Abstract
During one sweltering July afternoon in New Orleans, thousands of delegates attending the 1988 National Education Association (NEA) Representative Assembly braced for fireworks as the speaker introduced a much-anticipated and highly controversial resolution. If passed, Resolution C-11 would commit the vast resources of the two-million member association to supporting sensitive counseling for lesbian, gay, and bisexual students. In contrast with then-pervasive school counseling practices that emphasized becoming heterosexual and gender-conforming, C-11 would support programs that helped lesbian, gay, and bisexual students accept and adjust to their sexual orientation. During representative assemblies in the early 1980s, NEA members had weighed similarly contentious resolutions concerning newly emerging issues related to AIDS, such as mandatory testing and the right of AIDS-and HIV-positive students and staff to remain in schools. Before AIDS, however, discussion of issues related to sexual orientation rarely reached floor debate of these annual meetings (National Education Association 1986, 332–341; 1987, 212–221). Clearly, the pandemic had provoked normally reticent delegates to confront sexual orientation squarely.
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© 2004 Mary Louise Rasmussen, Eric Rofes, and Susan Talburt
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Blount, J.M., Anahita, S. (2004). The Historical Regulation of Sexuality and Gender of Students and Teachers. In: Rasmussen, M.L., Rofes, E., Talburt, S. (eds) Youth and Sexualities. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403981912_4
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