Getting Books with LGBTQ+ Protagonists into the Hands of All Students
This is a post from guest teacher-author John Rodney.
Getting Books with LGBTQ+ Protagonists into the Hands of All Students
Many teachers are creating LGBTQ+ inclusive classroom libraries that speak to the many identities of their LGBTQ+ students. Teachers are seeking out stories that feature LGBTQ+ protagonists in diverse storylines across genres. They are choosing stories with care to ensure that restrictive gender stereotypes are not reinforced and that intersectional identities are represented. They are putting stories that move past LGBTQ+ trauma on their classroom bookshelves.
Teachers are doing all this amazing work, and yet, despite all of this, the books remain on the shelves untouched. There are many potential reasons why students are lining up to check out these books. I want to give some steps that teachers can take to help get books into the hands of students which is exactly where we want them!
Guest blogger John Rodney shows us just one of many books to consider adding to your classroom library.
#1: Advertise. Advertise. Advertise.
Books featuring LGBTQ+ protagonists should not be separated from other books. They should be put alongside all the other books for young readers, LGBTQ+ and non-LGBTQ+, to discover and enjoy. They should be organized however that teacher may organize their library: by genre, alphabetically, etc.. This is an important symbol to students that these characters and storylines are just like every other character and storyline and deserve to be read and enjoyed. This seems like a great idea, doesn’t it? It is! Now, why might this be preventing students from reading these books? One of the issues is that the students who may be impacted the most by these books don’t know they exist. They don’t know that your bookshelves are ones that have stories that feature LGBTQ+ characters in them. One way to solve this is to step up advertising of these stories and let kids know where they are if they wish to read them. Advertising is not a one-time thing. It needs to be done repeatedly throughout the school year so that when students are finally ready to hear you, they know they have options in your classroom library to explore. When you think you’ve done enough, do a little more.
There is some debate amongst teachers that perhaps there should be identifiers of the LGBTQ+ books on the bookshelves like putting rainbow stickers on the bindings, so students may find them more easily or to separate the books entirely into their own section, so students would know where to find them. I totally get this and have contemplated it in the past myself; however, in the next section, you’ll find why making an identifiable marker for LGBTQ+ books that is recognized class-wide may negatively impact the students you are trying to help.
#2: Judge the risk by the cover.
Teachers want their students to be their authentic selves. They want students to feel an immense sense of pride in who they are; however, coming out (the act of publicly identifying yourself as a member of the LGBTQ+ community) can be a very difficult experience for young people in middle and high school. In many student’s experiences there is constant taunting and teasing for those who may not fit into what is characteristically considered masculine or feminine. The straying from norms places a target on them for harsh ridicule. A student does not actually need to be part of the LGBTQ+ community to be targeted, they just need to be perceived as one.
If students are looking to explore their identity through literature, through the books on your classroom bookshelves, it needs to feel safe to them. This is where covers of books need to be considered. For a student who is just beginning to understand who they are and wishes to read about LGBTQ+ characters or for a non-LGBTQ+ student who wants to read a good book that features an LGBTQ+ protagonist, having a book with rainbows (symbol of the LGBTQ+ community), characters breaking stereotypical appearance gender norms, or characters expressing same-gender affection on the cover can feel extremely dangerous. A book with a cover that represents an LGBTQ+ protagonist could out a child (reveal their identity as a member of the LGBTQ+ community) or have their sexuality/identity questioned. They may face severe social and physical consequences from friends and family. Be aware of the risks a child is taking to pick up that book from your classroom bookshelf when selecting which books you’ll offer.
#3: Set aside time for student to check out books when there isn’t an audience.
When some students are choosing books that feature LGBTQ+ protagonists/storylines during class, they feel like the whole world is watching them. They feel like the second they touch the book with an LGBTQ+ protagonist, a siren will go off, a spotlight will be put on them, and they will be outed or have their identity questioned and ridiculed. Why would they risk it? Many times, they don’t, and the book that could really benefit them is left on the shelf unread. Building in time during the day or the week for students to come in when others are not present is something that could get a book into the hands of a student who needs it most. This should be a part of the schedule that you create for your students so that any student can take up this opportunity.
#4: Celebrate LGBTQ+ characters, storylines, and authors.
John’s Instagram and TikTok are a wonderful source of recommendations, ideas and support for building your classroom library! Check him out!
Many ELA teachers find ways to try to engage students to inspire a life-long love of reading. They find ways to expose students to stories and genres that they normally would not gravitate to and create a curiosity within them to read. Be deliberate with the books that you are choosing for these activities; include LGBTQ+ protagonists and authors.
If you are performing “First Chapter Fridays” in your classroom, choose a book that features an LGBTQ+ protagonist. Project the cover of the book for the students to see along with a picture and brief biography of the author. Make sure to identify the LGBTQ+ identity of the author, so students understand this part of their identity.
If you are doing a “Book Tasting,” include a variety of books featuring LGBTQ+ characters and storylines across genres for the students to read and try out.
These types of activities give LGBTQ+ students and non-LGBTQ+ students opportunities to discover stories they may want to read, and it gives them a sense of pride seeing storylines fromt communities they, friends, or family members are a part of. This could make kids aware of stories open up their minds, and increase the rates at which books are checked out.
#5: Normalize the reading of LGBTQ+ books by non-LGBTQ+ students through classroom activities.
An idea that many young people have is that if a student reads books with an LGBTQ+ protagonist, the student must be queer. They ask themselves:
Why would a student read a book about a queer/gay/transgender person saving the world in a science fiction book when they could just read a “normal story” with a straight person doing it?
Why would a young person read a same gender love story when you could just read a “normal love story”?
Why read an autobiography about a LGBTQ+ person when you could read about a straight person?
This mentality can be combatted by exposing and normalizing literature by LGBTQ+ authors featuring LGBTQ+ protagonists being read by every student in the classroom.
Identifying theme through picture books? Use one with an LGBTQ characters.
Reading circles? Provide options which feature LGBTQ+ protagonists.
Compare and Contrast Paragraph? Use a short story or film that features an LGBTQ+ character to serve as the basis for the assignment.
Biography Unit? Include options of LGBTQ+ people from your bookshelves for students to read and write about.
If every student in class is reading a short story or a book by an LGBTQ+ author which features an LGBTQ+ character, then it isn’t an LGBTQ+ thing. No one is a target. No one is ridiculed. It’s just normal. It’s what students in your class do. This will empower students to pick up these stories and books own their because that’s what students do in your class. They read all stories.
This list of ways to get LGBTQ+ stories into the hands of students has not been exhausted by any means. There are so many ways to thoughtfully set up systems and build classroom culture that normalizes getting books that feature LGBTQ protagonists and storylines into the hands of all students. That is where they will do their most important work. It is where they will have the most impact.
Check out some LGBTQ+ books to add to your classroom library.
The following are affiliate links from which the author will earn a small commission from your purchase
LGBTQ+ Children's Books: https://a.co/1HIU1lm
LGBTQ+ Middle Grade Books: https://a.co/geHRTkV
LGBTQ+ Young Adult Books: https://a.co/4GeELKK
MEET OUR GUEST CONTRIBUTOR:
John Rodney has been a secondary English educator for the past 15 years at both the middle and high school levels in Southern California. For inclusive practices, relatable experiences, classroom tips, and good laughs follow him on Instagram at @teachertoteacher, TikTok at @teachertoteacher, and Twitter at john_j_rodney. He would love to connect with you.
