Homophobia and Heterosexism

TEACHER GUIDE
CONTENTS / DIRECTIONS
GOAL SETTING & TERMS
TIME ALLOCATION
Goal
To examine specific aspects of our identity including sexual orientation, heterosexism and homophobia, and how they impact our leadership. To examine life experiences, focusing on how they impact access to power and privilege in society. To reflect on what we have learned this weekend, and how it impacts leadership dynamics – who and how do I lead. To celebrate and share our experiences this weekend through art and ANIMO WIDE TALENT SHOW.

ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:

1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:

1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:

1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:

1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning

Objective:
To raise personal awareness of our own fear, discomfort, resistance, and bias when asked to consider open disclosure and genuine behavior by gay and lesbians in our community; and what effect these emotions have on our leadership values.

Terms:
Sexual Orientation, Lesbian, Gay, Bisexual, Queer, Heterosexual, Homosexual, Heterosexism, Homophobia, and Symbols & Signs.

Definitions
1. Sexual Orientation: This is whom we primarily develop romantic, emotional, physical, and sexual attractions, desires, and fantasies for connections with. It is who we fall in love with.
2. Lesbian: A women whose primary emotional, physical, and sexual relationships are with someone of the same gender; primarily used for women. (Include the symbol for Lesbian on definition)
3. Gay: A person (primarily men) whose primary emotional, physical, and sexual relationships is with someone of the same gender; primarily used for men. Include the symbol for gay on definition)
4. Bisexual: A person whose primary emotional, physical, and sexual relationships are with a person of either gender. (Include the symbol for bisexual on definition)
5. Queer: Originally a derogatory label used to refer to, intimidate and offend lesbian and gay people. More recently this term has been reclaimed by some lesbians, gay men, and bisexual people as an inclusive and positive way to identify all people targeted by heterosexism and homophobia.
6. Heterosexual: A person whose primary emotional, physical, and sexual relationships are with someone of the opposite gender.
7. Homosexual: A person whose primary emotional, physical, and sexual relationships are with someone of the same gender
8. Heterosexism: A system of advantage that favors heterosexuals, institutionalized homophobia, the assumption that being heterosexual is inherently better, more moral, or more natural than being lesbian, gay and bisexual.
9. Homophobia: The fear, dislike, or hatred of gays, lesbians, and bisexuals. Also, the fear of being labeled or perceived as gay, lesbian, or bisexual; the fear of one’s own feelings towards members of the same sex; and the fear of behavior.
10. Symbols/Signs: Lambda, Pink Triangle, Dual Triangles, Black Triangle, and Rainbow.


Transition
Have students think about these definitions debrief with them, clarify, exemplify and begin to bring a sense of normalcy to them as they are moved into the next two experientials.
















Teacher Guide
Content / Direction
FORCED CHOICES
Time allocation
Goal
To connect to my feelings around people who are gay, lesbian and bisexual.

Materials Needed:
Six (6) Signs (Anger/Coraje, Fear/Miedo, Happy/Alegría, Love/Amor, Sadness/Tristesa, Repulsion/Asco)

Activity 2: Forced Choice Exercise
Set Up
Participants are advised that this is a silent exercise, and asked to convene in one large group in the center of the room. They will carefully listen to the questions or statements listed below and move to the side of the room that indicates their response to the question/statement. A choice must be made by all participants. It must be a completely honest choice, free of peer pressure or the need to be accepted. Remind the group that the reason for the rule of silence is to focus on personal feelings about the questions; where others are standing; where their friends are standing, and what they wish they could say to them, or ask them about the choices they have made.

Procedures
1. The first time that I became aware of homosexuality I felt…

2. Laws protecting gays, lesbians and bisexuals from discrimination in housing, employment, and marriage makes me feel....

3. Having a teacher or educator who is Gay, Lesbian or bisexual makes me feel....

4. Lesbian, Gay or bisexuals who want to adopt children make me feel...

5. Effeminate gay or bisexual Latinos makes me feel....

6. Masculine lesbian or bisexual Latinas make me feel....

7. Straight acting lesbian, gay or bisexuals make me feel...

8. Displays of obvious public affection between people of the same gender makes me feel....

9. Having to work closely with a leader who is gay, lesbian or bisexual makes me feel....

10. If my brother, sister or cousin wanted to announce that he/she was gay, lesbian or bisexual at a family gathering I would feel....

11. If he or she wanted to discuss his or her gay, lesbian, or bisexual relationship with me on a personal level, I would feel...

12. If someone thought I was bisexual, lesbian or gay, I would feel....

13. If someone gay, lesbian or bisexual tried to be my friend, I would feel....

14. Bisexuality makes me feel …

15. Homosexuality makes me feel....

Transition
After the Forced Choice is done with the “FEELING” words, the Comunidad will continue with the AGREE/DISAGREE portion of the program. Remind everyone that this continues to be a SILENT exercise and to be attentive to what’s going on with them -- that is, what are they feeling?
1.














Teacher guide
Content / Directions
AGREE / DISAGREE
Time Allocation
Activity 3: Agree / Disagree
Goal
To lead students into further thinking and making connections around their feeling towards the LGBTQ community.

Procedures
Teacher/Facilitator ensures that two signs are posted on opposite ends of the classroom that read: AGREE and DISAGREE.
Students listen, think and make a choice for each of the following statements.
Teacher/Facilitator may stop at particular statements to debrief, have pair shares and share outs.
The following are the statement read by the Teacher / Facilitator:

Agree / Disagree Statements
-1. I would support a public official who advocates equal rights housing and employment for gays and lesbians.
-2. I would support a teacher who is gay, lesbian, or bisexual.
-3. I would walk the precinct for a leader that I know is gay, lesbian, or bisexual.
-4. I would support a Latino or Latina who is gay, lesbian, or bisexual who runs for president of my school.
-5. I would support my brother, sister, or other family member if they told me they are gay, lesbian, or bisexual.
-6. I could support my sister, brother, or other family member in telling my father that they are gay, lesbian, or bisexual.
-7. I could support my sister, brother, or other family member in telling my mother that they are gay, lesbian, or bisexual.
-8. I would support my brother, sister, or other family member if they wanted to bring their partner to my house for Thanksgiving dinner.
-9. I would be uncomfortable if I saw them holding hands.
-10. I would be uncomfortable if I saw them kissing.

Debrief as class/group
-Have students share out their thoughts, observations, the origins of their thoughts and fears. Encourage respect to take place within the community dialogue.





























TEACHER GUIDE
CONTENT / DIRECTIONS
GLBT DEBRIEF
TIME ALLOCATION
GOAL
To give GLBTQ students an opportunity to share what they felt and are feeling having done the Forced Choice Exercise(s); and begin exploring their thoughts and feelings about being GLBTQ in the Latina/o community and society in general.

PROCEDURES
q Check-in: name, feeling word, and how you identify?
q Reactions to the forced choices exercise(s)?
o Did anything surprise you?
q What is it like to be g/l/b in this society?
o Open up to personal stories/experiences.
q What is your greatest challenge with homophobia, be it internal or external?
o How does it impact your identity, your family, your life?
q How are you most affected by heterosexism?
o Where do you see/experience it the most?
q What is it like to be denied the privileges offered to heterosexuals?
q What has it been like to be here at LCLI?
o Have you been out?
o Why or why not?
q How does/has your identity affect(ed) your leadership or how your leadership is perceived?

Ask the group to think about how they are stereotyped in the Latina/o community and society in general. What are the stereotypes that affect them the most?


TRANSITION
Describe the purpose of the upcoming meeting and help the group get ready for dialogue with the rest of the ASLI COMMUNITY. Support them in clarifying what they want to say to the group. Also inform them that true dialogue may involve difficult questions and statements by the other group. How will they handle that?






























TEACHER GUIDE
CONTENTS / DIRECTIONS
HETEROSEXUAL DEBRIEF
TIME ALLOCATION
GOAL
To give students an opportunity to share what they felt and are feeling with having done the Forced Choice Exercise; and begin exploring where they received their information/ messages; to explore the privilege attached to being heterosexual and the feelings that GLBTQ people feel when they are asked certain types of questions that heterosexuals take for granted.

DYADS
Have students get in dyads right away. Have the students share the following:
□ What feelings were present as you did the Forced Choice exercises?
□ What did you realize about yourself?
□ Were you surprised by anything?
□ What challenged you the most and why?
□ Allow for some big group sharing from the dyads.

2ND DYAD
Next, have the students quickly get into a new dyad and respond (to their partner) to the questions that are read aloud. The responses should be brief and every student should be allowed the time to share.

1. When did you first realize that you were heterosexual?

2. Do you think that you were born heterosexual, or is it just a choice that you are making?
3. Is it possible that your heterosexuality stems from a fear or hatred of others of the same sex?
4. Have you told your parents or your friends that you are heterosexual? How did they react?
5. Why are heterosexuals so blatant? Why can’t they just be who they are and not flaunt their sexuality by holding hands, kissing in public, wearing rings, etc.?
6. Statistics show that most child molesters are heterosexual men. Do you consider it safe to expose your children to heterosexual males?



























TEACHER GUIDE
CONTENT / DIRECTIONS
Fishbowl Read Out
TIME ALLOCATION
Set up
The following words would be posted in the Walls as the presumed heterosexual group enters the place of the activity. Some of the words can be repeated and the question would be at the end: faggot/queer/marimacha/maricon/lesbo/joto/dike/bulldike, and the question; Next time you hear or use these words, think about what they mean? (Or who they offend?).

Procedures
Poster Walk Through: As the students enter, they will then have about 5 minutes to walk around and read the various posters depicting sexual orientation hate crime statistics and examples as well as some positive gay/lesbian/bisexual role models.

Meanwhile
The LGBTQ group will wait in the To be Arranged room until a Staff member asks them to proceed to the Glen Poling Main Lodge. They will also be given a chance to view statistics and hear story.
Every hate crime statistic poster will be cited with the Los Angeles County Commission on Human Relations - Hate Crime Report 2003. All statistics regarding youth are cited form the GLSEN 2004 State of the State Youth and Education Report.

Poster Walk Through Hate Crimes Statistics
#1 Hate Crimes motivated by sexual orientation went up by 7%.

For the Second year in a row, sexual orientation crimes grew, while racial and religious hate crimes declined.

#2 28 % of victims of Homophobic Crimes were Latinos, second behind White Victims at 47%.

#3 69% of the Identified suspects of Homophobic Hate Crimes were Latino Males. The largest identified group of perpetrators.

Although there were cross racial Homophobic Crimes, it is significant that victims were most likely to be attacked by members of their own race.

In Hollywood, a Latino Male struck another Latino Male with a baseball bat, calling him a “fag.”

#4 74% of Sexual Orientation Hate Crimes happened inside someone’s home.

School based Sexual Orientation Hate Crimes went up 36%.

#5 A 17 year old student was in the girl’s bathroom at her high school when two males hit her, pushed her to the ground and attempted to sexually assault her. They fled after another student entered the bathroom. While assaulting her, one of the suspects said, “There is no such thing as being gay,” and “I’m going to show you you are straight.

#6 In 2004, 84%, gay, bisexual or transgender students reported they had been verbally harassed at school because of their sexual orientation.

44% of LGBTQ youth of color report being verbally harassed because of both their sexual orientation and race/ethnicity.

82.9% of LGBTQ students report that faculty or staff never intervened or intervened only some of the time when present and homophobic remarks were made.

#7 41% of Lesbian, Gay and Bisexual youth report physical harassment because of their gender, gender expression or sexual orientation.

55% of Transgender youth report the same abuse.

#8 64% of LGBTQ students report feeling unsafe at their school because of their sexual orientation.

31% of LGBT students missed an entire day of school last month because they felt unsafe.

The rate was even higher, 35% for LGBTQ youth of color who felt unsafe at school because of their sexual orientation, their race or both.

#9 Students who frequently experience harassment because of their sexual orientation had a lower average GPA and were less likely to plan to attend college.

#10 Suicide is the leading cause of death among gay and lesbian youth.

#11Gay and lesbian youth are 2 to 6 times more likely to attempt
Suicide than heterosexual youth.

#12 Over 30% of all reported teen suicides each year are committed by gay and lesbian youth.

#13 50% of all gay and lesbian youth report that their parents reject them due to their sexual orientation.

#14 26% of gay and lesbian youth are forced to leave home because
of conflicts over their sexual orientation.

#15 Approximately 40% of homeless youth are identified as gay,
lesbian or bisexual.

FISHBOWL QUESTIONS:

§ As an African American Black Latina/o, how have you been personally effected by homophobia in your life?
§ How does homophobia play itself out in real life situations; home, work, family friends, school & Leadership?
§ Students can talk about myths/stereotypes regarding homosexuals.

Community debrief
How are you feeling? What feelings came up for you?
□ Do you see yourself in anything that has been shared (as a perpetrator or victim of homophobia [anywhere on the continuum, from avoidance to violence, as the relative or friend of a GLBTQ person, as someone struggling with their own sexual orientation identity])?

□ What did you learn about the LGTBQ community?

□ What did you learn about yourself? What challenged you the most?
□ How does homophobia affects your life?
□ Does it impact how you feel about yourself?
□ Is it part of your family dynamic?


□ What did you learn about how your emotions/feelings influence your behavior?
□ Does it influence how you interact with members of your own
gender group?
The other gender group?
□ Does it influence who you become friends with?

□ As an African American Black Latino/a Leader what influence do you think these emotions/feelings will have on you when you are leading others?

□ As an African American Black Latina/o leader, what is your responsibility to the LGBTQ community?
What do you need to learn?
Do you need to address and/or change anything?

SURVIVOR'S STORY
Eight Bullets
Claudia Brenner

The first bullet:
When the first bullet hit me, my arm exploded. My brain could not make the connections fast enough to realize I had been shot. Rebecca knew. She asked me where I had been shot. We had encountered a stranger earlier that day that had a gun. We both knew who was shooting us. Perhaps a second passed.

The second bullet:
When the second bullet hit my neck I started to scream with all my strength. Somehow the second bullet was even more unbelievable than the first.

The third bullet:
The third bullet came and I now know hit the other side of my neck. By then I had lost track of what was happening or where we were except that I was in great danger and it was not stopping.

The fourth bullet:
I now know a fourth bullet hit me in the face. Rebecca told me to get down, close to the ground.

The fifth bullet:
The fifth bullet hit the top of my head. I believe Rebecca saw that even lying flat I was vulnerable and told me to run behind a tree.

The sixth bullet:
The sixth bullet hit Rebecca in the back of her head as she rose to run for the tree.

The seventh bullet:
The seventh bullet hit Rebecca's back as she ran. It exploded her liver and caused her to die.

The eighth bullet missed.

It is not surprising that Stephen Roy Carr believed us both dead. He shot to kill. The neck. The head. The back. Surely he believed us dead or he would have used more of the 27 rounds of ammunition he left in his haste to get away. He shot from where he was hidden in the woods 85 feet away, after he stalked us, hunted us and spied on us. He shot us because he identified us as lesbians. He was a stranger with whom we had no connection. He shot us and left us for dead.

We could not have known that this man could so lack respect for human life as to shoot to kill. Murder had not yet become a word in my vocabulary. Anti-gay murder was just a concept without names or faces. Anti-gay violence was a problem of harassment, not a matter of life and death.

It was May 13, 1988, the second day of a three-day backpacking trip on the Appalachian Trail in Pennsylvania. Rebecca had driven up from Blacksburg, Virginia, where she was finishing her last semester of a master's program. Rebecca Wight was 28 years old self-taught feminist of Puerto Rican/Iranian/Anglo heritage. Her relationship with me was her first acknowledged lesbian love, a reality that she celebrated with mixed emotions. In Virginia she was cautious about public expressions of affection, fearful of rejection from her conservative academic community.

At the time of our trip, I was 31 years old, a White, Jewish lesbian who had come out in college in the late 1970's. I was firmly embedded in a strong women's community in Ithaca, New York. I was committed to liberation and willing to take some risks, though also aware of the need for discretion in a homophobic society.

My relationship with Rebecca had been interrupted by my acceptance of a fellowship abroad to do research for my thesis. I had returned in February and we were in the midst of figuring out long-distance love. We were feeling close and wonderful. Our plan had been to hike for a few days and then drive to Washington, D.C. The weather was fine, with the delightful May sunshine and warmth.

The days before had been filled with overheated car engines, school and money pressures, long-distance phone calls, and occasional stomachaches. Even our two brief exchanges with the stranger on the trail, though disturbing, had seemed of little consequence. Early in the morning he wanted cigarettes; later he asked if we were lost. We never saw him again. We had no clues that he was planning to murder us. No clue that, after we saw him continue on the trail, he would circle back around to ensure that our paths would cross again, this time with him hidden. From a hidden position he watched us make love and have fun. Then, he exploded our world with his hate and his bullets.

During the moments of the shooting, Rebecca's ability to think and function was astonishing. Her thinking and instructions got me out of his range and behind the tree. We both made it behind the tree, and the shooting stopped. Rebecca slumped against the tree trunk, needing its support. She was fading, losing her vision and her ability to communicate in this world. Rebecca began to die.

In my panic and disbelief, I asked her over and over again what to do. I knew we desperately needed help. Somehow, knowing that the situation was urgent, I forced myself to leave Rebecca's side. I never saw her again. If I had stayed, I surely would have died as well.

I walked in terror, shock, and ripping pain, never knowing if he would appear. Although it was a very long way, I didn't stop. I know now that it was nearly four miles, and it took several hours. Darkness came. Finally, I reached a road. Two young men stopped their car to my flashlight signal, and took me to the closest town with any police and emergency help. The State Police responded immediately with the search that found Rebecca's body later that night. Miraculously, I survived the five bullet wounds with no permanent injuries. The medical staff told me repeatedly how close I had come to death.

During the next two weeks, the State Police conducted an intensive investigation that led to the capture of Stephen Roy Carr. Later, the district attorney of Adams County successfully prosecuted the murderer, but not before his lawyer tried to assert that our sexuality provoked him.

Although the gunshots have for the most part quieted in my mind; though my wounds have healed; though I now speak widely of the homophobia that destroyed and stole the life of a lover, a sister, a daughter, a friend: I will always walk with an awareness of the tragedy I knew on that silent trail.