“’Your functions are too social. ’ Because we did things like bake sales and parties and movies. Our advisors said that the group had to be about something more than fun. It had to have political aims.” (P. 989, Richard, 200)

“They gathered their sense of safety from being around other young, gay, lesbian, or bisexual people.” (P.97, Richard, 2000)

Before Thanksgiving, I went to Essex Street Academy for a focal learner observation. I noticed a poster on the wall of a classroom, which says “LGBTQ Club”. I thought to myself “Wow, it is cool. It shows this school has an open and welcoming environment. ” I regarded such a poster as good support for LGBTQ group and I never thought about what such a club means to those students until I read Richard’s article. I realized what I knew before about supporting LFBTQ groups activities are the on campus “political actions such as marches, setting up information groups, and teaching the straight students about gay, lesbian, and bisexual people,” as Richard put in this chapter. Such events held from an outsider’s point of view are not what LGBTQ students most want and need. They need a place to gather sense of safety.

Reflecting on what a teacher can do to help those students, I thought bringing such topics into the classroom and modeling respect might be good ways. However, I am now wondering if that will really help. When we are using the word support, we are indicating those groups are vulnerable. When a teacher is teaching straight students to welcome and respect the marginalized groups, will straight students regard it as political correctness? To be honest, I find it hard to really offer my warmth and care to LGBTQ students, because I cannot feel exactly what they feel and what they go through in society. I feel sad.