Our discussion then continues with my asking the students, "Which of the rights that we articulated as belonging to all students are violated or compromised for LGBTQ students, assuming that the GLSEN and MYRBS data accurately reflect their experiences?" Here, the connections (or, perhaps more accurately, disconnections) that students identify between their list and the data usually begin with such rights as to feel safe at school and to attend school free from harassment and bullying.
If students with these sorts of objections were, in fact, in any of the sessions, they were most likely in the minority at Harvard's Graduate School of Education and may, therefore, have felt unsafe (somewhat ironically, given what the GLSEN and MYRBS data show about LGBTQ youths' feeling unsafe at school) voicing these opinions to their peers.
At Bard, I use my lesson juxtaposing core values and universal student rights, on the one hand, with the GLSEN and MYRBS data, on the other, in the context of a ten-week course titled "Identity, Culture, and the Classroom." This course has afforded me an even broader framework within which to discuss the rights of all students and the responsibilities of teachers with regard to LGBTQ youth.