D.

Ramos

EDUQTYOURSELF!
September 19, 2014 Volume 1

A movement dedicated to the education of gender and sexuality identities:

We strive to make gender and sexuality education available to all.

The Goal of EduQT

What We Educate

Today, there are many movements to enhance

queer and trans visibility, but why is this important?
Studies have shown that Sexual minority youth
(. . .) tend to have higher rates of negative
psychological and educational outcomes than do
straight youth (Inequities, 315), and much of the
same outcomes are seen in gender minority youth.
Harassment and bullying is a major issue for
LGTBQA+ youths, especially from peers in school.
In addition, there are very few, if any, resources
available to questioning students through their
schools as they figure out their own personal
identities. As a result of the lack of resources, many
students are left feeling alienated and confused about
who they are. However, just targeting the bullying
isnt enough, it has been shown that Additional
policies may be needed to promote safe, supportive
school environments (Bullying, 309). Therefore
our goal is to initiate these policies by providing
students with education and resources on gender and
sexuality identities. It is our goal to Educate about
Queer and Trans identities in order to end
discrimination and prejudice based on gender
identity or sexual orientation, and ensure that
everyone feels safe and respected.

EduQT focuses on education of LGTBQA+

identities, especially those outside of just Girl, Boy,
Gay, and Lesbian. There are more gender identities
outside of just girl and boy, such as Agender,
Transgender, Genderfluid, and Non-Binary. The
gender spectrum represents a more nuanced, and
ultimately truly authentic model of human
gender. (Gender Spectrum). In addition, There are
other sexual orientations besides just heterosexual
and homosexual (the two most commonly known
sexualities), such as Bisexual, Pansexual, Asexual,
and Polysexual. Also related to these topics is that of
Romantic Orientation - including Aromantic,
Homoromantic, Heteroromantic, and others - that
may be different from ones Sexual Orientation. It is
our goal to teach about these identities to students, as
well as teach ways to respect the identities of those
around them.

Importance of Education of
Queer and Trans Identities
Education these identities is not only
important to maintain safe spaces and prevent
1

prejudice, but also because it is a real life issue that

affects many people, especially during adolescence.
An anonymous university student said that they
learned about a lot of these identities online, but
before that, For the longest time I thought
something was seriously wrong with me. They also
agreed that education would probably be a good way
to help curb the hate, because so many other lgbt+
kids at my high school were bullied or harassed. . .
With a lack of education on the subject, many
students regard identities outside of straight and
boy/girl with skepticism and fear, which prevents
respectful safe conversations and spaces from
developing for the topics of gender and sexuality.

isolated while they question their identities, whether

it be gender or sexuality. As LGBTQ youth enter
puberty, they may become more acutely aware of
feelings of difference that they may not immediately
understand or see represented in the heteronormative
culture that surrounds them (Horowitz, 33). Another
university student, Sofia, gives a suggestion to help
minimize the negative feelings that can accompany
discovering ones identity. I think giving students a
basic understanding of sexual and gender identities
is an important part of assisting them on their
journey to self discovery; one that is gruesome
enough already. Educating students on identities
can give them a sense of belonging, that what they
are feeling and how they identify is perfectly okay.
This is why Education of Queer and Trans identities
is so important, because it plays such a huge part in
the lives of so many students. Our movement seeks
to make every space safe and respectful for
everyone, whether they are out or not.

Another problem with the existing

education in current Sex Ed classes is that it is not
inclusive of other identities. It informs of only
heterosexual intercourse and Sexually Transmitted
Infections. Cherry, 21, stated One complaint I have
about the education I received is that they mainly
focused on heterosexual intercourse, and I wish they
could have elaborated on other ways people have
sex/ are sexually intimate. It is also important that
the conversation on sex covers the fact that it is okay
to not have sex, as is covered in the ACE spectrum.
At this point it is important to mention that gender
and sexuality identity needs to be its own portion of
the school curriculum. Although it can be related to
the topic of sex, gender and sexuality are their own
topics that require separate education.

Resources
Human Rights Campaign (www.hrc.org)
has lots of information on working for
Queer and Trans Equal Rights!
Gender Spectrum
(www.genderspectrum.org) has
information on the gender spectrum!
Also, follow our campaign Twitter and
Tumblr!

Most important in this education movement

is the importance of respecting others identities and
maintaining spaces where people feel safe. Too often
are people called by something other than their
preferred pronouns and as a result, are misgendered.
However, most people are not taught to ask for
someones preferred pronouns, because it is not
taught that someones gender identity might not be
the same as their assigned sex at birth. Jennifer, 20,
stated that she was never taught about any sort of
sexuality besides man with woman, and any
variation thereof was not normal and was extremely
frowned upon. Many teens believe that what they
feel is abnormal, and as a result many are left feeling

@FSUeduQT
fsueduqt.tumblr.com
Or, send us an email at
fsueduqt@gmail.com

Works Cited
"Understanding Gender." Understanding Gender. N.p., n.d. Web. 23 Sept. 2014. <https://
www.genderspectrum.org/understanding-gender>.
Anonymous. Personal Interview. 19 September 2014.
Cherry. Personal Interview. 19 September 2014.
Horowitz, Alan, and Miriam Itzkowitz. "LGBTQ Youth in American Schools: Moving to the
Middle School Jornal 42.5 (2011): 32-38. Print.

Middle."

Human Rights Campaign. N.p., n.d. Web. 23 Sept. 2014. <http://www.hrc.org/>.

LGTBQ Flag. Digital image. Torontosavvy.me. N.p., n.d. Web. 23 Sept. 2014.
<http://torontosavvy.files.wordpress.com/2014/04/worldpride19.jpg?w=585&h=239>.

Palmero, Sofia. Personal Interview. 23 September 2014.

Quiros, Jennifer. Personal Interview. 20 September 2014.
Robinson, J. P., and D. L. Espelage. "Bullying Explains Only Part of LGBTQ-Heterosexual Risk Disparities:
Implications for Policy and Practice." Educational Researcher 41.8 (2012): 309-319. Print.
Robinson, J. P., and D. L. Espelage. "Inequities in Educational and Psychological Outcomes Between
LGBTQ and Straight Students in Middle and High School." Educational Researcher 40.7 (2011):
315-330. Print.