TABLE OF CONTENTS

Problem Statement
Slut! Faggot! Bitch! Queer! These are all words heard around the safe school halls at
Coventry High School. Intolerance in schools has not yet ceased to be even after minimal
enforcement by staff and students as well as campaigns, for example the Lets Fight Racism
campaign to conclude these atrocities. However the campaigns used inside and outside of the
school halls are being ignored by those inside it. Schools, who hold and educate the learning and
growing future of America are becoming an escalating problem in society. These power of these
words are not addressed and if they are, students are not realizing the magnitude they hold.
Currently, Coventry High School is a hostile environment which offers hardly no safe place and
escape for students who are feeling targeted around the school halls. 85 out of 120 students fully
acknowledge the lack of tolerance education and the growing problem that the ignorance
promotes. Students, without consequence or hinderance can say mostly anything without being
punished by administration. The school community and board have an ethical responsibility to
deliver an acquainted and cognizant citizen into society. Students and teachers alike fail to speak

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to this issue due to awkward and distressing backlash, which fails to resolve it. Rather, the
negative words and actions are neglected by teachers, causing nobody to take steps to end the
intolerances, and these failures lead to understood acceptance of the behavior within the school.
Coventry High school is accountable for student safety and wellbeing, however the environment
strengthens and enumerates these devastating occurrences. How can Coventry High School even
try to call their hallways safe place when hurtful and intolerant words are casually used
throughout the day? Although some of these intolerance issues may be more prevalent than
others in certain districts, 90% (ALGBTICAL) of LGBT youth members frequently hear
homophobic remarks such as dyke. Faggot or queer in their school. Why are these slurs
being condoned? Soon these words will become normalcy in the school halls, which is allegedly
a safe place for students. For this hostility to end, both teachers and students require to be
educated on the most prevalent types of oppressed groups in society in order to bridge the gap
between these separate groups and the masses. Avoiding the clearly oppressive behavior will not
instigate change, but speaking out about them and the implementation of a proper tolerance
course will prepare students for the plights and injustices in society while examining how they
should conduct themselves throughout society. The attention directed toward tolerance in the
school district is insufficient (currently providing a two week course that covers ideas of
homosexuality and hate crime) to provoke change in students personal lives These intolerances
can be significantly diminished through educating the masses, creating an alliance between
students and teachers to enforce and stop words like faggot, the n-word and queer from
being used in day-to-day life. Those who speak out about it and implement awareness around
schools and throughout grades to unite students. School systems have an obligation to provide

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ample education of tolerance to best equip students for to the trials of society, not only assuring
them education but that they are apprehensive citizens in the community.

Statement of Need
To produce students that will deliver reconciliation rather than hatred into society, the
school community must join together to promote the value of learning to accept and appreciate
those around them. Slurs such as faggot, slut, queer and the n-word that are used to
belittle other social groups will no longer be recognized as acceptable and customary within the
school environment, for they segregate and disparage the student body, by condemning the
victimized groups. Assemblies for students and teachers are crucial to this mending process to
integrate all the students into one environment and educate them together as opposed to
ostracizing certain groups. In addition to students aligning together in one environment, a
tolerance club will be implemented to provoke change in school climate, considering the
magnitude of this issue needing to be resolved such as the tolerance recognition of
homosexuality and acceptance of students with different races. Overlooking these tremendous
shortcomings in the school education system would be negligent to the students, jeopardizing
their understanding and wellbeing in society.
Goals and Objectives
Goal #1: Eliminate common slurs used throughout the school hallways.
Objectives:

Spread awareness using posters to introduce students of this issue who are unfamiliar.

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Provoke a change in upperclassmen and teachers through advisory meetings led by

classmates, asking other students to lead by example and stop the use of any derogatory
terms casually used and heard throughout the school day. These qualities will be enforced
throughout the year with awareness posters, bulletins and advisory education.

Educate grades 9 and 10 with the damage that words like slut, faggot and the n-word
can cause to an everyday student.

Educate grades 11 and 12 with shocking statistics about the immense power behind
words, a Words Hurt campaign for example.

Goal #2: Educate students and staff so that they know what words such as queer, faggot,
slut and the n-word actually mean, and to try and bridge the gap and misunderstandings (about
sexuality, race etc.) between social groups.

Objectives:

Have assemblies addressing issues of tolerance within the student body, uniting them in
one room.

Undergo activities which integrate people with different viewpoints allowing them to ask
mature and serious questions about one persons race, sexuality, religion etc.

Goal #3: Volunteer students woven into the curriculum to offer help to other students at after
school meetings, assemblies or in the Tolerance class.
Objectives:

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Organize a School Climate Committee will of students who are passionate for change.
These students will have to interview with the principal and administrators before
beginning and implementing any of their ideas into the school district.

Student ambassadors (volunteer) who wish to speak out to their cause, and educate their
peers. A student asking their fellow students for help to create a change is more powerful
than an adult trying to force change in a school system.

Students who are willing will meet with their groups once a week after school and they
will provoke change to their peers by spreading the word with awareness posters, and by
word of mouth, stopping any conversations of degrading content and reeducating those
who are using slurs and put downs.

Evaluating Resources
Coventry High School offers a deplorable about of Tolerance education in four years of
the high school curriculum. Transparent and blunt courses will not galvanize a student and his or
her interests, rather provide a timeline for the student to temporarily contain the class material
until they are tested. Mrs. Sparks, a teacher of the senior Contemporary Issues (CI) class beieves
that students find it easy (Sparks, See Appendix E) because of the level it is taught at. The
tolerance unit at Coventry High covers three succinct and compressed units of homosexuality,
sexual assault and racism, these are all taught at the end of quarter four in CI. While these issues
are very important, the placement of these units are illogical. Students, especially seniors are
mentally removed from high school at the times of these lessons, which reinforces the
inadequacy of the tolerance curriculum. To build and inspire students to become the most

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tolerant beings that they can be, exposure is essential. Mandating material for almost graduated
seniors will not stimulate their minds or provoke a change of lifestyle. Rather, a classmate
compelling their fellow classmates to act out while witnessing a personal attack would create an
impact. Results from a survey done in Coventry High School by five of each grade level were
telling. Concerning questions seven and eight (See Appendix A) 83% of students reported
witnessing considerably vicious attacks from fellow classmates and an outstanding 43% of
students polled considered themselves fairly to very comfortable impeding in the event of a
bullying incident. As a school, Coventry is obligated to fix this ratio, and this goal can be reached
by uniting the school community and enhancing the school climate. Coventry cannot stand for
the verbal abuse of its students anymore. Topics with such a level of severity and real-world
application cannot be discussed as late as the end of a student's high school career. While most of
these students have reached adulthood, most of their lifestyle choices and habits are reasonably
concrete, and a six week course covering somewhat gripping situations will not be enough to
encourage a moral reflection upon students. These units, which contain no innovative and
appealing lessons will serve no purpose in Coventrys youth as they grow older. While students
are still impressionable Coventry needs to act upon their vulnerability and likeliness to change
their habits. While it can, Coventry High School should be inclined to perform a service to their
community and students by modeling and encouraging a tolerant and understanding graduating
class year after year.

Implementing the Plan

The student leadership and overall culture will be changed with the help of Coventry
High Schools School Climate Committee. This committee is going to create innovative ways to

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spread the word, through advisory, assemblies, bulletin board announcements, or flyers around
the school. Students who are involved in the committee should be ones who are passionate to
provoke a change within their classmates and who would like to see more acceptance throughout
the school day. The committee will consist of students of all different ages so that nobody is left
behind in the education process, or left feeling confused about the message of each lesson.
Members of the committee will have to interview with the principal and vice principal about
projected goals and ideas for the club. These students will be passionate about the topic, not just
in the committee to be able to use it for a resume. Selected students will work after school and
during enrichment periods to build a dynamic approach to the topics of homosexuality and
racism which is relatable and approachable to other students. Upon establishment of their club,
committee members will host an assembly in which other students will be educated about their
cause, drawing in new members, who customarily turn the other cheek in schools. After gaining
support of other students. Members of the committee will meet with different advisory classes,
educating students around the topics of what Coventry High Schools school climate looks like
now, and how different goals can be met with the alliance of the student-teacher body. Students
learning from other students, especially those of the same age will provoke a change of heart in
those who typically use offensive slurs. This committees voice will be heard throughout
Coventrys halls because the students are the face of the club, not the teachers. Students seeing
their classmates passionate about a cause has the potential to unite the entire student body by
reaching out to each other for help, not to accuse and tell them why they need to change (as seen
in health classes and CI for seniors).
Gaining Support

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The student body of Coventry High School recognizes the discriminatory behaviors from
one person to another, however no guidance has been given to aid students in achieving overall
composure within the school hallways. If students spoke out for one another, the issue of
intolerance and bullying would not be an issue. The West Hartford School community and
students have spoken out concerning their dissatisfaction with disciplinary action following slurs
used throughout the school halls and campus. West Hartford is starting to acknowledge the
disapproval of students, not only administration (Carlson) with intolerances, especially at after
school and sporting events. Carlson has found that a student. Hunter Dean, is seeking a tribe
council so we could be more educated on what is offensive (Carlson) which suggests students
teaching their fellow students about their customs. This same idea is not unattainable at Coventry
High School. Students are a valuable tool to teach other students, and can hold lasting impact on
those who are being educated. A survey done at Coventry High School reveals shocking data,
proving that most of the students have witnessed intolerant behaviors and know that derogatory
terms are used in casual context, (See Appendix A and B) which solidifies the need for the
development of a tolerance movement around Coventrys halls. Coventry students also reveal
that improvements they would like to see concerning intolerant behaviors are reducing ignorance
of students, teachers intervening and the implementation of punishments for students who use
common but repugnant words toward their classmates. Our nations capital is making great
strides to promote tolerance in the United States, and are starting at the elementary level. The
national push to prevent bullying is becoming a rising movement, and elementary schools in
D.C. are introducing lessons that address gay tolerance in hopes to make public schools more
welcoming to gay students and families. Chandler mentions that Homosexuality remains a
taboo subject in many public schools, and decisions about how- or whether- to include it in

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middle or high school health lessons provoke controversy (Chandler) he knows that in todays
modern society these issues cannot be ignored as if they are not present. Chandlers comment on
homosexuality remaining a taboo in public schools proves true in a survey distributed throughout
Coventry High School. A poll done out of 25 students of different grade levels, nine students did
not have any knowledge of what the acronym L.G.B.T.Q. stands for, and seven of the surveys
returned had no answer for that question. The data was split, either the student had no
knowledge, or had some to considerable amounts of knowledge on the topic (See Appendix
D). Students are reaching out to adults and those in power to aid in achieving a cohesive and
welcoming school environment and these efforts need to be recognized and sanctioned by the
school community.

Call to Action

Coventrys youth are endangered and hindered by its towns lack of tolerance education
throughout its halls. No classes will have to be implemented so no time will be wasted for core
classes. An after school club that is passionate for change and to better the lives of their
classmates will make all the difference in the lives of Coventrys graduating class year after year.
Coventrys School Climate Committee will unite the student body into one cohesive community
that is accepting, to assure the wellbeing and success of students in education and beginning the
rest of their lives as adults.

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Appendix
Appendix A
1.

Do you think that equality is important in an education system? Yes/No

2.

Are there many derogatory terms used casually in our school? Yes/No

3.

Have you personally experienced an incident where you were discriminated against for something you
cannot control, for example race, sexuality, religion.. etc ? Yes/No

4.

Do you believe that school should have more courses covering racial and sexual discrimination in schools
to better prepare students for society? Yes/No

5.

Have you ever witnessed a personal attack of someone who was discriminated against for something they
cannot control? Yes/No

6.

Does this happen often? Yes/No

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7.

On a scale from 1-5 how severe were these attacks? (Circle one)
(least severe) 1

8.

5 (most severe)

On a scale from 1-5, how likely are you to intervene when someone is being victim of a personal attack?
(Circle one)
(least likely) 1

9.

5 (most likely)

How much do you personally know about LGBTQ members, and do you understand what each of the
letters of this acronym stand for? (Fill out the following)

1.

Extensive Knowledge ____

3) Some Knowledge____

2) Considerable Knowledge____
4) Limited Knowledge____ 5) None____

10. What improvements would you like to be seen in school concerning any
intolerances, whether they be words or actions? What groups are targeted mostly at
Coventry High School, like race, sexuality, gender etc.
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Appendix B

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Appendix C

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Appendix D

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Appendix E

Interview with Mrs.

Sparks (Contemporary
Issues Instructor)

Question

1: How long is the Tolerance unit in

CI?
Answer 1: It is around six weeks total.

Question 2: Concerning the Tolerance Unit in CI, what issues are covered?
Answer 2: We cover about two weeks discussing racism and hate crime, two weeks talking
about issues of homosexuality and two final weeks discussing topics like sexual assault. Overall
it is a six week unit, and it is easy to wrap up quarter four with because of its level of
comprehensiveness, students find it easy.
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Work Cited

"ALGBTICAL." ALGBTICAL. Web. 23 Jan. 2015. The Association of Lesbian, Gay, Bisexual
and Transgender Issues in Counseling of America (ALGBTICAL) offers a range of statistics
from a plethora of resources. These resources are too reliable, taken from books on Pediatrics
and the US Department of Health and Human Services. The ALGBTICAL website includes
National Statistics of school climate and youth statistics, which are directly applicable to the
issues of intolerance in school systems around the nation. This source directly proves that
schools have an obligation to protect student safety in schools and asserts that schools need the
initiative to provoke change in their hallways.

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Carlson, Suzanne. "West Hartford High Schools to Tackle Intolerance Issues." Courant.com.
Web. 29 Jan. 2015. Students from West Hartford High School are serious about addressing and
reforming recent acts of racism and discrimination based on religion. This news report features
several quotes from students of Conard and Hall High School and their dissatisfaction on the
topic of discipline following these slurs. A committee to provoke reform is mentioned in the
article and is not taken lightly. This news report shows student involvement of something that
holds purpose in their schools, and that a school club could just as easily be implemented in
another school.

Chandler,

Michael

A.

"In

D.C.

Schools,

Gay-tolerance

Lessons

Are

Becoming

Elementary." Washington Post. The Washington Post. Web. 29 Jan. 2015. Chandler reports on the
"national push to prevent bullying", and the newly implemented lessons being taught in
elementary schools on gay-tolerance. These lessons are meant to spread awareness and provoke
acceptance within the student body, making schools a safe and welcoming environment and to
generate well rounded students into society after graduation. Chandler emphasizes the school
officials movement when they say "it's important to start early" which provides the proposal on
Tolerance with an example of another school implementing this idea to provoke change.

Doerr, Edd. "A Groundbreaking declaration. (International Humanism)." The Humanist Mar.Apr. 2002: 42+. Opposing Viewpoints in Context. Web. 29 Jan. 2015. This article was taken from
the 2002 American Humanist Association written by Edd Doerr who is the president of the
organization. He underlines the urgent need to promote through education the protection and

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respect of religion or belief to strengthen peace, understanding and tolerance within schools.
Doerr holds each individual accountable for their own actions and to respect every person's right
to dignity and freedom. This article stresses the importance to delve into the issues of tolerance
and to educate people, which could be enforced in school systems.

Gorski, Paul C. "The Question of Class." The Question of Class. Web. 29 Jan. 2015. Paul Gorski
wrote "The Question of Class" which is about teaching tolerance, and is a reliable source,
proving himself to be a scholar in the field of integrative studies and a research fellow in the
Center of Advancement of Well-Being at George Mason University. Gorski asserts that students
should not be judged or made assumptions about based on one aspect of their identity. He
teaches that students are stifled from growing in schools because of the judgment of those
surrounding them, making schools a hostile environment. Gorski offers solutions to the
intolerance seen in schools around the nation, and even addresses financial issues and how those
can be detrimental to the students growth and success.

Hefling, Kimberly, and Pete Yost. "Obama Administration Recommends Ending zero-tolerance
Policies in Schools." PBS. PBS. Web. 29 Jan. 2015. PBS broadcasts on the Obama
Administration's proposal to end "zero tolerance" policies, which are allegedly harsh and
disproportionately affecting black and Hispanic majority of schools. The Obama Administration
claims that the disciplinary actions taken in schools serve as a pipeline to prisons in society. This
article provides different point of view on how over regulation of schools and punishment can
get to be too extreme, and create a deterrence in student growth, instead of a positive reaction.

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Miller, Kevin J. "Infusing Tolerance." Infusing Tolerance, Diversity, and Social Personal
Curriculum into Inclusive Social Studies Classes...Files.eric.ed.gov. Web. 29 Jan. 2015. Kevin
Miller is a reliable author for the impact of intolerance on students in schools because he has a
bachelor's degree in psychology and continues to teach at the University of Buffalo. His article
"Infusing Tolerance" focuses on the increasing number of diversity seen in classrooms around
the United States and how teachers will adapt to the classroom environment based on the
diversity in the room. He stresses that developing a classroom that respects the diversity of all
students is vital and facilitates student success in the middle and high school levels. This is vital
to the proposal on Tolerance because it shows the demands for infusing tolerance into classrooms
nationwide, and how if they are not integrated, the way it can inhibit student growth.

"Strategy: Diversity and Tolerance Education in Schools." National Crime Prevention

Council. Web. 24 Jan. 2015. Teaching tolerance beginning in elementary schools reduces the
incidence of hate crimes, racism and discrimination. This strategy to implement diversity and
tolerance education in schools provides statistics which capture the magnitude of these crimes
and how commonplace they have the potential to be without proper education steps taken
starting before students are adults. This article acknowledges the challenges the plan presents
while highlighting the key components which provide the proposal with an innovative and
dynamic approach.

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"Teaching Tolerance: Promoting Peace in Crisis." Promoting Tolerance and Peace in Children.
Web. 26 Jan. 2015. Teaching Tolerance: Promoting Peace in Crisis is a program that outlines the
steps necessary to take when implementing a change in schools. The article stresses the
importance of the adults role in the school climate efforts. The plan models compassion and
acceptance, portrayed by parents and teachers to surround students with positive influences, and
hopefully developing a positive reaction among students.

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