So, What Is This Thing Called Pride?

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Dr. PJ Sedillo                   

This article is intended to educate parents/guardians and educators with history, statistical data, and best practices that can be shared with gifted children pertaining to what LGBTQ+ children and adolescents face in schools even though their children might not be LGBTQ+.  Hosting discussions related to the following history and statistics serve to encourage our gifted children/adolescent youth to support this oppressed group.   These discussions can take place between the children/adolescents and parents with intentions to talk about possible steps that could deter negative outcomes.  Early stages of moral sensitivity originate in the development of empathy between the gifted child and the parent/guardian, becoming the foundation and formation of identity and self-development.                                                             

Therefore, parents/guardians should assist and encourage their gifted children/adolescents in recognizing that being gifted includes the ability to perceive injustice when it exists, to identify creative alternatives, and to use their intellectual skills toward finding solutions.  This will ultimately lead gifted children/adolescents to feel enriched when they use their talents to shape a better world for others. Gifted youth are also keenly aware of the flaws and imperfections of their parents, teachers, and political leaders.  They try to grasp the enormity of injustice, war, politics, natural disasters and existential mysteries, and may respond with sadness, anxiety, anger, or even indifference when the burden seems too overwhelming.   Notably they are gifted, but they are still children.

It is important to provide the history of Pride and the Gay Rights Movement to our “straight” gifted child/adolescents and those who are gifted LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer, Plus) to help them understand and support these individuals’ rights and issues of inequality.  Starting at an early age, it is evident that young, gifted children and adolescents exhibit acute moral sensitivity.  Young, gifted children and adolescents are more inclined to hijack the responsibility and burden of others.  There is an innate need to agonize and covet others’ internal strengths.  This transpires to overcome their achievements by being able to ease other’s pain and suffering, be more empathetic, and demonstrate an advanced ability to think in the abstract pertaining to concepts of fairness and justice (Sedillo, 2013).                                                 

What is the history and catalyst behind the many Pride Celebrations held throughout the world?   Parades, picnics, marches, rallies all honor the Stonewall Riots, an event that took place in New York sixty-six years ago at the original Stonewall Inn, a Gay bar which catered to an assortment of patrons.  The Stonewall Riots were a series of spontaneous, violent demonstrations against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of New York City.  The riots are frequently cited as the first instance in American history when people in the homosexual community fought back against a government-sponsored system that persecuted sexual minorities.  The Stonewall Riots have become the defining event that marked the start of the Gay Rights Movement in the United States and around the world.                                                                                                                   

Many questions have been posed about why this event became the defining moment in the Gay Rights Movement.  What led up to that night of riots?  The individuals who were there at the riots have stated that there were no gay organizations in existence and that the apparent cause of the demonstration was unplanned and spontaneous.  Historical recounts have cited Judy Garland’s funeral services, which were on the same day, as the cause of the Stonewall Riots; however, there has been limited evidence or no substantial confirmation to support this as a possible cause.                                                                                                                                      

What was happening in 1969?  Gay Americans in the 1950s and 1960s faced many troubles and difficulties.  Very few people had the courage to come out of the closet because of the social taboo.  In many states it was illegal, and there were consequences if one was found out.  A person could be fired from his or her job, be labeled as mentally unstable, ridiculed and scorned, lose family and friends or in some cases even be murdered.   People suspicious of a person’s lifestyle could go to the law and have the person arrested.   If one was Gay, he or she kept it "top secret".   This was a time when most society did not know or even use the word Gay to describe homosexuals as well as other labels such as lesbian, bisexual and transgender. This also included the many letters that followed the acronym GLBT, which were not recognized.  This was a time when the word gay (sometimes used derogatorily) was transformed into a label for homosexuals to claim for a common solidarity; and, for some years before the term lesbian became widely used, they were noted as Gay women.                                                                                                                         

It is important to note that many organizations prior to the 1980s utilized the acronym GLB, then changed to GLBT in the 1990s to include the transgender community and then altered to LGBT (starting with the letter L placed first and then the letter G second).  This change occurred in the 1990s to support the women’s movement and the immense efforts of the lesbian community during the AIDS crisis. As this article was being written the current acronym was LGBTQQI2SPAA (Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, Two-Spirit, Pansexual, Asexual, Ally), and the list goes on.                                                                     

Gays who were living in the United States during this time had very few establishments and businesses that welcomed them.   Those who stood in the shadows would seek bars.  The patrons of these establishments were at times the most ostracized individuals in the Gay community (drag queens, the homeless, transgender individuals, males who were effeminate and male prostitutes), and they frequently visited these bars.   The Stonewall Inn was home to these outcasts, who possibly rioted because they felt like they had nothing to lose.          

Police raids on gay bars were routine in the 1960s, and the patrons came to expect them on a regular basis, usually once a month.   It must be noted that many bar owners and managers were rarely Gay.  Like many other Gay bars in New York, the Stonewall Inn was owned by the Mafia.   The managers usually knew about the raids due to “tip-offs” from the police.   However, in the early morning hours of June 28, 1969, the police turned on the lights, turned off the music, and made the 250 patrons line up to have their identification cards checked.  Anyone in full drag was immediately arrested.  Some who were in what was deemed proper attire were allowed to leave peacefully.  Recollections were that women had to be wearing three pieces of clothing judged as feminine or they would also be arrested.                                        

At 1:20 a.m. on Saturday, June 28, 1969, four plainclothes police officers and two uniformed officers entered the double doors of the Stonewall Inn and announced their presence.   Rumors had spread that the raid would occur; however, it took place much later than usual.  The management’s tip of the raid had been inaccurate.   When the raid occurred, the officers called for backup utilizing the Stonewall Inn’s pay telephone.  They then secured and fastened the doors, but the designed raid did not go as planned.   What was unusual about that night was that those who were not arrested and released did not leave.  The individuals who refused to leave created a crowd that began to grow to between 100 and 15 people.                                                                                                               

What happened next was the birth of a new revolution and is why Pride is celebrated around the world. The police tried to remove more patrons out of the Stonewall Inn, but some began to make effeminate poses and salutes with limp wrists as they mocked the police.  When the first paddy wagon arrived, the crowd had grown to 500 or 600 individuals who possessed intense anger, resentment and opposition.  Pennies and bottles of beer began to be hurled at the police wagon.  One of the officers picked up and shoved a woman who was trying to escape from the wagon.  She was hit on the head by a baton, inciting the crowd who then joined the uprising, turning it into a full-fledged riot.  The police tried to confine the crowd, which only encouraged the onlookers to fight back.  This novel, historic engagement against the status quo would change the course of brutality, injustice and non-acceptance for this segment of the population.  

The police tried to control the crowd; however, it was too late.   The police had to retreat and barricade themselves in the Stonewall Inn against the mob.  Rumor spread through the crowd that patrons still inside the bar were being beaten.  This haven for gays had now become a hideaway for the police.   Parking meters became battering rams.   The mob lit garbage cans on fire and broke the windows of the bar.  The police tried to put out the fire, and the police inside were ready to use their weapons when more officers from the New York City Police and Fire Departments arrived. The police attempted to disperse the mob with a formation of force, but the crowd only mocked them with their own formation of a chorus line with high kicks.  The police rushed the group, began to bash them with nightsticks, and chaos ensued.  The mob stopped cars and began to overturn them.  This provoked the law enforcement to chase the angry protestors, who retaliated by chasing the police.  

Not until 4:00 a.m. did the first night of the riots end.   Onlookers from the stoops and individuals gathered in Christopher Park.  Skepticism arose as to whether what had occurred was real or not, but the excitement lingered on.   Thirteen brave individuals had been arrested, and some others were taken to hospitals along with the four injured police officers.  The Stonewall Inn had been destroyed, but its foundation and walls survived and would be rebuilt.  This revolution would ultimately become the foundation of Albuquerque Pride and other Prides in the world who would honor and never forget this powerful act of civil disobedience. It is necessary and crucial that the Gay community realize that there is more to this historical event.  The Stonewall Riots extended beyond one event in the wee hours of June 28, 1969.                          

The riots continued Saturday during the day and many days that followed. This was a time when there were no cell phones, internet, tweeting, texting, or social media, which is the primary way now to gather and support one another immediately, especially for Pride events.   Subsequent riots would take place once the word got out to the community about what had happened at the Stonewall Inn.  The reactions were varied. Many had heard from others about what was happening in the Village and showed up to see what all the commotion was about.  Some wanted no part of this monumental event.  Others were skeptical about the events and wanted to see them firsthand.  These reasons and many more would assist many community members in becoming part of this historical Gay movement.  

All day Saturday people came to look at the burned-out shell of the Stonewall Inn.  Graffiti was written on the walls of the bar with slogans of power, victory and accusations.   Thousands had assembled in front of the Stonewall which surprisingly had opened its doors for business to show the power and unity of the Gay community.  The only choice was to move forward with the realization that there was no turning back.     

The next night, rioting resumed again.   Fires were again started in garbage cans.  Those who did not support the demonstration had their vehicles vandalized and other non-supporters were harassed.  Hundreds of police officers were present, but the kick lines were again in full force.  The second day of riots and “Gay Power” lasted until 4:00 a.m.  Monday and Tuesday were quieter because of rain, but there were still confrontations with the police.  By Wednesday, The Village Voice had reported the riots with descriptions that were fault finding and unfavorable.  Five hundred to 1,000 individuals threatened to burn down the newspaper building, and another clash took place with multiple injuries to the police and demonstrators.  This incident lasted only an hour, and the community felt they had won.  More protests took place the next evening and several nights after.  The weeks following saw the residents of Greenwich Village organize and create activist groups to deter future persecution of the Gay community.                

Within six months there were two gay activist organizations formed in New York, and three newspapers were begun for the promotion of rights for gays and lesbians.  On June 28, 1970, the first Gay Pride Marches took place in New York, Los Angeles, San Francisco and Chicago in commemoration of the Stonewall Riots.  Similar marches were organized in other cities.  Today, Pride events are held throughout the world to commemorate the Stonewall Riots.                       

Again, the history, statistical data, and best practices presented in this article can be shared with gifted children,even if they might not be LGBTQ+.  Facilitated discussions related to this history and the following statistics can help our gifted children/adolescent youth understand why it is important to support this oppressed group. “The [Human Rights Campaign Survey] HRC’s report, Growing Up LGBT in America, conducted in 2017 is a groundbreaking survey of more than 10,000 LGBT-identified youth ages 13-17.  It provides a stark picture of the difficulties they face (HRC, 2017).”  According to HRC’s survey, LGBT students reported being harassed at school both verbally and physically.   This occurrence is twice the rate of non-LGBT adolescents.  The survey revealed stressors that are heightened at the middle or high school settings such as being bullied and harassed, and not having role models, and experiencing negative educational outcomes.                       

For LGBTQ+ students, faculty and staff, the school environment can pose numerous threats and obstacles.  Hateful language, physical and emotional harassment and the threat of physical violence are a reality.  Even in more supportive environments, the resounding silence on LGBTQ+ issues is a painful message in itself.   Below are some recent statistics on LGBTQ+ youth and the school environment.     

●      GLBTQQ+ students are more than twice as likely to have skipped school in the past month because of safety concerns.   

●      GLBTQQ+ students are less likely to report that school staff intervened in homophobic and sexist remarks-(2016) GLSEN’s Teasing to Torment: School Climate Revisited).  

●      Sixty-five percent of LGB (Lesbian, Gay, Bisexual [no data on Transgender individual]) people experience homophobic bullying.    

●      Ninety-seven percent of LGB students hear derogatory phrases such as “dyke” or “poof” used in school.  Half of the teachers fail to respond to homophobic language when they hear it   

●      Forty percent of homeless youth identify as LGBTQ+ – (2012 Williams Institute’s Serving Our Youth). 

 ●      Forty percent of suicide victims are part of the GLBT Community. 

●      Ninety-eight percent of LGBT pupils hear “that’s so gay” at school. 

●      Seventy-five percent of young LGBT people in faith schools experience homophobic bullying and are less likely than pupils in other schools to report it. 

●      Only 1/4 of schools say that homophobic bullying is wrong in their school.  

●      Thirty percent of LGBT pupils report that adults are responsible for homophobic incidents at their school-(The School Report –Stonewall 2007).  

●      Ninety percent of 15-24-year olds have been called names because of their sexuality-(“Profiles of Prejudice” Stonewall and Mori 2003). 

●       The majority of respondents who were out or perceived as transgender while in school (K–12) experienced some form of mistreatment, including being verbally harassed and physically attacked (54%) or sexually assaulted (24%).  Seventeen percent experienced such severe mistreatment that they left school as a result.  Forty percent of transgender people attempted suicide compared to 4.6% of the general population-(2015 National Center for Transgender Equality’s Transgender Survey Report). 

The preceding statistical data details harm, oppression and abuse within school systems.  How can parents/guardians and educators assist their (gifted) children in seeking justice for others who are persecuted?  They can assist heterosexual and LGBTQ+ gifted children/adolescents by displaying Rainbow Pride Flags, purchasing entrance tickets online to attend the Annual Pride Festival, signing up to hear the latest lesbian poet at the local bookstore, or volunteering to help design a float for a local LGBTQ+ Pride Parade.  The following suggestions are best practices to assist parents/guardians and educators with their children or student’s philanthropic endeavors: 

●      Educate yourself and child about LGBTQ+ topics, issues, questions and concerns.  Locate materials and resources about the LGBTQ+ culture and history.  American history as it pertains to the LGBTQ+ community is denoted by many inequities and discriminating obstacles; however, there are numerous milestones of moral courage and victories that are not usually shared with mainstream society history.  There are a few history textbooks in our school system that include this history.  School libraries rarely have LGBTQ+ book titles for students to read and check out.  This might upset children trying to locate information at their school library which sometimes ends up with librarians questioning why.  These are some suggested readings that can be located for yourself and child, Pride Celebrating Diversity & Community by Robin Stevenson; This Day In June by Gayle E. Pitman; and Gay & Lesbian History for Kids by Jerome Pohlen.  

●      Acknowledge that your gifted child/adolescent will challenge authority and question rules. Remind them that there are many famous individuals who were rule breakers and change agents such as Gandhi, Harvey Milk, and Martin Luther King.    Just as gifted individuals hate regurgitating facts, repetition and memorization they are also nonconformist against meaningless, pointless rules that do not provide rationality against such laws, rules and regulations.  Parents need to assist their children and provide needed support if in reality they might have to be tolerant of such situations that they feel unjust by assisting them in undergoing some kind of a sense of accomplishment. Even small efforts, such as encouraging letter-writing to challenge unfair law or practice can make a difference.  As a parent you can also provide encouragement to use their giftedness to make a better world for others.  This can be done by using their intelligence, critical thinking, and creativity to locate alternatives and knowledgeable skills toward solution finding.  

●      Join the LGBTQ+ movement by becoming an ally by demonstrating pride, love and acceptance for continuing the fight for equality.  By becoming an ally, you honor the efforts of those activists before us that can bring awareness to your family, friends, and perhaps the larger community.  Your child/adolescent might also become a future activist.  Celebrate the historic events of the past by Celebrating LGBTQ+ Pride Month by having an open heart and mind.  Attend a local Pride Parade or find out what other LGBTQ+ events are occurring in your city during Pride Month and throughout the year. Two positive resources for the “ins and outs” and what to expect at Pride Celebration can be found in Pride Celebrating Diversity & Community by Robin Stevenson and This Day In June by Gayle E. Pitman.  Nothing is quite as magical as that feeling of relief and support when LGBTQ+ individuals have found “family” and an annual Pride Parade is the perfect place to be among like-minded, supportive folks who know what you’re going through. This is similar to how gifted children feel when they are in school with their like-minded intellectual peers. Thus, it just feels good to be surrounded by LGBTQ+ folk, straight allies and other people who care about the same issues.  Interesting enough we don’t have “Straight Pride” parades because gay pride isn’t the kind of pride that means being proud of your accomplishments, it means not having to live in shame anymore. 

Before you purchase a Gay Pride cap or make arrangements to march in the next Pride Parade, make sure that you talk to your child who might or might not be ready for showing public support.  Your gifted child may be intensely informed about LGBTQ+ topics but may not yet be comfortable being put in the limelight.  They also might be dealing with their own emerging sexual identity.  In conclusion, parents should assist their gifted children/adolescents to be socially and emotionally able to manage situations that are geared for adults.  As a parent you should honor their questions, concerns and anxieties about injustices in our lives which should be treated with understanding and respect.  

REFERENCES 

Durso, L. E., & Gates, G. J. (2012). Serving our youth: Findings from a national survey of service providers working with lesbian, gay, bisexual, and transgender youth who are homeless or at risk of becoming homeless. Retrieved from The Williams Institute: http://williamsinstitute.law.ucla.edu/wp-content/uploads/Durso-Gates-LGBT-Homeless-Youth-Survey-July-2012.pdf 

GLSEN [Gay, Lesbian and Straight Education Network]. (2016). Teasing to Torment: School Climate Revisited. Retrieved from https://www.glsen.org/sites/default/files/TeasingtoTorment%202015%20FINAL%20PDF%5B1%5D_0.pdf 

HRC’s [Human Rights Campaign Survey] report (2017). Growing Up LGBT in America. Retrieved from https://www.hrc.org/youth-report 

National Center for Transgender Equality (2015). Transgender Survey Report. Retrieved from https://transequality.org/issues/national-transgender-discrimination-survey 

Sedillo, P. J. (2013). A retrospective study of gay gifted, young adult males’ perceptions of giftedness and suicide (Unpublished doctoral dissertation). University of New Mexico, Albuquerque.  

Stonewall (2003). Profiles of Prejudice. Citizenship 21, London. Retrieved from https://www.stonewall.org.uk/resources/profiles-prejudice-2003 

Stonewall (2017). The School Report. The University of Cambridge. Retried from http://www.stonewall.org.uk/school-report-2017  

Dr. PJ “Paul James” Sedillo, Associate Professor for the Special/Gifted Education Department at New Mexico Highlands University teaches the Gifted Endorsement coursework.  Published in Gifted Child Today, Journal of Education & Social Policy, PHP, and ABQ Press where his book Solidarity through Pride won best book in Arizona/NM 2018 and won in 2024 a children’s book Embraced or Excluded? Fact & Fiction of Famous LGBTQ+ Persons by Pieces of Learning. His book chapter Identifying and Serving Diverse Gifted Learners in Prufrock Press introduces Stages of Identity for GLBT-Gifted persons. As a Suicidologist he has created an assessment for suicide/suicidal ideation for the gifted in the International Journal of Arts, Humanities, and Social Sciences (2025).  He was President for the NM Association for the Gifted, Chair for the NAGC-GLBTQ Network, State Affiliate Leadership and Advocacy member, Co-Chair for the 2019 NAGC Conference in Albuquerque, and an At-Large Board Member for NAGC.