This year, Trojans have the opportunity to take a course that would likely not be approve in many parts of the country: LGBTQ+ studies. The elective dives into LGBTQ+ history, literature, and identity. The course aims to give students a meaningful, inclusive experience while highlighting voices often overlooked in traditional education, LGBTQ+ studies teacher Brett Webber, who said.
This class is something he has always wished for, Webber, who also teaches English, said. He has always wanted to teach a course that would include LGBTQ+ literature, he said.
“Students can go through 12 years of school and never encounter LGBTQ+ representation in the literature they read,” Webber said. “I believe it’s important that we see ourselves in what we read, in what we study. That’s where this course comes in.”
The LGBTQ+ Studies elective is part of a state-led push to expand ethnic studies offerings in California schools, Webber said. When Milpitas High sought ideas for new electives, Webber proposed the course as a way to bring LGBTQ+ perspectives to the forefront, he added.
“This is about telling stories,” Webber explained. “Stories about identity, about struggle, and about triumph. I want students to understand the broader human experience.”
Designing the course was no easy feat, Webber said. He adapted much of the framework from James Logan High School which also offers a similar class, he said. Webber also added his own elements, he added.
“I took their model and made it fit our school,” Webber said. “I even added a novel, which wasn’t originally part of the curriculum, and I’ve also added a major research project.”
However, the process remains a work in progress, Webber added.
“Honestly, it’s incredibly hard work to build a course like this. But give me two years, and I’ll have it perfected,” Webber said.
The curriculum blends structure with creativity, Webber said. Students lead lessons on topics they’ve researched, ranging from famous LGBTQ+ figures like Oscar Wilde to lesser-known movements like LGBTQ+ activism in the Philippines, he added.
“I try to keep things lighthearted and fun,” Webber said. “Electives shouldn’t feel like a core class – they should be something students look forward to. That doesn’t mean we avoid serious topics, though.”
One of his philosophies as a teacher is that students do better if they are having fun, Webber said. Students choose research topics based on their interests and present their findings through class discussions, he added.
“The class isn’t about reading from slides,” Webber added. “It’s about bringing these stories to life, making them resonate.”
The class isn’t just for LGBTQ+ students; the focus is to broaden our perspectives to broaden how we think, Webber said.
“This class is for everyone,” Webber added. “The goal is to foster empathy and allyship. I want my students to understand the challenges others face and learn how to support one another.”
Discussing allyship, Webber spoke on the cultural significance of the course, he said.
“We’re teaching about intersectionality – how identities overlap and influence experiences,” he said. “It’s not just about LGBTQ+ issues; it’s about understanding the diversity of the human experience.”
The first semester has been an opportunity for learning – not just for students but for Webber himself as well, Webber said.
“The students have been amazing,” he said. “They’ve given me great feedback, and I’m already thinking about how to make next semester even better.”
When asked about his hopes for the class, Webber was optimistic, he said.
“If we can normalize what others see as different and help students build empathy, then we’ve succeeded,” Webber added.
The class strengthens her knowledge of the LGBTQ+ history and she’s definitely learning things that she didn’t know before, junior Yzzabelle Fantone said.
“I’m a part of the LGBTQ+ community,” Fantone said. “So I just thought it was cool that we had this class.”
Webber does a good job of teaching students about history despite teaching the class for the first time ever, senior Princeton Nguyen said.
“I was an ally before, but there was a lot I was confused about,” Nguyen said. “This class helps me learn not just history, but also useful stuff about respecting pronouns and gender.”
The students discussed the class projects, including presentations on LGBTQ+ topics, and lessons on events like the Stonewall riots and figures such as Freddie Mercury, Fantone said.
“The first part of the semester focused a lot on the history of LGBTQ+, especially around the AIDS crisis, which was really useful to learn,” Nguyen said.
While praising Webber’s efforts to make the class engaging, student Fantone pointed out areas for improvement, she added.
“I think at the beginning of the semester, it felt a little bit slow,” Nguyen said. “But Webber definitely made adjustments as the class went on.”
The class could be more publicized next year to encourage more people to join, Fantone said. Despite its small size, the class has made a big impact, she added.
“It’s not just a class,” Fantone said. “It’s about learning how to respect and understand others.”