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In Ullman’s article, she draws ideas regarding the necessity for teachers to connect and include

both social and curricular inclusivity regarding LGBTQ students (Ullman, 2014); (Goodenow,

C., L. Szalacha, and K. Westheimer, 2006); (Kosciw, J., N. Palmer, R. Kull, and E. Greytak,

2013). The following research article introduces the educational issues brought forward within

school environments and how this is relevant to the KLA, English. This article also addresses

the methods, findings and results of the research that had been conducted within Ullman’s

article in regards to LGBTQ and GQ students and their experiences within schooling. A current

lesson plan from the specified KLA, English is then brought forward and explained, then

amended to accommodate to LGBTQ and GQ students.

Briefly introduce the educational issue addressed in your chosen article.

The educational issues addressed in the article “Ladylike/butch, sporty/dapper: exploring

‘gender climate’ with Australian LGBTQ students using stage–environment fit theory” by

Jacqueline Ullman is the interconnection between of social issues and academic achievement

of LGBTQ students within schooling environments. This article brings light to the relationship

between expression of self within the LGBTQ students and how the lack of inclusivity by

teachers regarding same sex relationships within education and schooling environment has

created an ‘unsafe, unwelcoming’ gender climate that has negatively impacted their academic

progress (Hillier, L., A. Turner, and A. Mitchell., 2005). The article highlights how silence

within curricular activities marginalises LGBTQ and GQ students away from feeling a sense

of belonging, thus constructing a negative school climate (Ullman, J., and T. Ferfolja, 2014);

(Ullman, J., and K. McGraw, 2014).

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Decline in academic outcomes (Russell, S., H. Seif, and N. Truong., 2001), difficulty in

concentration (Kosciw, J., N. Palmer, R. Kull, and E. Greytak, 2013); (Murdock, T., and M.

Bolch., 2005) and the social isolation and physical victimisation (Hillier, L., T. Jones, M.

Monagle, N. Overton, L. Gahan, J. Blackman, and A. Mitchell, 2010); (Schwartzkoff, J., A.

Wilczynski, S. Ross, J. Smith, G. Mason, D. Thomas, and B. Nicholson, 2003) among LGBTQ

students is repeatedly being disregarded and unpunished by teachers (Hillier, L., A. Turner,

and A. Mitchell., 2005); (Ullman, J., and K. McGraw, 2014) which consequently leads to a

high rate of absenteeism (Poteat, V. P., and D. L. Espelage., 2007). The disposition of ‘gender

norms’ and expectations within the education system (an example addressed is uniform

regulations within schools) creates a lack of involvement, thus leading to a lack of motivation

to achieve academically (Ullman, 2014).

Explain how this issue is relevant both broadly and specifically within your KLA.

These issues at hand are relevant to my KLA, English, through the various avenues in which it

being one of the most school focused subjects, makes its inclusivity for all students, regardless

of their sexual orientation, to be imperative. Integrating pedagogical practices that inform and

address same-gender-attraction rather than allowing dominance of heterosexual views will

result in positive outcomes regarding school performance for these students. Gender binaries

throughout the material being used to teach the curriculum and the language codes (Connell,

1996) used, ultimately affect students’ perspective, marginalising them to conform to “clearly

punitive and regulatory social conventions” (Butler, 1988). The lack of incorporation of

LGBTQ-inclusive literature within curriculum causes a sense of oppression (Foucault, 1982),

leading to isolation, which is mentioned in Ullman’s article.

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Assimilating sexual diversity within literature, creates a safe environment and allows

opportunities for students to engage with the text because it becomes relatable to them

(Blackburn, Mollie V., Buckley, JF., 2005). Developing a framework that embodies positive

gender expression establishes an environment that allows students to be more engaged with

their studies, promoting social interaction that then leads to better academic outcomes (Ullman,

2014). The connection between literature and contemporary matters, perpetrates a willingness

for LGQBT students to engage and participate in understanding the depth of topics taught

within English. Considering the syllabus outcomes of English from the Board of Studies, it

outlines that students must “engage with a wide range of texts in personal, social, historical,

cultural context” (Board of Studies, 2017), integrating material such as poems, and plays that

advocate and include LGBQT students enhances their desire to learn as their work becomes

relatable to them. Embracing a diverse understanding of differences in sexual orientation and

implementing it within a classroom environment, especially through showing historical

literature that addresses same sex relationships, connects content to personal life thus leading

students to feel a sense of belonging and the opportunity to express themselves within the

subject.

Provide a critical summary of your article, discussing how the cited background research

methods used and findings lead to author(s)’ recommendations for practice

Ullman’s article cites research conducted in US high schools that found that schools that

modified their curriculum in order to create an inclusive environment for LGBTQ students

generated a positive and safe climate. It was recorded that there was a decrease in victimisation

and higher academic outcomes when schools represented same-sex-attracted and

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transgendered people in a positive manner, in comparison to schools that did not include

equivalent, inclusive material (Kosciw, J., E. Greytak, E. Diaz, and M. Barkiewicz, 2010);

(Kosciw, J., N. Palmer, R. Kull, and E. Greytak, 2013). The research conducted makes an

evident correlation with the inclusion of LGBTQ positive representations in curriculum to both

consistent attendance and high academic achievement from these students. Ullman further

highlights that support from teachers and addressing issues surrounding same-sex-attracted and

transgender students has impacted their self-esteem in a positive manner (Goodenow, C., L.

Szalacha, and K. Westheimer, 2006); (Kosciw, J., N. Palmer, R. Kull, and E. Greytak, 2013).

Other studies link the impact of “positive teacher-student and student-teacher integration”

(Hascher, T., and G. Hagenauer, 2010) and how this “protection against alienation” (Hascher,

T., and G. Hagenauer, 2010) is directly linked to the increase in academic achievement. Ullman

draws light to the elements in which the SEF (Stage Environment Fit) Theory functions as a

“support or stressor” (Ullman, 2014) in the expression of sexuality and gender that is

established on the factors that schools have either failed or succeeded in constructing an

environment that aids to these students’ needs (Eccles, J., and C. Midgley., 1989); (Eccles, J.,

C. Midgley, A. Wigfield, C. Miller-Buchanan, D. Reuman, C. Flanagan, and D. Mac Iver,

1993).

The qualitative method used in this research approached these participants in a manner that

structured interviews based around the participants’ stories. The five students’ (aged 16-19)

interviews were their perception on gender climate and their academic outcomes based on their

sense of belonging to their school (Ullman, 2014).These LGBTQ and GQ students’ stories

centred around the topics of gender norms and expectations, boundaries and marginalisation,

social acceptance and self/gender expression within their schooling period in high school

(Ullman, 2014). Each of the participants whom are a part of the LGBTQ community were

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interviewed for a sum of 45-90 minutes using a snowball sampling technique (Faugier, J., and

M. Sargeant, 1997). The data gathered was then placed in a NVivo system in order to organise

the analysed transcribes of these interviews (Ullman, 2014).

Researchers gathered that the constrictions of uniform based on biological sex left students

with no sense of self-expression, conforming them to a predisposed gender expectation.

Considering the restrictions made on uniform, the lack of self-expression equated to a

marginalisation and disassociation from social belonging. This then lead to the gender

boundaries expected from teachers of their students based on appearance; students being

subjected to terms such as ‘lady-like’ or ‘traditionally feminine’ ways of presenting themselves

(Ullman, 2014). These boundaries were also confining students’ identity in the way they

behave; for example, not laughing too loud or crossing their legs (Ullman, 2014). The indirect

condoning of bullying towards students that expressed their gender or sexuality outside of the

‘norm’ and silence from teachers regarding these issues, was linked to the impact of these

participants’ motivation to achieve academically (Ullman, 2014). The prescribed,

heteronormative standard was also an expectation set for these participants in regards to certain

binaries constructed around particular subjects within curriculum, leaving students bound from

academic freedom (Ullman, 2014). This lack of autonomy in expression was also evident in

regards to physical education where the researchers found that due to one sport being more

male dominated, set the presumption that it was ‘masculine’ sport. Gender boundaries within

sport was also intertwined with physical appearance leaving students separated from social

belonging (Ullman, 2014).

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The recommendations Ullman suggested are the focus on recognising victimisation of LGBTQ

students, the establishment of LGBTQ-inclusive curriculum (Kosciw, J., N. Palmer, R. Kull,

and E. Greytak, 2013) and the integration of gender expression outside of predisposed

boundaries based on biological appearance. This therefore creates a safe school environment

where students are able to express their autonomy thus connecting their social experiences to

their academic motivation. It is also important to note the necessity for pre-service and in-

service to be trained regarding normalising and improving these interpersonal elements of

sexuality within school polices (Ullman, 2014).

Introduce your chosen learning activity/activities (don’t forget to reference the resource!)

and highlight areas where pertinent information may have been missing or oversights

relevant to your educational issue may have been made.

The lesson plan chosen is an annotated close study of poetry from the Australian Poets Henry

Lawson and Andrew Barton Paterson. Students will address the literary devices with regards

to the social and cultural contexts addressed within the poems. The focus of this lesson is to

address the issues the protagonists within the poems are facing, with reference to the influences

of social and cultural expectations (Jones, 2014). Understanding the poems at hand and their

contextual perspectives through language used, students are able to draw on the representations

of gender expectations, cultural and social impacts. The analysis that students are drawing to

allows for them to explore the literary texts with relevance to representations of living issues

taking in regard the historical context of the poems. Annotating the poems not only allows

students to evaluate the content from the authors’ perspective but to also construct and present

the use of language features within the text and how it is relevant when comparing them with

one another.

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Henry Lawson’s poems address the hardships he has encountered as he describes a ‘realistic’

approach to the everyday living within Australian outback. His poems also address the

relationship he has with his wife and the realities of their roles in each other’s lives. Much like

Lawson, Andrew Barton Patterson’s poems recapture the lifestyle in the Australian bush

making reference to the protagonist, whom is also a male depicted as hero due to the hardships

he has encountered. Patterson highlights the social conditions of Australia and the search for

the protagonist’s identity (Jones, 2014). These poems illustrate a society with very heterosexual

perspective and expectations of how a male and female’s roles and relationships should be

conveyed.

Discuss the revisions you would make to your chosen learning activity and, most

importantly, justify these using your chosen article. (400words)

English literature can be confronting for LGBTQ students considering the historical references

to social expectations in regards to gender roles and relationships. The way in which the lesson

on annotating Lawson and Patterson poems addresses the social constructions, relationships

and the perception on female and male roles creates an environment for LGBTQ students to

feel excluded from understanding the texts from a personal experience. Revisions to the lesson

that as a teacher, I would make, is to include other poems that address contemporary issues and

bring to light the diversity within relationships beyond the heteronormative perspective that the

poems by Lawson and Paterson draw on. These amendments will present an opportunity for

LGBTQ students to engage with the texts due to them finding a relatable connection to the

poems. The revisions I would make would be in-cooperating another two, contemporary poems

that address relationships between same-sex couples, diversity among gender roles and the

perceptions of male and female duties within society.

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The two poems I would draw upon for my students to compare to the Lawson and Patterson

poems are: ‘Equality and Vision’ by Christy Birmingham and ‘My Lover is a Woman’ by Pat

Parker. I have chosen these two particular poems due to their nature in addressing

contemporary issues and the perspectives they portray. Therefore, these poems will generate a

safe environment for LGBTQ students to relate their personal life, to their academic

approaches. Ullmans article addresses the correlation between personal life and identity with

academic process (Ullman, 2014) consequently, it is imperative that students can meet the

academic outcomes and this can be done through the assistance of their teachers amending

lessons to cater for them.

Through this research article it is evident that creating an inclusive and welcoming environment

that supports a diverse range of students generates a positive school culture. Understanding that

the current school curriculum and gender climate within schools is dependent on heterosexual

contexts, and silence from teachers regarding LGBTQ student issues, leads to social

victimisation, thus a lowering in academic achievements (Hillier, L., T. Jones, M. Monagle, N.

Overton, L. Gahan, J. Blackman, and A. Mitchell, 2010); (Schwartzkoff, J., A. Wilczynski, S.

Ross, J. Smith, G. Mason, D. Thomas, and B. Nicholson, 2003). In-cooperating LGBTQ

friendly topics within curriculum as shown in the revised lesson plan, it is apparent due to

research conducted within Ullman’s article there will be an increase in involvement from these

students and a rise in their academic and social growth.

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Appendix:

Lesson Plan Photos:

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Revision to Lesson Plan Material:

Poem 1:

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Poem 2:

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