‘Gay’ Schools Debate In U.S. (Press, 18 June 1985)

The opening of the Harvey Milk School in New York, America's first public high school specifically for homosexual students, has ignited a nationwide discussion regarding the merits and drawbacks of segregating schools based on sexual orientation. Established in April 1985 within a Greenwich Village church, the school currently accommodates 20 students—14 boys and six girls aged 14 to 19—many of whom have previously dropped out or regularly avoided traditional high school settings. Proponents of the school, such as Tom Shannon from the National School Boards’ Association, view its creation as a compassionate response to the unique challenges faced by homosexual teenagers, suggesting it could serve as a model for other educators across the country. He lauds the establishment of such a school as a progressive step in education. However, some educators express reservations. Sandra Feldman, head of the United Federation of Teachers, acknowledges that while these students require special support, she is sceptical of whether segregation is the most effective solution. The school is operated by a local homosexual advocacy group and receives support from the New York City Board of Education, which has made provisions for teachers and curricular resources. While the concept of tailored educational programs for students with distinct needs is commonplace in New York—where there are 40 such initiatives for about 1,200 students in various special circumstances—the Harvey Milk School stands out as likely the first of its kind dedicated solely to homosexual youths. Educational guidance on the school has garnered mixed responses throughout the United States. Some officials express concern that isolating homosexual students could perpetuate a ghetto-like environment, while others believe the necessity for such a safe space for those battling chronic truancy justifies its existence. For instance, Joyce Hunter, a programme director associated with the school, insists that the institution's focus is on aiding those who struggle to succeed in mainstream education. Reactions from other school districts also reveal reluctance to adopt similar models. Many administrators, like those in San Francisco and Phoenix, emphasise the importance of integrating students to prepare them for broader social interactions post-graduation. Buffeted by statistics indicating widespread harassment of homosexual students—20 per cent of lesbians and half of homosexual men surveyed reported harassment in their formative school years—the National Gay Task Force supports the New York initiative as a necessary response to a significant issue confronting homosexual youth. In summation, while the Harvey Milk School may offer a refuge for some students, it underscores a larger societal debate about the efficacy and ethics of segregating education based on sexual orientation during the formative teenage years.

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