Equity Climate Survey Report
The School Climate Survey was administered in the month of October in order to better understand the school environment and the students. The Climate Survey was possible largely in part to Mr. Davila, the Equity/POWER Club and Mr. Osolen, who spent a great amount of time quantifying and interpreting the data. The survey was not implemented in order to merely obtain data, but rather to use that data to initiate and implement activities and initiatives to improve the school climate, ultimately making it a safer learning environment for all.
Climate Surveys were distributed to all classes. Sixty-four percent were returned. The data that follow are based on these returns.
According to the collated results, it was found that 8% of the respondents identified as LGBTQ students—meaning that they are either gay/lesbian, bisexual, transgendered, questioning or other. The number of student who identified as LGBTQ in each grade increases as the age of the students increase; for this reason, it can be said that there may be more students that are LGBTQ but are not willing to come out because of the school and/or home environment. It is rather obvious that society is still apprehensive about accepting people of differing sexual orientations, and so we as a uniquely diverse school should be looking to change this and working to create an environment where there is a high comfort level for all students—be they LGBTQ or heterosexual.
Unfortunately, this is not so. Approximately 6% of the respondents stated that they have either been physically harassed or bullied or know of others that have been physically attacked because of the fact they are or others think they are LGBTQ. It is astounding to think that fellow students are being attacked physically merely because of their supposed sexual orientation. Not only are students being attacked physically, but also mentally and emotionally. 62% of those surveyed stated that they have heard anti-LGBTQ slurs directed at specific students and staff once a month or more. When asked about hearing anti-LGBTQ slurs that are not specifically directed at an individual—for example, the usage of “that’s so gay” as a put-down—44% of the respondents stated that they hear them on a daily basis. Actions such as these only further the idea that being queer is a stigma and can have detrimental effects on students that are LGBTQ. More surprising than this was the fact that approximately 38% of the respondents felt teachers or staff do not intervene when such comments are made by students and an additional 36% responded that they intervene only “sometimes”. Similarly, 56% felt that students never step in when slurs are heard. These results further establish that the idea of differing sexual orientations is not accepted within our school environment and that as a result there is a poisoned environment for LGBTQ students at PCI.
When asked the question whether it was acceptable “for boys to be feminine”, more than two-thirds of those surveyed stated that it was not acceptable. However, only 50% of the respondents stated that it was not acceptable “for girls to be masculine”. This statistic shows how males are required to act in narrow social boundaries and how they are limited in their ability to express themselves fully. These results only further the idea that much of the student body is not willing to accept people of varying gender identities.
The final statistics that were extracted from this survey were regarding the safety of the school environment. More that two thirds of the people stated that the school was not a fully safe environment for LGBTQ students and staff. However, almost 88% of those surveyed state that the school is relatively safe for them. One can only imagine the situation of the remaining 12% of the respondents as they come to school. We, as students, have an obligation to our fellow peers to promote an environment where they can interact and learn without the fear of physical or verbal attacks. The teachers can also help.
As one can see from the data, the environment of our school is rather poisoned for students of differing sexual orientations and gender identities. Much of this oppression arises from a lack of education and understanding. Change can only begin with education. However, some rather disheartening facts were revealed concerning the education of students regarding LGBTQ issues. Twenty percent of the respondents stated that they did not receive any education on these issues whatsoever; while 15% stated that they did not know whether they did. In particular, only less than half of the grade 9 population surveyed stated that they received any type of education regarding LGBTQ issues. These results are astounding when considering the fact that it is mandatory that all students receive some type of education regarding LGBTQ issues and that the TDSB’s Equity Foundation Statement dictates that “the principles and practices of anti-homophobia and equity on the basis of sexual orientation permeate the curriculum in all subject areas” (3.4.1). To address this issue, a Teachers’ Equity Group has been established within school. Their primary goal is to infuse all equity issues, including anti-homophobia into the curriculum. Also, nearly 75% of the respondents stated that they did not know where to go receive information and support regarding these issues. There does exist an Equity Club within the school that works to address and educate people about these issues, we have Guidance teachers who can counsel students and refer them to other counsellors and agencies, and there are supportive teachers students can talk to. The students need to know about this. And so the Equity Club, with the help of interested students is working to reach out to all students through the implementation of new ideas and initiatives. For example, we are looking to create a Gay-Straight Alliance. This would allow for students, LGBTQ and heterosexual, to meet and discuss ideas and issues that they feel are important without the need to disclose their sexual orientation—moreover, this group would create a support network for students that do not feel safe or comfortable within the school environment. The first meeting of the GSA will be in March, directly following the March Break. Education is the first and most important part of creating a safer school climate, and so the school has invited T.E.A.C.H (Teens Educating and Confronting Homophobia) to administer workshops to all grade nine English classes on May 1, 2 and 3. Also as part of this, the school has ordered the book “Hear Me Out” which accompanies the workshop. The participating English teachers will be encouraged to discuss and analyze the stories presented in the novel as any other literary work. The school has recently ordered a large amount of equity books and resources to create an Equity Library. This will be instrumental in facilitating the inclusion of equity issues in all courses.
To discuss and deal with the issue of homophobia and all other equity issues on a larger scale, we are forming a School Equity Committee with all groups of people represented including students, parents, and members of the community. Although these initiatives are effective, we realize that it is only the students that can truly change their own environment. As the old adage goes, the first step in solving a problem is admitting that you have problem. To make this clear, we will publish this on the school and P.O.W.E.R websites, we have distributed copies to all members of staff, and it will be published in the school newsletter. We are looking to empower and educate students so that they may be able take action on issues such as this. For example, we have recently sent students to the Unity Conference on March 3rd where they learned how straight and LGBTQ students can work together to end homophobia. We will also be sending student leaders to the S.M.I.L.E Camp, sponsored by the Toronto Police Service, the Toronto District School Board, and the Toronto Catholic School Board, in the month of April. This is an equity camp that will help students develop leadership and organizational skills so that they may be able to initiate action on Safe School issues that affect their school.
This survey shows that LBGTQ students are not a myth, but a legitimate portion of our school population. The Toronto Board of Education in its Equity Foundation Statement recognizes the existence of homophobia within the school system and further states: “inequitable treatment leads to educational, social, and careers outcomes that do not accurately reflect the abilities, experiences, and contributions of our students…[T]his limits their future success and prevents them from making a full contribution to society.” By acknowledging and appreciating the seriousness of the issue, we, as a student body, should work to accept and educate others regarding the idea of alternative sexual orientations and gender identities thus allowing those that are not part of a majority the benefit of a safe learning and working environment. We are high-school students—mature and intelligent—and we should act this way toward our peers, regardless of their sexual orientation. Society has long established and accepted the fact that discrimination upon the basis or skin colour and sex is truly wrong—so why should it be any different with sexual orientation?
- Arup Nath, for the Equity and POWER Clubs.
