the black essayist, Audre Lord, in summing up this question of multiplicity. " 'There is no hierarchy of oppressions…I simply do not believe that one aspect of myself can possibly profit from the oppression of any other part of my identity' " (p. 125). This identity question figures prominently for today's school counselors. When gay teens are up to three times more likely to attempt suicide than their heterosexual peers, school counselors cannot underestimate the value of confronting sexual minority issues head on (p. 151). Lipkin also suggests an intergenerational dialogue, parental inclusion and aid in helping gay students to establish and maintain quality relationships "because of heterosexist assumptions, [gay students] have been prepared from the earliest years, for straight relationships, courtship and marriage" (p. 160). Lipkin suggests that today's gay students, indeed all students, must be supported in expressing their sexualities on the road to integrating the multiplicity of identities with which many of them are faced (p. 193).
Lipkin looks also at the school community at large. He surmises that change can come from two equally effective tactics: changing individuals and changing whole schools. Individual change can be enacted through many means. One is in terms of positive interactions, whereby Lipkin calls upon gay and lesbian teachers to come out and maintain quality relationships with their heterosexual peers and school communities in order to engage in "transformative interactive education" (p. 232). He suggests that individual teachers, gay or straight, may sometimes have great effects on social change from the confines of an individual classroom. He provides a checklist of activities for teachers ranging from very low risk (change assumption that everyone is heterosexual) to greater risk (using gay/lesbian themes in curriculum) (p. 261).
Whole school change can take the form of imposing rules, staff development, and legal change. He asserts that "successful prejudice reduction demands planned interaction" which can take the form of in-services, lunchroom dialogue and other school sanctioned activities (p. 236). Again a list of activities for the whole school is offered in terms of low risk (be a role model of acceptance) to greater risk (call for and develop a gay/lesbian/bisexual awareness day) (p. 262).
Reaching out to the larger community must also play a role and teachers are encouraged to participate in this either as a voice from their school community or to establish home-school connections from within their classrooms.
Curriculum decisions seem to hold a great deal of promise. Although some young people may feel obligated to publicly react with disgust to issues of homosexuality, the increasing presence of gays in the media seems to reduce fear, homophobia and ignorance and young people seem to have become more open to dialogue regarding their curiosity. Some teens are yearning to have more information because they identify as gay or lesbian and some are yearning for more information to reassure them of their own heterosexuality (p.330).
The responsibility in curricular decisionmaking is to be sensitive to all views and still teach for the growth and autonomy of all students. One must be careful to seek out genuine community feelings and not only entertain political posturing. When opposition to curriculum is heartfelt, progressive teachers can only put their faith in continuing respectful dialogue. Because nearly nine out of ten people endorse teaching about cultural pluralism in schools, teachers who favor homosexual inclusion must try to convince a culturally diverse opposition that their causes are one in the same. To be taken seriously, gay and lesbian advocates must be allies to other minorities for curricular equity (p. 322).
Health. Family Life. Science. Political Science. Religion. Sex education. Literature. These are all areas that could have a direct infusion of homosexual related themes without having to reinvent the wheel. Adding exposure to a 'gay history' in the same way African American History or Women's History have become mainstreamed would seem a logical step (p. 364). Obviously faculty training, both in terms of adding curricular knowledge, as well as adding a sensitivity and comfort level, would be necessary (p. 365).
Lipkin offers a veritable laundry list of suggestions for adding gay themes and topics to today's schools. “Understanding Homosexuality, Changing Schools” reads like a user-friendly textbook for a Gay Studies class. It is like a compendium edition of whole departments in higher education. Lipkin very successfully condenses gay history, the development of a gay identity and theories of homosexuality into a comprehensible first half of the book. He uses that foundation for creating pragmatic, concrete and explicit suggestions for school reform in the second half. He develops a schema for teachers, for those who are either gay themselves as well as for those who have never even considered teaching in a gay-friendly manner, and offers real-world ways to "teach tomorrow" topics that might otherwise be overwhelming and frankly, a little scary.
The only limitation is that most of Lipkin's explicit and helpful suggestions refer to the middle school and secondary levels. Elementary teachers are left with wondering how to modify Lipkin's ideas (especially those involving curriculum) for their level — a level already fraught with, I believe, more misconceptions about sexuality than the upper grades. The exceptions to this were his references to the Massachusetts Model and some of the already enacted reforms that were in place there (p. 272).
Lipkin has taken on what can be considered one of the greatest harbors for homophobia and heterosexism in America. America's public schools are vehicles for socially constructing tomorrow's straight, and straight acting, citizens. When parents, such as the California parent who "claimed the use of Sesame Street in a kindergarten class could promote homosexuality because the characters Bert and Ernie live together" are your opposition, introducing gay themed topics is an uphill climb (p. 318). However, Lipkin reminds us "uniting to craft an inclusive, and explicit multicultural document seems to have made all minority groups stronger" (p. 307). Attempting to add sexual orientation to the dialogue of multiculturalism in today's schools seems a viable place to begin.
Teachers, administrators, parents, staff — all stakeholders in tomorrow — whether gay or straight, need to define for themselves what it means to be a part of a multicultural, pluralistic society — and who gets to sit at that multicultural table. Lipkin himself says his "greatest hope is that some parts of this volume — particularly the sections on homophobia, heterosexism, violence, and self-destruction — will one day read as curious historical artifacts of an unenlightened age" (p. 367). An enlightened tomorrow can begin with today's children.
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