minnesota - GLSEN

2015 STATE SNAPSHOT SCHOOL CLIMATE IN

MINNESOTA Findings from the GLSEN 2015 National School Climate Survey demonstrate that Minnesota schools were not safe for most lesbian, gay, bisexual, transgender, and queer (LGBTQ) secondary school students. In addition, many LGBTQ students in Minnesota did not have access to important school resources, such as having an inclusive curriculum, and were not protected by comprehensive anti-bullying/harassment school policies. FACT: The majority of LGBTQ students in Minnesota regularly heard anti-LGBT remarks (Fig. 1). Many also regularly heard school staff make homophobic remarks (14%) and negative remarks about someone’s gender expression (32%).

FACT: Most LGBTQ students in Minnesota had been victimized at school (Fig. 2). Of those, most never reported the incident to Figurestudents 1. Hearing Anti-LGBT from Figure 2. Identity-based Harassment & Assa school staff (53%). Only 34% of those who reportedRemarks incidents said it resulted in effective staff intervention.

Students in Minnesota Schools in Minnesota Schools (percentage of LGBTQ students hearing remarks (percentage of LGBTQ students harassed or assa Figure 1. Hearing Anti-LGBT Remarks from Figure 2. Identity-based Harassment & Assault sometimes, often, or frequently) Students in Minnesota Schools in Minnesota Schools Sexual (percentage of 100% LGBTQ students hearing remarks (percentage of LGBTQ students harassed or assaulted) 23% Orientation 86% sometimes, often, or83% frequently) 9% 80%

100% 83% 80% 60%

60% 73% 40%

73%

70%

Sexual 66% Orientation

86% 66%

20%

23% Gender 9% Expression

Gender Expression

5%

5%

17% Gender

58%

17% 58%

56%

14%

4% 56%

Verbal Haras 21% 14% Race or 4% 4% Ethnicity 0% Physical Har 1% 20% Verbal Harassment 21% “Gay” Used in Homophobic Negative Negative Race or 28% 4% a Negative Remarks Remarks Remarks Physical Ass Ethnicity 0% Disability 7% Physical Harassment 1% Way (e.g., ‘fag” about Gender about “Gay” Used in Homophobic Negative (e.g., Negative 1% 28% so “dyke”) Transgender a Negative Remarks “that’s Remarks Remarks Expression Disability Physical Assault 7% 0% 20% 40% 60% People Way (e.g., (e.g., ‘fag” gay”) about Gender about 1% “that’s so “dyke”) Expression Transgender 0% 20% 40% 60% 80% gay”) People 40%

Gender

FACT: Many LGBTQ students in Minnesota reported discriminatory policies or practices at their school (Fig. 3). Most (57%) experienced at least one form of discrimination at school during the past year. • About 1 in 5 LGBTQ students in Minnesota were disciplined for Figure 3. Discrimination Against LGBTQ Students in Minnesota Schools public affection that does not result in similar action when it (percentage that were prevented from...) occurs between non-LGBTQ students (21%). Figure 3. Discrimination Against LGBTQ Students in Minnesota UsingSchools the Bathroom or Locker • In Minnesota, 1 in 4 LGBTQ students (26%), and 3 in 4 (percentage that were prevented from...) Room that Aligns with Gender transgender students (75%), were unable to use the school restroom that aligned with their gender. Additionally, over 1 in 5 Using the Bathroom or Locker Using Their Preferred Name26% LGBTQ students (22%), and over half of transgender Roomstudents that Aligns with Gender or Gender Pronoun (54%), were prevented from using their preferred name and Using Their Preferred Name gender pronouns in school. 22% Expressing PDA in School

26% 22% 21%

or Gender Pronoun

• LGBTQ students experienced other forms of school Wearing Clothes Considered Expressing 21% discrimination (not in Fig. 3): being unable to wear LGBT- PDA in School Inappropriate for Their Gender supportive apparel (10%), being unable to discuss LGBT issues Wearing Clothes in assignments (12%), being unable to include LGBT themes inConsidered Bringing a Same-gender Date 19% Inappropriate extracurricular activities (e.g. school yearbook, Day of Silence)for Their Gender to a School Dance (10%), and being prevented or discouraged from Bringing playing school a Same-gender Date 9% Forming or Promoting a GSA sports due to an LGBT identity (6%). to a School Dance Forming or Promoting a GSA

10%

9% 9% 0%

9% 0%

GLSEN 110 William Street, 30th Floor, New York, NY 10038

19%

20%

10%

20%

30%

30%

(212) 727-0135 . glsen.org facebook.com/glsen . twitter: @glsen Figure 4. Availability of LGBT-Related Resources &

Forming or Promoting a GSA

9% 0%

10%

20%

30%

FACT: Many LGBTQ students in Minnesota did not have access to in-school resources and supports (Fig. 4). • Only 15% attended a school with a comprehensive anti-bullying/harassment policy that included specific protections based on sexual orientation and gender identity/expression. • Nearly all could identify at least one school staff member supportive of LGBT students, but only 3 in 4 (75%) could identify 6 or more supportive school staff. • Only 1 in 4 (28%) were taught positive things about LGBT people in class. • Less than 2 in 3 (61%) could access information about LGBT communities on school Internet.

Figure 4. Availability of LGBT-Related Resources & Supports in Minnesota Schools Comprehensive Policy

15%

At Least One Supportive Educator

98%

6 or More Supportive Educators

75%

Gay-Straight Alliance

65% 28%

Inclusive Curriculum Library Resources

46%

Internet Access

61% 0%

20%

40%

60%

80%

100%

RECOMMENDATIONS School-based supports such as comprehensive anti-bullying/harassment policies, school personnel who are supportive of LGBTQ students, Gay-Straight Alliances, and LGBT-inclusive curricular resources can positively affect school climate for LGBTQ students. Findings from the 2015 National School Climate Survey demonstrate that students attending schools with these resources and supports report more positive school experiences, including lower victimization and absenteeism and higher academic achievement. Given the high percentages of LGBTQ students in Minnesota who experience harassment at school and the limited access to key resources and supports that can have a positive effect on their school experiences, it is critical that Minnesota school leaders, education policymakers, and other individuals who are obligated to provide safe learning environments for all students take the following steps: • Implement comprehensive school anti-bullying/harassment policies; • Support Gay-Straight Alliances; • Provide professional development for school staff on LGBTQ student issues; and • Increase student access to LGBT-inclusive curricular resources. These actions can move us toward a future in which all students in Minnesota will have the opportunity to learn and succeed in school, regardless of sexual orientation, gender identity, or gender expression.

To learn more about GLSEN and to get involved, visit glsen.org or contact [email protected].

ABOUT THE RESEARCH In 2015, GLSEN conducted the ninth National School Climate Survey (NSCS), a biennial survey of the experiences of LGBTQ youth in U.S. secondary schools. The national sample consisted of 10,528 LGBTQ students from all 50 states and the District of Columbia. A total of 205 respondents were attending schools in Minnesota. The Minnesota sample was majority White/European American (78%), 7% Hispanic/Latino, 2% Black/African-American, 7% Multiracial, and 4% Asian/South Asian/Pacific Islander. The gender composition was 22% cisgender male, 34% cisgender female, 15% transgender, 13% genderqueer, and 15% another gender (e.g., genderfluid). Most (88%) attended public schools. The school community makeup was 25% rural/small town, 47% suburban, and 28% urban. The results reported for Minnesota have a margin of error of +/-7%. For the full 2015 National School Climate Survey report or for any other GLSEN research, go to glsen.org/research. Follow @GLSENResearch on Twitter. Suggested citation: GLSEN. (2017). School Climate in Minnesota (State Snapshot). New York: GLSEN. GLSEN is the leading national education organization focused on ensuring safe schools for all students. © GLSEN 2017

GLSEN 110 William Street, 30th Floor, New York, NY 10038

(212) 727-0135 . glsen.org facebook.com/glsen . twitter: @glsen