Unnamed Educator

And by denying or trying to control LGBT young people's ability to express themselves as who they truly are, this often leads to things like people running away from home, as we've discussed and shared with you about our personal lives. This often leads to homelessness. This often leads to and creates a lot of the systems that we all here, I would imagine, are trying to prevent.

Say, for example, an LGBT child comes out to their parent and their parent is cishet and their parents like, oh, you know, well, you know, it could just be a phase you might grow out of it. Right. That's something that is commonly heard by LGBT young people. That is not just homophobic and transphobic.

Say, for example, an LGBT child comes out to their parent and their parent is cishet and their parents like, oh, you know, well, you know, it could just be a phase you might grow out of it. Right. That's something that is commonly heard by LGBT young people. That is not just homophobic and transphobic.

Say, for example, an LGBT child comes out to their parent and their parent is cishet and their parents like, oh, you know, well, you know, it could just be a phase you might grow out of it. Right. That's something that is commonly heard by LGBT young people. That is not just homophobic and transphobic.

It's also adultist because you're presuming due to that young person's age that they are unable of recognizing themselves as an LGBT person. So we want to make sure, obviously, as parents that we're one, not doing and saying things like that, not helpful. It's also violent, which we'll get into in a couple of slides.

It's also adultist because you're presuming due to that young person's age that they are unable of recognizing themselves as an LGBT person. So we want to make sure, obviously, as parents that we're one, not doing and saying things like that, not helpful. It's also violent, which we'll get into in a couple of slides.

It's also adultist because you're presuming due to that young person's age that they are unable of recognizing themselves as an LGBT person. So we want to make sure, obviously, as parents that we're one, not doing and saying things like that, not helpful. It's also violent, which we'll get into in a couple of slides.

But we also want to make sure as educators that we are authentically collaborating with our youth and our young people. So we want to make sure that we're working when we're working with young people, most especially LGBT youth, we're collaborating with them authentically. You know, we're asking our young people, well, what do you need? What do you think? What is your perspective?

But we also want to make sure as educators that we are authentically collaborating with our youth and our young people. So we want to make sure that we're working when we're working with young people, most especially LGBT youth, we're collaborating with them authentically. You know, we're asking our young people, well, what do you need? What do you think? What is your perspective?

But we also want to make sure as educators that we are authentically collaborating with our youth and our young people. So we want to make sure that we're working when we're working with young people, most especially LGBT youth, we're collaborating with them authentically. You know, we're asking our young people, well, what do you need? What do you think? What is your perspective?

You know, we want to make sure our young people are empowered in acknowledging that they are knowledgeable in, yes, wants. People, okay, who are able of making decisions, yes, with support, yes, with love, yes, with guidance, but of making decisions about who they are and what that looks like for them.

You know, we want to make sure our young people are empowered in acknowledging that they are knowledgeable in, yes, wants. People, okay, who are able of making decisions, yes, with support, yes, with love, yes, with guidance, but of making decisions about who they are and what that looks like for them.

You know, we want to make sure our young people are empowered in acknowledging that they are knowledgeable in, yes, wants. People, okay, who are able of making decisions, yes, with support, yes, with love, yes, with guidance, but of making decisions about who they are and what that looks like for them.

So this timeline provides an illustration of how racial awareness develops. According to research, three-month-olds show a preference for looking at faces that are similar to the race they see most often. At nine months, infants are unable to distinguish the facial features of racial groups other than their caregiver unless they frequently see images of racially diverse people.

So this timeline provides an illustration of how racial awareness develops. According to research, three-month-olds show a preference for looking at faces that are similar to the race they see most often. At nine months, infants are unable to distinguish the facial features of racial groups other than their caregiver unless they frequently see images of racially diverse people.

So this timeline provides an illustration of how racial awareness develops. According to research, three-month-olds show a preference for looking at faces that are similar to the race they see most often. At nine months, infants are unable to distinguish the facial features of racial groups other than their caregiver unless they frequently see images of racially diverse people.

By the age of two, children are putting people into categories based on race, and they are observing and internalizing power dynamics. At age three, children develop biases and begin assigning meaning to race by attributing positive traits to the dominant race. However, children can still respond to positive messaging about their own and others' racial identities.

By the age of two, children are putting people into categories based on race, and they are observing and internalizing power dynamics. At age three, children develop biases and begin assigning meaning to race by attributing positive traits to the dominant race. However, children can still respond to positive messaging about their own and others' racial identities.

By the age of two, children are putting people into categories based on race, and they are observing and internalizing power dynamics. At age three, children develop biases and begin assigning meaning to race by attributing positive traits to the dominant race. However, children can still respond to positive messaging about their own and others' racial identities.

By age five, children of all races demonstrate social biases primarily by attributing negative traits to non-white races. At this age, children are capable of acting against racial injustice.