Methodology:

We conducted our Community Needs Assessment by reviewing existing research. We summarized several studies and made conclusions and recommendations for our local community. We also graded our school districts. We rated how they measure on the following questions: 1) Protects students from discrimination; 2) Protects staff from discrimination; 3) Addresses name-calling and harassment in the School Safety Plan; 4) Supports curriculum mentioning sexual orientation; 5) Supports and offers professional development opportunities for staff; and 6) Supports extracurricular student activities and clubs.

Summary of Results:

Summary of Existing Research:

Homophobia starts in the early years of a child’s school experience (Noonan, 2001). The mean age for the first same-sex sexual attraction is reported to be 9.7 with the first homosexual activity at 13.1 for males and 15.2 for females (Boxer et al., 1989). Nearly 70% of LGBT students report verbal, sexual or physical harassment. 90% of LGBT students regularly hear anti-gay comments from staff. LGBT youth are four times more likely to skip school because they feel unsafe. 75% of the nation’s teachers have received no training about the needs of LGBT students(GLSEN). LGBT teens may be two to three times more likely to attempt suicide and may comprise as much as thirty percent of the actual number of suicides (Gibson, 1989). LGBT students are reluctant to seek help from their teachers or counselors because of their embracement and fear (Sears, 1994). Teachers believe that a ‘double standard’ exists for LGBT teachers forcing them to keep their personal and professional lives separate (Griffin, 1992). School officials do not see a reason to address issues of the LGBT community because they believe that there are no LGBT students in their schools (Treadway and Yoakam, 1992). Learning about tolerance and diversity in our schools helps to reduce the violence against all minorities, including LGBT students (Lipkin, 1994).

Grade for our School:

1) Protects students from discrimination

The Sioux Falls School District does not have a policy specifically protecting students from discrimination based on sexual orientation.

2) Protects staff from discrimination

The district does not have a written policy specifically protecting staff from discrimination based on sexual orientation.

3) Addresses name-calling and harassment in the School Safety Plan

“Prohibited acts of discrimination include racial, sexual, ethnic or other types of slurs, insults, intimidation, harassment and other conduct directed toward another person’s race, color, creed, religion, age, gender, disability, national origin or ancestry (Sioux Falls School District Policies and Regulations).”

Technically sexual orientation could be included under other. However, the policy does not directly state that students are protected from discrimination based on their sexual orientation or gender/identity.

4) Supports curriculum mentioning sexual orientation

The district does not support curriculum related to policies mentioning sexual orientation.

5) Supports and offers professional development opportunities for staff

The district does not support and offer professional development opportunities addressing sexual orientation and/or gender identity. They have started offering a voluntary in-service on sexuality and gender identity but it is one of many classes that teachers can choose to go to about diversity if they choose to go to the in-service.

6) Supports extracurricular student activities and clubs.

The Sioux Falls School District allows any organization to meet in schools as long as they are organized by student and they have a faculty advisor willing to meet with the students. Roosevelt High School is the only school in Sioux Falls that has established a GSA.

Recommendations for Schools:

1) The Sioux Falls School District should add “sexual orientation” to their discrimination and safety policies for both students and teachers and staff.

2) The Sioux Falls School District should support curriculum mentioning sexual orientation and gender identity issues.

3) The Sioux Falls School District should offer professional development opportunities for staff addressing sexual orientation and/or gender identity.

4) The Sioux Falls School District should make an effort to stop verbal, physical, spiritual and psychological inside and outside of the classrooms.

5) The Sioux Falls School District should give all Guidance counselors a mandatory in-service to learn about the special issues that are facing LGBT students.

6) The Sioux Falls School District should make LGBT teachers aware that their personal lives and professional lives are just as valued and protected as heterosexual teachers.

7) The Sioux Falls School District should encourage administrators to use the resources on www.glsensiouxfalls.com to assess the level of homophobia/heterosexism in their schools.