Professional Resource

Emfinger, Kay (2007). Rethinking welcoming literacy environments for LGBT families. (educating children on sex differences). Childhood Education. 84.1 (Fall 2007): 24(5). Academic OneFile. Gale. Michigan State University Libraries. 18 April. 2009.


As teachers, it is necessary that we communicate to our students the importance of accepting differences across individuals and families. In her article, Emfinger mentions that “Teachers often are shocked and in disbelief when someone points out that they are not embracing all children and families.” This quotation just proves that many teachers today do not even realize that they have to address LGBT issues because they don’t even consider LGBT as much of a cultural group as Native Americans or Latino(a)s. Making sure that students are treated equally and treat others equally is important in order to create a safe learning environment for all students. One way that we can help to facilitate a warm and welcoming classroom environment is to include a multitude of different pieces of multicultural children’s literature in our classrooms. This literature should span across many different religions, sexual orientations, races, ethnicities, cultures, etc. It is important to include literature that deals with all of these topics so that all students feel included and all issues are addressed and out in the open. Also, since students relate and connect with the characters in the books they read, it is vital to have a plethora of different types of books for students to read, especially when they are searching for their own personal identity. “Young children need to see their own experiences reflected and validated in school” (Emfinger, 24). This is why including many different types of diverse literature is so essential in schools as well as libraries and bookstores. However, LGBT literature as well as the LGBT community is often left out from libraries and bookstore shelves because of the parent’s concerns that their children are learning about homosexual sex or just homosexuality itself. Since many parents think being gay is an “issue” rather than a fact and part of one’s identity, they most often do not want their children learning about the LGBT community. As teachers, we need to realize that being gay is not an “issue” but a way of life for many people and should be included in the definition of multicultural children’s literature. We need to realize that the LGBT community is a diverse group that deserves recognition and respect just as much as any other group considered “multicultural.” We also need to be aware of the large amount of LGBT children’s literature available that is just not being made accessible in libraries and bookstores. Many of the LGBT books available in libraries and bookstores for children today “most[ly] focus on parental sexuality and family structure rather than families engaged in day-to-day activities” (Emfinger, 24). It is important to remember that as teachers we need to make sure to include and be aware of each family’s differences; that is the only way to support and understand our students.

Another important benefit of including quality LGBT literature in our schools is the positive effect it can have on our students as leaders in the future. “The eradication of institutionalized homophobia, the building of exemplary bias-free learning communities, and the inclusion of resources that support the infusion of diversity practices into the classroom can have a dramatic, positive impact upon K-12 environments-the home of tomorrow's leaders.” (Emfinger, 25). If we as teachers can recognize our own biases and stereotypes, we can better educate our students and communicate a message of acceptance across all groups of diverse people. If we model a sense of openness and approval of the LGBT community, we can help to provide our students with a new way to look at the world and especially at people who are different from them.