PEEL DISTRICT SCHOOL BOARD
School Services & Staff Development
HETEROSEXISM
ISSUE PAPER # 6 (Summary)
WHAT IS HETEROSEXISM?
A belief in the inherent superiority of one pattern of loving and thereby its right to dominance.
The individual, institutional and societal/cultural attitudes and practices based upon the belief that heterosexuality is the only normal and acceptable sexual orientation.
WHY IS THIS AN ISSUE FOR PEEL BOARD?
It is commonly estimated that approximately 1 person in 10 is gay or lesbian. The Peel Board has approximately 10,000 employees and 120,000 students. Subtracting the number of students under 10 (the age at which children form a sense of their own sexual identity), there are approximately 9000 students and staff who may identify as being gay, lesbian, bisexual or transgendered. In addition, some of our students come from homes with two moms or two dads.
Many studies document the discrimination and harassment gay, lesbian, bisexual and transgendered people face every day. According to the Elementary Teachers’ Federation of Ontario (ETFO) brochure -- Challenging Homophobia – a typical elementary teacher or student hears anti-gay slurs every day, in the hallways, classrooms, and the staff room. The discrimination and harassment can range from the presumption that one is heterosexual to anti-gay slurs to physical violence. This discrimination creates a hostile environment for gay, lesbian, bisexual and transgendered people, many of whom keep their sexual orientation hidden for fear of verbal or physical abuse, loss of employment, social exclusion, and other forms of discrimination and harassment. Studies show that non-heterosexual students experience higher rates of attempted and actual suicide, skip school, and generally feel unsafe.
Whether or not most of us consciously recognize it as a problem, we live in a society that deems heterosexuality as the norm. We are therefore all subjected to homophobia every day. Achieving equity for students and staff must include our colleagues and students who are gay, lesbian, bisexual and transgendered.
RECENT DEVELOPMENTS WITHIN PEEL BOARD
Policy
In March 2000, the Peel District School Board approved its Human Rights Policy #51. The policy relies on the Ontario Human Rights Code, which recognizes the dignity and worth of every person and outlines the legal obligation to provide equal rights and opportunities without discrimination. Policy #51 clarifies the various types of discrimination addressed in the Code:
direct discrimination - A student or staff member is denied a benefit or treated unfairly because of his or her sexual orientation (or other ground of discrimination).
indirect or constructive discrimination - A student or staff member experiences a negative impact because of a rule or policy imposed by an individual or institution.
systemic discrimination - Student(s) or staff member(s) are affected by subtle and unsubtle barriers imposed through existing structure, policies and/or practices.
Harassment is defined as one or a course of vexatious comment or incident that is known or ought reasonably to have been known to be unwelcome. The policy also offers examples of harassing behaviour, e.g., comments or gestures, jokes, pictures, electronic messages that by their nature are embarrassing or offensive.
Policy #51 defines a “poisoned environment” as a work or study place that has become unpleasant because of discriminatory and/or harassing behaviour or comments, for example, when someone puts up offensive signs, pictures or cartoons in the office or school.
Finally, Policy #51 reaffirms the important difference between intent and impact in matters of discrimination and harassment. The intentions of the offending person do not matter (perhaps he or she does not mean to discriminate); only the result or effect of the action (unfair impact on the victim) counts. (Please refer to the actual policy for more details.)
Other
On August 15, 2001, the Elementary Teachers' Federation of Ontario (ETFO) passed a motion encouraging district school boards to establish funding specifically for schools to purchase materials which reflect lesbian, gay, bi-sexual and transgender realities. This motion is consistent with the position Peel Board has taken in Manifesting Encouraging and Respectful Environments (MERE) and The Future We Want: building an inclusive curriculum (TFWW), both of which focus on establishing safe and inclusive environments for students and staff.
The Board will continue to work on achieving equity for students and staff specifically through two new initiatives – the launch of the Human Rights Campaign ( and implementation of The Future We Want. The Board will also continue to look for ways to acknowledge and celebrate the work of individuals and groups within our school community.
SIGNIFICANT & COMMEMORATIVE DATES OR EVENTS
3rd week of June – Pride Day/Week
Valentine's Day and formal school dances are days that may cause significant stress and anxiety for students and staff who are lesbian, gay, bisexual or transgendered.
Mother's Day and Father's Day should also be treated sensitively in classroom projects.
FOR FURTHER INFORMATION
Several cases have helped to set the stage for the recognition of rights based on one's sexual orientation. For more information on some of these cases, as well as a discussion of social and legal developments and common questions, please read the “Full Discussion Issue Paper # 6 – Heterosexism”. MERE covers “heterosexism” on pages 51-59. You can also check the library holdings at J. A. Turner Professional Library or the references included in MERE and TFWW.
Issue Paper # 5Fall 2002
The Future We Want1/2