This makes sense because it can be easy to assume that recognizing having privilege would be the same as claiming to have no problems or no right to complain about having problems. That’s simply unrealistic and it can certainly inflame a conversation quite quickly. However, recognizing our privileges can help us to become more mindful of those who do not have what we have, as well as helping to articulate our needs to those who have what we do not.
For example, by recognizing that not everyone in your school has consistent food access, a school or its staff member may become more aware of areas where wasted cafeteria food could be donated to those in need who may otherwise miss meals at home. By recognizing that not every student identifies as heterosexual, pamphlets and other sex education materials can be reviewed to ensure that all sexualities are included so that all students gain access to information about how to protect themselves and their partners during sex. By recognizing that not all students may be open about their sexuality, a health class teacher, guidance counselor, or other caring staff member may find a place to put these pamphlets and resource materials that is private enough so that all students can access them without having to do so in front of peers. By recognizing that the school may have not yet experienced a lawsuit by an LGBT+ student, family, or staff member for discrimination means that the school can begin to examine areas in which improvement is needed, and there is an opportunity to make these changes before or without creating conflict or legal ramifications because of the poor experience of an LGBT+ person.
In short, the purpose of defining one’s privilege as an individual, as a department, as a school, or as a school district is not to belittle or undermine occurring problems or stressors. It is simply to examine the ways in which the existing structure and schema benefit some while being detrimental to others. Once this awareness is obtained, it can be easy to begin to assess where there are areas that can be improved upon, which can lead to change, and which in turn can lead to a more inclusive and affirming school for all.
4
Intersectionality
Although the definition section is intended to be all-encompassing, it seems inappropriate not to provide a separate place to discuss and recognize intersectionality. Coined by Kimberlé Williams Crenshaw in 1989, the term identifies the intersection of being a member of more than one minority group. It recognizes that each group’s membership comes with its own struggles and that the intersection of two or more memberships is more than simply the sum of society’s mistreatment of each group within which a person identifies. The definition in this context is acknowledging that although an LGBT+ identity is, in itself, a minority status, many individuals exist within the intersection of two or more minority groups, which directly impacts their school experiences.
As one can imagine, each group that they are a part of causes them to be the target of misunderstanding and injustice, and to be at a higher risk of being victimized. The comic Wanda Sykes has built this into many of her comedy routines and interviews she has given, as she identifies as female, Black, and a lesbian. Her appearance allows the general public to assume her to be female and to identify her skin tone, leaving her already in a minority group at the intersection of female and Black. This individual exists at the intersection of female and Black and gay, creating three ways in which others may be biased against her, further causing her and others with this shared intersectionality to be that much more discriminated against than someone with only one of those three minority statuses, which is more discrimination than someone without any of these minority statuses faces.
In some cases, the identity of intersectionality may appear obvious. In other cases, there may be minority group status that may be more difficult for the casual observer to identify. In addition, there may be an assumption that certain members of certain minority groups may not identify as LGBT+. Typically, this occurs when one or more minority identifications lead the individual to be desexualized by society. One example of desexualized or infantilized groups is that of people with significant physical and/or learning disabilities. Through media portrayal and the additional need of assistance to perform daily tasks, it is common for society to see individuals with physical limitations as patients, as helpless, and/or as people to be pitied. This makes it difficult for many to recognize any gender identity or sexual orientation in association with that individual or an entire group of individuals with the same characteristics. This can result in a lack of representation for LGBT+ individuals who have obvious physical limitations. The deaf community is another group where members are often not considered to also be in a gender or sexual minority. While our society has been making strides to recognize that hard-of-hearing or deaf people live rich, full lives, it remains prevalent in the media that individuals of this minority group are seen as being in need of assistance or being victims of crimes.
Although this book focuses on making schools more LGBT+ inclusive, this is not intended to be done at the detriment of recognition of other minority groups or their needs. Focusing on this particular group and its needs can also provide you with insights and tools to become more mindful of the needs of students and staff who are part of other minority groups. Use what you gain via this book to encourage you to think about how different students may need similar types of support and how you can be a more inclusive colleague.
Battle fatigue
As you move through this book, giving yourself time to pause periodically and reflect, you are encouraged to consider not just how the information impacts your life and your actions but also how the lack of knowledge and the need to educate others has impacted LGBT+ students, families, and staff. Too often, a person in a minority group is expected to provide insights to others. There can be an expectation that it is incumbent upon a person in a persecuted group to raise their hand, explain their identity, explain how the current statement or situation is inappropriate, offer suggestions, recommend a solution, and implement the new course of action.
It is also necessary to consider that laws and law enforcement may already be against them. (This is not to discount areas where non-discrimination policies exist or the many wonderful police officers; this is simply to acknowledge how many areas of the nation lack even basic LGBT+ protections and how many stories exist where officers have been unkind or downright cruel to LGBT+ people.) There is also a significant amount of bigotry that exists, especially for those whose identities are at the intersection of a number of minority groups. This means that there may never be a time when the individual is able to truly relax because they are forced to always be in fear for their safety and their lives, spending a significant portion of their energy simply trying to stay alive, before they can even begin to add other areas of focus to their day.
As such, it is easy for a person to become exhausted from trying to meet or manage the expectations others have of them, while being seen as the voice of their entire minority group and while trying to avoid becoming the victim of violence. For students, they are often juggling this while also attempting to figure out their own identity and place in the world and meet the requirements placed upon them during the learning process. For families, they are often juggling all of the multitudes of parental requirements alongside judgment from others and stress of safety risks. For LGBT+ employees, their jobs become that much more difficult when they are not only at risk as people but even more so in areas where it is legal for them to be fired for their identity, which means that they consistently also live in fear of sudden job and income loss.
Siblings and families of LGBT+ people may also experience this fatigue. Families may be forced to forever defend their child’s identity to adults to ensure appropriate educational opportunities and treatment in schools. Siblings may spend much of their time in school defending their LGBT+ sibling, monitoring whether their sibling is safe from bullying, or fending off those who mistreat them because they have an LGBT+ sibling. This can result in significant and ongoing efforts by everyone to keep the LGBT+ person as safe and respected as possible.
As you move through this book and as you become more mindful of the experiences of LGBT+ people, you are encouraged
