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HBO explores the Brandon McInerney-Larry King murder

The Renewed Interest

Lately, there has been a spike in the number of hits on my posts about the 2008 murder of Larry King by classmate Brandon McInerney. At first puzzled why there was this renewed interest, I learned about HBO’s recently aired documentary, “Valentine Road.” I then sat down to watch it – with some trepidation. I hoped HBO had done a professional job of presenting the facts and raising the many core issues of the case. They did. It was an accurate and non-sensationalized exploration of the circumstances of Larry’s murder and the legal and social aftermath. Through videos, interviews with those involved – family members, friends, teachers, lawyers – and using court and police records, we see the polarization in the community over who was to blame and the agony of how to impose punishment.

The Story

The two boys: Fifteen year-old Larry was openly gay and cross dressed, Brandon was straight. Larry was multi-racial, Brandon was white. Larry was small with a slight build, Brandon was tall and athletic. Larry lived in a group facility for abused children. Brandon lived with his father and grandfather while his mother was in rehab for her drug addiction.

The basic facts of the incident were straightforward and undisputed: On February 12, 2008, fourteen year old Brandon McInerney brought a loaded gun to E. O. Green Middle School in Oxnard, CA, got up from his seat in the computer lab, stood behind his classmate, Larry King, who was sitting at a computer, and shot him twice- point-blank-in the back of his head.  As Larry fell to the floor, Brandon dropped the gun and fled the school. Larry died two days later and Brandon was charged with first- and -second degree murder, voluntary manslaughter, and a hate crime. The district attorney was trying him as an adult and a conviction of first-degree murder carried up to a life sentence with no parole.

The Court Case

The case finally came to trial three years later and after nine weeks it ended with a hung jury. The members of the jury had no doubt Brandon had premeditated and carried out Larry’s murder. Their issues were over the fairness of trying a just-turned 14-year-old as an adult and the perceived circumstances that “drove” Brandon to take such a violent and permanent solution to a problem.

The Mitigating Factors

The mitigating factors proposed by the attorneys revolved around Larry’s increased use of make-up and dressing in girls clothes, the unappreciated open crush he had on Brandon and their unpleasant interactions, the growing tensions between the two, the lack of teacher and administrative interventions in the obviously escalating conflict, accusations of bullying and harassment by both parties, and Brandon’s state of mind when he shot Larry. Other factors on the jury’s mind were: the family backgrounds of both boys, which included foster and institutional care, physical and emotional abuse, family violence and parental drug use; the easy availability of guns; and the role of a local hate group.

After the mistrial trial, Brandon was again charged as an adult for first degree murder. To avoid another exhausting, contentious trial, Brandon pleaded guilty to second degree murder and manslaughter and was sentenced to 21 years in prison. At the sentencing, conflicting Save Brandon and Justice for Larry buttons were pinned to the sea of onlookers.

The Legacy

What do you think? Would there have been a hung jury and so much public support for the killer if the circumstances were reversed and Brandon was the boy who was bi-racial and the boy who was gay/transgendered and dressed like a girl? Was Larry’s murder a hate crime? Should a 14-year-old who commits an adult level crime such as lying in wait to kill someone, be tried as a juvenile? How much weight should mitigating factors such as family life and bullying have in assessing blame and assigning consequences?

Watch “Valentine Road” on HBO GO, (Valentine Road Trailer), read my schoolclimate.com blog posts as I followed the case, read what others have written, look at the thought-provoking Valentine Road Discussion Guide, and most importantly, think about what we can do to avoid such a the tragedy in the future.

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Does being gay mean being bullied?

Odds are it does. Students are more likely to be bullied if they are seen as different in a negative way. It could be their race or ethnicity, size or weight, lack of social skills or athletic ability, or their special education needs – just about any characteristic that sets a student apart makes them a target for those who bully.

But the group most widely targeted for emotional and physical violence are students who are, or who are perceived as being, lesbian, gay, bi-sexual, or transgender (LGBT). When a federally protected group such as this is bullied it becomes the more serious charge of harassment, hate driven behavior that infringes on the group’s civil rights.

Consider this grim statistic:

90% of the 7,261 middle and high school lesbian, gay, bi-sexual, and transgender students surveyed reported experiencing harassment at school in the past year. (Gay Lesbian and Straight Education Network Survey 2009)

Do you know what school life is really like for your LGBT students?  How aware are staff and parents of the issues surrounding the harassment of LGBT students? Could this statistic, and the many others that support the prevalence of harassment, apply to the way your students are treated on the buses, in your halls, gyms, cafeterias, bathrooms, locker rooms, and classrooms?

Why not ask the adults and students in your school community? Surveys designed to measure the state of the climate of the school, especially those online, can be completed anonymously. A good place to start looking is at Stopbullying.gov where you can browse 33 assessment scales that measure bullying, victimization, perpetration, and by-stander experiences.

Another way to analyze the factors affecting how a certain group of students is treated in your school is to ask a group of teachers, parents, and students to complete a force field analysis like the one below. This process allows you to take a thoughtful and honest look at the climate and culture of your school to identify what is helping and what is hindering reaching your goal:

“We treat all students with respect and concern regardless of their sexual identity.”

Use a simple T-Chart to brainstorm

Forces PROMOTING Our Success         Forces PREVENTING Our Success

With the information you gathered from surveys and from the force field analysis, you have a good idea what school feels like to your LGBT students. And most importantly, you now know what you must do – intentionally and systematically – to make your school a violence-free and positive experience for all of your students.