Michelle Herczog, Ed.D.

Pronouns: She/Her

Coordinator III, History-Social Science

Division of Curriculum and Instructional Services

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Tonya Moore

Pronouns: She/Her

Coordinator III, Physical Education & Comprehensive Health

Division of Curriculum and Instructional Services

Intersectionality at Work:

LGBTQ+ Support and Content in Ethnic Studies

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The Ethnic Studies Model Curriculum

Ethnic Studies Model Curriculum Preface

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Chapter 1: Introduction and Overview

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Chapter 2: District Implementation Guidance

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Chapter 3: Instructional Guidance for K-12 Education

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Chapter 4: Sample Lessons and Topics

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Chapter 5: Lesson Resources

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Chapter 6: UC Approved Course Outlines

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General Principles�The Ethnic Studies Model Curriculum shall

• Include accurate information based on current and confirmed research 
• When appropriate, be consistent with the content and instructional shifts in the 2016 History–Social Science Framework, in particular the emphasis upon student-based inquiry in instruction 
• Promote the values of civic engagement and civic responsibility 
• Align to the Literacy Standards for History/Social Studies within the California Common Core State Standards: English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, as appropriate 

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• Promote self and collective empowerment 
• Be written in language that is inclusive and supportive of multiple users, including teachers (single and multiple subject), support staff, administrators, and the community 
• Encourage cultural understanding of how different groups have struggled and worked together, highlighting core ethnic studies concepts such as equality, justice, race, ethnicity, Indigeneity, etc. 
• Include information on the ethnic studies movement, specifically the Third World Liberation Front (TWLF), and its significance in the establishment of ethnic studies as a discipline and work in promoting diversity and inclusion within higher education 
• Promote critical thinking and rigorous analysis of history, systems of oppression, and the status quo in an effort to generate discussions on futurity and imagine new possibilities 

IDENTITY��What does it mean �to you?

INTERSECTIONALITY��What does it mean �to you?

Defining Ethnic Studies

At its core, the field of ethnic studies is the interdisciplinary study of race, ethnicity, and Indigeneity, with an emphasis on the experiences of people of color in the United States.

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People or person of color is a term used primarily in the United States and is meant to be inclusive among non-white groups, emphasizing common experiences of racism.

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The field also addresses the concept of intersectionality, which recognizes that people have different overlapping identities, for example, a transgender Latina or a Jewish African American. These intersecting identities shape individuals’ experiences of racism and bigotry. 

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-Ethnic Studies Model Curriculum, Chapter 1

Intersectionality

“Because of the interdisciplinary nature of this field, ethnic studies courses may take several forms.

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However, central to any ethnic studies course is the historic struggle of communities of color, taking into account the intersectionality of identity (gender, class, sexuality, among others), to challenge racism, discrimination, and oppression and interrogate the systems that continue to perpetuate inequality.”

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Ethnic Studies Model Curriculum, Chapter 1, p. 5, citing the History-Social Science Framework, Chapter 14, p. 311

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Chapter One: �Eight Outcomes of K-12 Ethnic Studies Teaching

1. Pursuit of justice and equity

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• Working toward greater inclusivity

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• Furthering self-understanding

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• Developing a better understanding of others

5. Recognizing intersectionality

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• Promoting self-empowerment and civic engagement

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• Supporting a community focus

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• Developing interpersonal communication

5. Recognizing Intersectionality

For each individual, these multiple social categories converge in a unique way. That confluence of identities is sometimes called intersectionality. Those myriad categories influence, but do not necessarily determine, one’s life trajectory. They also may influence how a person is perceived and treated by others, including both by individuals and by institutions. The inequitable institutional treatment of certain racial and ethnic groups is sometimes referred to as systemic racism. 

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Ethnic Studies Model Curriculum�Four Key Themes

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1. Identity
2. History and Movement
3. Systems of Power
4. Social Movements and Equity

IDENTITY: A Deeper Dive

Our society—through its particular culture, customs, institutions, and more—provides us with the labels we use to categorize the people we encounter. These labels are based on beliefs about race, ethnicity, religion, gender, sexual orientation, economic class, and more.

• Sometimes our beliefs about these categories are so strong that they prevent us from seeing the unique identities of others.
• Sometimes these beliefs also make us feel suspicion, fear, or hatred toward some members of our society.
• Other times, especially when we are able to get to know a person, we are able to see past labels and, perhaps, find common ground and value and appreciate differences.

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- Ethnic Studies Model Curriculum, Chapter 3, pages 58-59

IDENTITY: A Deeper Dive

Exploring

Our Own

Identify

Credit:

Facing History and Ourselves

IDENTITY: A Deeper Dive

Exploring

Our Own

Identify

IDENTITY: A Deeper Dive

Exploring

Our Own

Identify

Ethnic Studies Model Curriculum

Guiding Outcome 5:

Recognizing Intersectionality

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1. What is intersectionality? Why is it important to recognize and understand intersectionality?

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• Beyond ethnicity, what other kinds of social groups exist? How are these social groups formed and defined?

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• How is intersectionality related to identity?

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• How is intersectionality related to systemic discrimination, racism, and marginalization?

Ethnic Studies Model Curriculum

Sample Lesson 31:

Jewish Americans: Identity, Intersectionality, and

Complicating Ideas of Race

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Lesson Objectives

• Explain how identities are composed of visible and invisible attributes and are intersectional and multifaceted
• Learn about diversity within the Jewish American ethnic community
• Understand the varied intersectional identities of Jewish Americans and how Jews see themselves
• Identify the range of Jewish American experiences in relation to race and racial hierarchies over time and how Jews are seen by others

Jewish Americans:

Identity, Intersectionality, and Complicating Ideas of Race

Ask students to write categories of identity that are:

• Usually visible to others above the waterline, in the top third
• Sometimes visible and sometimes invisible, close to the waterline
• Usually invisible to others, in the bottom third of the iceberg

Jewish Americans:

Identity, Intersectionality, and Complicating Ideas of Race

1. Gender
2. Race
3. Ethnic appearance
4. Visible religious signs
5. Age
6. Body type
7. Ability/disability
8. Sexuality
9. Clothing
10. Language(s)
11. Religion
12. Family’s national origin, immigrant, refugee, forced migration

13. Nationality/citizenship
14. Violence, trauma
15. Activity, passion, or a job that’s an important part of identity
16. Other cultural or group or family aspect of identity

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Add at least three visible and three invisible examples from these categories

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How Many Students?

10.3% of California Students Self-Identify as LGBTQ

• California Healthy Kids Survey (2017)

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Which translates to:

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• 600,000 Students in California

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• 4 Students in Every Class of 40

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What Students Are Telling Us

FEAR OF PHYSICAL VIOLENCE: Transgender students were twice as likely as non-transgender students to report being afraid of being beaten up.

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MENTAL HEALTH: Transgender and bisexual students were most likely to experience chronic sadness and to contemplate suicide, followed by gay/lesbian students.

-California Healthy Kids Survey (2017)

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What Students Are Telling Us

CARING ADULT RELATIONSHIPS: LGBTQ students were less likely to report that they have an adult at school who cares about them.

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HARASSMENT: LGBTQ+ students were more than twice as likely to indicate they had experienced bullying or harassment.

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SCHOOL SAFETY: Fewer than half of LGBTQ+ students reported feeling safe at school.

-California Healthy Kids Survey (2017)

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Educator’s Roles

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• Schools should be places where all students feel welcomed and safe.
• School staff, administrators, educators, parents/guardians, and students each play a pivotal role in creating and sustaining a safe and supportive school environment.
• Just having one supportive adult in the lives of an LGBTQ+ youth reduces the chance of a suicide attempt by 40% (Trevor Project).

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The First Step:

Learning Language

A general understanding of the most common definitions associated with sexual orientation, gender identity, and expression (SOGIE) are important in order to effectively provide a safe & supportive learning environment for ALL students.

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Three Buckets of SOGIE

Understanding SOGIE

• Everyone has a sexual orientation, gender identity, and expression (SOGIE).
• Each person’s journey of self-awareness and expression is unique and individualized according to their culture, environment, and lived experiences.

Breaking Through the Binary

• Binary: A system that constructs gender according to two discrete and opposite categories: boy/man and girl/woman.
• The components of gender identity may be explained using continuums or spectrums.

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In, but Out?

• Consider being a part of a particular community (African American, Female, Disability, Latinx, Jewish, LGBTQ+, and other self-identifying group), but still feeling like an outsider. Consider the examples below:

-A black, Transgender woman

-A Latin man with a physical disability

-A Christian, single mother

• There is an assumption that one should be accepted within their own self identity population, however people are often disadvantaged by multiple sources of oppression: race, class, gender identity, sexual orientation, religion, and other identity markers.

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Implications for Educators

• Fluidity of SOGIE should not be thought of as a problem
• The more educators seek to break down stereotypes and biases, the more inclusive their classrooms will become for all students who are LGBTQ+
• Educators can open and create space for all students, including those who live outside cultural and social norms, to find support and to be valued for who they are and not for what society tells them they ought to be.

Implications for Schools

• Schools need to establish procedures and policies to protect students who are LGBTQ+
• CA has some of the strongest LGBTQ+ student rights laws in the country, including on:

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• Bullying/harassment
• Names/pronouns/gender markers/student records
• Privacy/outing

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• GSAs/Clubs
• School facilities/programs/activities
• Inclusive curricula: Fair Education Act and CA Healthy Youth Act

Harvey Milk (1930-1972)

• Milk became the first openly gay man elected to public office in the United States.
• In 1977, Milk was elected to the San Francisco Board of Supervisors. Milk worked to pass ordinances like the Gay Rights Ordinance that increased some protection in the workplace against discrimination and unlawful dismissal from a job due to a person’s sexual orientation.

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• Milk also fought against The Briggs Initiative (Proposition 6) which aimed to keep LGBTQ+ educators from being allowed to teach in California classrooms.
• Milk was assassinated on November 27, 1978.

Key LGBTQ+ Science Figure in History…

• Let’s take a moment to reflect on the impact of LGBTQ+ contributions on Science.

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• Can you visualize a key person from Science, who made a large contribution to the LGBTQ+ movement?

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• Who is the first person who comes to mind?

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Dr. Margaret “Mom” Chung (1889-1959)

• Dr. Chung was the first Chinese American woman to become a physician. She founded one of the first western medical clinics in San Francisco’s Chinatown in the 1920’s.

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• Dr. Chung created her own family and would serve as a mother figure to 466 sons (who were soldiers).

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• Dr. Chung and her sons advocated for women to volunteer in the military.

Key LGBTQ+ Figure in Human Rights History…

• Let’s take a moment to reflect on the impact of LGBTQ+ contributions on Human Rights.

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• Can you visualize a key person from history who made a large contribution to Human Rights for LGBTQ+ individuals?

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• Who is the first person who comes to mind?

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Ron Grayson (1946-1990)

• Ron Grayson founded ABG, The Association of Black Gays, which fought against racial inequality in the LGBTQ+ community in Los Angeles.

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• ABG and Grayson planned and executed boycotts of white LGBTQ+ establishments that often denied entry to black and brown people.

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• The group fought against police brutality and harassment while bringing awareness to racism in the gay community.

Historical Events

• Can you think of any major historical events that impacted the lives of LGBTQ+ individuals and other marginalized communities?

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Compton Cafeteria Riots

• The Tenderloin District was an area where gay people could live openly in San Francisco. The “safety” was not for all. Many Trans people and Drag Queens were constantly harassed by business owners and police.

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• On August, 1966 a group of trans women and drag queens were enjoying a late night meal at the popular 24 hour restaurant, Gene Compton’s Cafeteria. The cafeteria was a common meeting space much to the frustration of ownership who would often call the police to clear our the restaurant. On this particular evening the police showed up and began harassing customers. Yet, this time the customers began to fight back. The customers threw items from the tables, swung their purses, tossed hot coffee, and fought the police out of the restaurant. The fight moved to the street and continued as the police called for backup but a stand was taken. The riot was the first time that Trans folks collectively fought back against police brutality and harassment at great person risk to their safety.

Mattachine Society

• The Mattachine Society was a homophile group that served as a secret society of activist for gay and lesbian rights. This group was founded by Harry Hay to challenge anti-gay discrimination while building an incredibly important community for gay and lesbian folks.

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• Many gay liberation rights groups were born from the minds and work of early members of the Mattachine Society.

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• ONE Inc. was an offshoot of the original society and they released a monthly publication, ONE magazine that was widely distributed until the early 70s. As the movement became more radical, the Mattachine Society eventually disbanded.

Lavender Scare

• Similar to the Red Scare where the United States government began a hunt for communist working in the government, the lavender scare was a time when the federal government began to interrogate and remove federal employees based on their sexuality.

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• Approximately 5,000 -10,0000 employees were removed from their positions during this time. This blatant form of discrimination and persecution caused a tremendous amount of harm for many who were impacted.

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• It was not until President Clinton in the early 90’s signed an executive order banning discrimination based on sexual orientation that this long time of shameful persecution was put to an end.

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Symbols

• Pink Triangle: The upside down pink triangle can be traced back to the 20s. The triangle was used to further dehumanize gay men in concentration camps. The triangles were sewn into the shirts of gay men and those who were labeled as sexual deviants. In the early 70s the pink triangle was reclaimed as a symbol of the gay liberation movement.

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• Rainbow Flag: The rainbow flag was created by artist/activist Gilbert Baker at a pride parade in 1978. The colors represented red for life, orange for healing, yellow for sunlight, green for nature, indigo for serenity and violet for spirit. The original design also included two additional shades, pink and turquoise, but due to a shortage of fabrics in those colors they were removed in 1979.

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Symbols

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• Transgender Pride Flag: Monica Helms, an American Trans woman designed the flag in 1990. The flag consist of blue stripes (representing masculinity), pink strips (representing femininity), and a white strip (representing transition).

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• Progress Pride Flag: A non-binary American artist, Daniel Quasar (xe/xyr) created the flag that calls a direct attention to Trans, non-binary, and BIPOC folks as those colors are at the front of the flag in the shape of an arrow. “The light blue, pink and white stripes represent trans and non-binary individuals and the brown and black ones represent marginalized People of Color (POC) communities. The black stripe has a double meaning as it is also intended for "those living with AIDS and the stigma and prejudice surrounding them, and those who have been lost to the disease". – Daniel Quasar

Symbols

Summary

As educators, we’ve just delved into the crucial intersection of ethnic studies and the LGBTQ+ movement, recognizing the need to incorporate diverse perspectives into our curriculum to create inclusive learning environments for all students.

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“Diversity is a fact, but inclusion is a choice we make every day. As leaders, we have to put out the message that we embrace and not just tolerate diversity.”

-Nellie Borrero

Resources

• School Legal Responsibilities (Our Family Coalition)
• Understanding the Experiences of LGBTQ Students in California (WestEd)
• Ally’s Guide to Terminology (GLAAD)
• Facing History & Ourselves