Academia.eduAcademia.edu

Outline

Title
Abstract
FAQs
Case for Trans-Inclusive Civic Education
References
All Topics
Sociology
Gender Studies

Sex and gender in transition in US schools: ways forward

Profile image of sj Millersj MillerProfile image of Catherine A LuggCatherine A Lugg

2017, Sex Education

https://doi.org/10.1080/14681811.2017.1415204
visibility

…

description

35 pages

link

1 file

Abstract

This paper examines the current state of law and policy in relation to US transgender youth and their lived experiences. We approach this from different disciplinary backgrounds, identities, and ways of writing terms related to gender identity. We begin with an examination of the current legal climate in the USA and explore how students have pushed back against gender and sexuality norms even in a restrictive climate. Some transformations are already happening in public schools and some backlash, too, is being felt. Laws and policies in some locations are encouraging students, teachers, school leaders and community members to collaborate in making schools more educationally concerned about trans student success and teaching the school community about gender diversity. In shifting among scales and experiences of youth thinking and working on gender, we aim to emphasise youth agency and outline young people's frustrations at the obstacles related to trans, gender dissidence and sexuality. In conclusion, we point to changes that can be made in schools to help professionals understand how policy and curricular innovation can bolster the openings that trans, gender creative and gender non-binary youth are already creating, whether or not those opportunities are officially recognised.

FAQs

sparkles

AI

What are the key challenges faced by trans students in US schools today?add

The study reveals that trans students confront significant obstacles such as insufficient educational support and pervasive institutional transphobia, particularly under restrictive political climates. For instance, states have varying policies, leading to disjointed experiences in accessing identity-affirming resources.

How do educational environments affect youth understanding of gender identity?add

Results indicate that environments lacking trans-inclusive curricula impede comprehensive understanding of gender diversity among all students. A case study highlighted that GSAs significantly enhance knowledge and advocacy for LGBTQ+ issues among participants.

What role does youth agency play in advocating for gender inclusion in schools?add

The paper emphasizes that youth are actively pushing against existing barriers, demonstrating agency through advocacy that challenges normative gender constructs. For example, young activists are collaboratively developing new vocabulary and frameworks that reflect their gender experiences.

How has the political climate influenced trans rights in educational settings?add

The research identifies that the current political administration has reignited legal challenges that threaten previously established protections for trans students in educational contexts. Specifically, the backlash observed since 2016 correlates with executive actions undermining the Obama-era guidance on gender inclusivity.

What findings support the need for trans-inclusive civic education in schools?add

Interviews with college students revealed a prevalent lack of structured learning about gender variance during high school, underscoring the need for trans-inclusive civic education to foster awareness. The findings advocate that such education can empower students with the tools necessary to navigate complex gender identities.

Related papers

Transgender and gender expansive education research, policy and practice: reflecting on epistemological and ontological possibilities of bodily becoming
Wendy Cumming-Potvin

Gender and Education

View PDFchevron_right
Jones, T. (2016). ‘Researching & Working for Transgender Youth: Contexts, Problems and Solutions’ for Social Sciences special issue: Transgender Youth: Focusing on the “T” in LGBT Studies Researching & Working for Transgender Youth: Contexts, Problems and Solutions. 5(3). 43. (15pgs).
Tiffany Jones

In May 2016, two events epitomized the complexities of working for global transgender youth rights. First, United Nations Educational Scientific and Cultural Organisation (UNESCO) hosted a ministerial event in which education ministers from around the world released a call to action for protection of students on the basis of their gender identity and expression in schools. Second, the United Nations (UN) hosted an event celebrating the family, attended by conservative ministers and activists who mobilized family protectionist discourse against transgender students. This article contemplates, in light of transgender activist Raewyn Connell’s Southern Theory contributions, the complexity of global research and work for transgender youth. It considers key informant interviews with 50 stakeholders in the global push for transgender student rights in education, including members of government and non-government organisations, and academics from Northern and Southern countries. Problems in aiding transgender youth at the global level included safety concerns, the impacts of conservative advocates and media backlash (within family and national protectionist discourses), cultural complexities hampering engagement and translation, dissemination hindrances pertaining to established publishing biases, and financial and collaboration barriers. Solutions including virtual work; multi-level leadership; alliance-building; representation; visibility of transgender youth citizenship and family membership; and legal, financial and capacity-building aid are considered.

View PDFchevron_right
Resisting regulation: LGBTQ teens and discourses of sexuality and gender in high schools
Darla Linville

2009

This dissertation documents a participatory action research project designed to understand discourses of sexuality and gender in New York City high schools. Lesbian, gay, and bisexual high school students participated as co-researchers in documenting discourses in popular culture, news reports, youth development reports, and through writing exercises about their own experiences. Together researchers created a modified Q sort (the Queer Q Sort) and surveyed a snowball sample of 21 lesbian, gay, bisexual, trans, queer and questioning (LGBTQ) high school students about the discourses of sexuality and gender they encounter in their schools and the ways that they accept or reject discourses as they form their identities. In order to imagine other frameworks for understanding sexuality and gender beyond the discourses of safety, victimization, disease and raging hormones, researchers wrote counter-narratives of their experiences that challenge discourses that reference mental health, physical health, pedagogy and morality. Youth researchers created spatial representations of the ways discourses work I the spaces of their schools by drawing maps showing how the movement and behaviors of bodies are regulated. My analysis triangulates the findings of the Queer Q Sorts, the maps and the discussions and writings of the youth researchers to show that young people create alternatives to the official discourses of sex education materials and much of the media coverage of young people and sexuality. I show that young people make ethical decisions about becoming sexual and fashioning their bodies in certain ways to reflect the iv gender identity and sexual subjectivity they wish to inhabit. Students advocate for queering schools by creating curriculum and pedagogical practices that allow critical analyses of gender and heteronormativity with the goal of helping their peers understand that binary categories are not givens, but rather social constructions we are often forced to perform. Using Foucault's theory and methods, the researchers challenged assumptions about teens as victimized, rebellious, promiscuous or innocent in conversations about sexuality and gender in schools. v vi Table of Contents List of Figures .

View PDFchevron_right
Harsh Realities: The Experiences of Transgender Youth in Our Nation's Schools
Emily Greytak

Gay Lesbian and Straight Education Network, 2009

View PDFchevron_right
ACT for ( Trans ) Youth , Part 1 Growing Up Transgender : Research and Theory
Seth T. Pardo

2010

As transgender identities become increasingly visible, those who work with and those who love trans youth seek resources to understand what it means to grow up “trans.” With little to guide us, adults may fall back on outdated theories or confuse transgender and gay identities. This article offers an introduction to current research and theory behind transgender identity formation, and suggests a framework for understanding gender that moves beyond a rigid binary system. Part two of this series will focus on moving from risk to resilience with trans youth.

View PDFchevron_right
Supporting Transgender Inclusion and Gender Diversity in Schools: A Critical Policy Analysis
Kenan Omercajic, Wayne Martino

Frontiers in Sociology, 2020

In this article, we conduct a policy analysis of transgender affirmative policies in Ontario and examine their implications for addressing gender justice and gender democratization in the school system. By adopting a case study approach, we provide a critical analysis of these policies and of how stakeholders with familiarity and knowledge of trans-affirmative policies from two school boards in Ontario are making sense of their impact with respect to addressing trans inclusion in schools. As such, our study offers insight into two trans-affirmative policies and their implications for both supporting transgender, gender non-conforming and non-binary students and envisioning gender-expansive education in the school system. We draw on interviews with key informants-two teachers and a school board official-as a basis for reflecting on the need to move beyond a discourse of accommodation in trans inclusive policies to one that explicitly articulates a pedagogical commitment to gender justice and gender democratization in schools.

View PDFchevron_right
“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School
Anneliese Singh, Corey W Johnson

Journal of Homosexuality, 2014

The current article is a qualitative study of the daily lived experiences of resilience that trans youth have as they engage in selfadvocacy within their college environments. Using a phenomenological research tradition and theories of liberation psychology and feminism, researchers interviewed 18 trans youth. There were four major themes in the participant data: (a) campus-wide transaffirming language, (b) campus training on trans student concerns, (c) trans-affirming campus health care access, and (d) developing a community of trans allies on campus. In addition to study limitations, future practice, research, and advocacy implications for developing trans-affirming educational environments for trans youth are provided.

View PDFchevron_right
Beyond the tipping point: Modifying the five C's to empower transgender and gender expansive youth
Yolanda (Yoli) Anyon

Youth Voice, 2018

Transgender people have entered an unprecedented moment of visibility in American society and across the globe. However, transgender and gender expansive youth remain vulnerable to family rejection, harassment at school, and discrimination in healthcare and employment. Positive Youth Development (PYD) is an established framework for strengths-based practice with young people that is focused on helping youth develop the skills they need to become healthy, productive adults. In this manuscript, we reconceptualize the 5 C’s of PYD to address the unique needs and experiences of transgender and gender expansive youth. We also provide specific guidance for empowering service providers to help these young people thrive in the face of marginalization and oppression.

View PDFchevron_right
Trans* in College: Transgender Students’ Strategies for Navigating Campus Life and the Institutional Politics of Inclusion
T.J. Jourian

Journal of LGBT Youth

View PDFchevron_right
Researching and Working for Transgender Youth: Contexts, Problems and Solutions
Tiffany Jones

Social Sciences, 2016

In May 2016, two events epitomized the complexities of working for global transgender youth rights. First, United Nations Educational Scientific and Cultural Organisation (UNESCO) hosted a ministerial event in which education ministers from around the world released a call to action for protection of students on the basis of their gender identity and expression in schools. Second, the United Nations (UN) hosted an event celebrating the family, attended by conservative ministers and activists who mobilized family protectionist discourse against transgender students. This article contemplates, in light of transgender activist Raewyn Connell's Southern Theory contributions, the complexity of global research and work for transgender youth. It considers key informant interviews with 50 stakeholders in the global push for transgender student rights in education, including members of government and non-government organisations, and academics from Northern and Southern countries. Problems in aiding transgender youth at the global level included safety concerns, the impacts of conservative advocates and media backlash (within family and national protectionist discourses), cultural complexities hampering engagement and translation, dissemination hindrances pertaining to established publishing biases, and financial and collaboration barriers. Solutions including virtual work; multi-level leadership; alliance-building; representation; visibility of transgender youth citizenship and family membership; and legal, financial and capacity-building aid are considered.

View PDFchevron_right

References (60)

  1. Adams, Cyndy. 2017. "Social Media, Celebrities, and Transgender Youth." CBS News, March 25. Accessed http://www.cbsnews.com/news/social-media- celebrities-and-transgenderyouth/ [Google Scholar]
  2. Adelman, Madelaine, and Catherine A. Lugg. 2012. "Public Schools as Workplaces: The Queer Gap between 'Workplace Equality' and 'Safe Schools'." Law Journal for Social Justice 3: 27-46. [Google Scholar]
  3. American Civil Liberties Union. 2017. "Know Your Rights: Transgender People and the Law." Accessed May 21, 2017. https://www.aclu.org/know-your- rights/transgender-people-and-law [Google Scholar]
  4. Arendt, Hannah. 2005. The Promise of Politics. New York: Schoken Books. [Google Scholar]
  5. Blackburn, Mollie, and J. F. Buckley. 2005. "Teaching Queer-inclusive English Language Arts." Journal of Adolescent and Adult Literacy 49 (3): 202-212.10.1598/JAAL.49.3.4[Crossref], [Web of Science ®],, [Google Scholar]
  6. Blackburn, Mollie, and Lance McCready. 2013. "Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning People and Issues in Urban Education." In Handbook of Urban Education, edited by Rich Milner and Kofi Lomotey, 129-146. New York: Routledge.[Crossref],, [Google Scholar]
  7. Brown, Emma. 2017. "Education Dept. Closes Transgender Student Cases as It Pushes to Scale Back Civil Rights Investigations." The Washington Post, June 17. Accessed June 17, 2017. https://www.washingtonpost.com/local/education/education-dept-closes- transgender-student-cases-as-it-pushes-to-scale-back-civil-rights- investigations/2017/06/17/08e10de2-5367-11e7-91eb- 9611861a988f_story.html?hpid=hp_hp-more-top-stories_transgender- 225 pm%3Ahomepage%2Fstory&utm_term=.5ebb65001fe2 [Google Scholar]
  8. Broz, Alycia N. 1998. "Nabozny V. Podlesny: A Teenager's Struggle to End Antigay Violence in Public Schools." Northwestern University Law Review 92: 750-778. [Web of Science ®],, [Google Scholar]
  9. Bucholtz, Mary, and Kira Hall. 2005. "Identity and Interaction: A Sociocultural Linguistic Approach." Discourse Studies 7 (4-5): 585-614.10.1177/1461445605054407[Crossref], [Web of Science ®],, [Google Scholar]
  10. Cammarota, Jay. 2007. "A Social Justice Approach to Achievement: Guiding Latina/o Students Toward Educational Attainment with a Challenging, Socially Relevant Curriculum." Equity & Excellence in Education 40 (1): 87-96.10.1080/10665680601015153[Taylor & Francis Online],, [Google Scholar]
  11. Cannon, Lou. 1991. President Reagan: The Role of a Lifetime. New York: Simon & Schuster. [Google Scholar]
  12. Case, Mary Ann C. 1995. "Disaggregating Gender from Sex and Sexual Orientation: The Effeminate Man in the Law and Feminist Jurisprudence." The Yale Law Journal 105: 1-105.10.2307/797140[Crossref], [Web of Science ®],, [Google Scholar]
  13. Chasan, Aliza. 2017. "New York Governor Cuomo Directs Schools to Protect Transgender Students." PIX11news, October 3. Accessed October 3, 2017. pix11.com/2017/02/23/new-york-gov-cuomo-directs-schools-to-protect- transgender-students/ [Google Scholar]
  14. Dayoff, Amy D. 2001. "Sodomy Laws: The Government's Vehicle to Impose the Majority's Social Values." William Mitchell Law Review 27: 1863-1894. [Google Scholar]
  15. Diamond, Sara. 1995. Roads to Dominion: Right-Wing Movements and Political Power in the United States. New York: Guilford. [Google Scholar]
  16. Doe v. Regional School Unit 26, 86 A.3d 600 (Me. 2014). [Google Scholar]
  17. Eckholm, Erik, and Alan Blinder. 2016. "Federal Transgender Bathroom Access Guidelines Blocked by Judge." The New York Times, August 22. Accessed June 17, 2017. https://www.nytimes.com/2016/08/23/us/transgender-bathroom-access- guidelines-blocked-by-judge.html?mcubz=0&_r=0 [Google Scholar]
  18. Enke, A. Finn. 2012. "Introduction: Transfeminist Perspectives." In Transfeminist Perspectives: In and beyond Transgender and Gender Studies, edited by A. Finn Enke, 1-15. Philadelphia, PA: Temple University Press. [Google Scholar]
  19. Feinberg, Leslie. 1996. Transgender Warriors: Making History from Joan of Arc to Dennis Rodman. Boston, MA: Beacon Press. [Google Scholar]
  20. G.G. v. Gloucester County School Board, No. 4:2015cv00054 -Document 57 (E.D. Va. 2015). [Google Scholar]
  21. Gieseking, Jenjack. 2015. "For Leelah: Queering+ Spaces of Education." Presentation in Presidential Plenary Toward What Justice? Describing Diverse Dreams of Justice in Education. Chicago, IL: American Educational Research Association. [Google Scholar]
  22. GLSEN. 2013. States with Safe School Laws. Retrieved from http://www.glsen.org. [Google Scholar]
  23. GLSEN. 2016. Educational Exclusion: Drop out, Push out, and School-to-prison Pipeline among LGBTQ Youth. New York: GLSEN. [Google Scholar]
  24. Griffin, P., and M. Ouellett. 2003. "From Silence to Safety and beyond: Historical Trends in Addressing Lesbian, Gay, Bisexual, Transgender Issues in K-12 Schools." Equity & Excellence in Education 36 (2): 106-114.10.1080/10665680303508[Taylor & Francis Online],, [Google Scholar]
  25. Kim, Robert. 2017. Review of "Gender Identity Policies in Schools: What Congress, the Courts, and the Trump Administration Should Do." Boulder, CO: National Education Policy Center. Accessed June 17, 2017. http://nepc.colorado.edu/thinktank/review-gender [Google Scholar]
  26. Kohli, Sonali. 2017. "What Trump's Policy Means for Transgender Students in California." Los Angeles times, Feburary 23. http://www.latimes.com/local/education/la-me-edu-transgender-students- california-20170223-story.html [Google Scholar]
  27. Kosciw, Joseph, Emily Greytak, Noreen Giga, Christian Villenas, and David D. Danischewski. 2016. The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools. New York: GLSEN. [Google Scholar]
  28. Kralick, Joellen. 2017. "'Bathroom Bill' Legislative Tracking." National Conference of State Legislatures, April 12. Accessed June 10, 2017. http://www.ncsl.org/research/education/-bathroom-bill-legislative- tracking635951130.aspx [Google Scholar]
  29. Lugg, Catherine A. 2003. "Sissies, Faggots, Lezzies, and Dykes: Gender, Sexual Orientation, and a New Politics of Education?" Educational Administration Quarterly 39 (1): 95-134.10.1177/0013161X02239762
  30. Crossref], [Web of Science ®],, [Google Scholar]
  31. Lugg, Catherine A. 2006. "Thinking about Sodomy." Educational Policy 20 (1-2): 35-58.10.1177/0895904805285374[Crossref], [Web of Science ®],, [Google Scholar]
  32. Lugg, Catherine A. 2016. US Public Schools and the Politics of Queer Erasure. New York: Palgrave.10.1057/9781137535269[Crossref],, [Google Scholar]
  33. Lugg, Catherine A. 2017. "Educating for Political Activism and Subversion: The Role of Public Educators in a Trumpian Age." International Journal of Qualitative Studies in Education 30 (10): 965-970.10.1080/09518398.2017.1312594 [Taylor & Francis Online], [Web of Science ®],, [Google Scholar]
  34. Martino, Wayne, and Maria Pallotta-Chiarolli. 2003. So What's a Boy? Addressing Issues of Masculinity and Schooling. Buckingham: Open University Press. [Google Scholar]
  35. Mayo, Cris. 2004. Disputing the Subject of Sex: Sexuality and School Controversies. Lanham, MD: Rowman and Littlefield. [Google Scholar]
  36. Mayo, Cris. 2013. LGBTQ Youth and Education: Policies and Practices. New York: Teachers College Press. [Google Scholar]
  37. Mayo, Cris. 2017. Gay-straight Alliances and Associations among Youth in Schools. New York: Palgrave.10.1057/978-1-137-59529-4[Crossref],, [Google Scholar]
  38. Mayo, J. B. 2007. "Negotiating Sexual Orientation and Classroom Practice(S) at School." Theory & Research in Social Education 35 (3): 447-464.10.1080/00933104.2007.10473344[Taylor & Francis Online],, [Google Scholar]
  39. McCready, Lance T. 2007. "Queer Urban Education: Curriculum and Pedagogy for LGBTQI Youth in the City." Journal of Curriculum and Pedagogy 4 (2): 71-77.10.1080/15505170.2007.10411648[Taylor & Francis Online],, [Google Scholar]
  40. Meyer, Elizabeth. 2007. "But I'm Not Gay: What Straight Teachers Need to Know about Queer Theory." In Queering Straight Teachers: Discourse and Identity in Education, edited by Nelson Rodriguez and William Pinar, 15-29. New York: Peter Lang. [Google Scholar]
  41. Miller, sj. 2015. "Reading YAL Queerly: A Queer Literacy Framework for Inviting (a)Gender and (a)Sexuality Self-determination and Justice." In Beyond Borders: Queer Eros and Ethos (Ethics) in LGBTQ Young Adult Literature, edited by David Carlson and Darla Linville, 153-180. New York: Peter Lang. [Google Scholar]
  42. Miller, sj. forthcoming. "Gender IdentityWOKE: A Theory of Trans* for Animating Literacy Practices." In Theoretical Models and Processes of Literacy Edition 7, edited by Misty Sailors and Donna Alvermann. New York: Routledge. [Google Scholar]
  43. Miller, sj, ed. 2016a. Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework. New York: Palgrave Macmillan. [Crossref],, [Google Scholar]
  44. Miller, sj. 2016b. "Trans* Ing Classrooms: The Pedagogy of Refusal as Mediator for Learning." Social Sciences 5 (34): 1-17. [Google Scholar]
  45. Quinn, Therese, and Erica Meiners. 2011. "Teacher Education, Struggles for Social Justice, and the Historical Erasure of Lesbian, Gay, Bisexual, Transgender, and Queer Lives." In Studying Diversity in Teacher Education, edited by Arnetha Ball and Cynthia Tyson, 135-151. Maryland, MD: Rowman & Littlefield. [Google Scholar]
  46. Rivera, Sylvia. 2002. "Queens in Exile, the Forgotten Ones." In GenderQueer: Voices from beyond the Sexual Binary, edited by Joan Nestle, Claire Howell, and Riki Wilchins, 67-85. Los Angeles, CA: Alyson. [Google Scholar]
  47. Robinson, Kerry. 2005. "'Queerying' Gender: Heteronormativity in Early Childhood Education." Australian Journal of Early Childhood 30 (2): 19-28. [Google Scholar]
  48. Robinson, Kerry, and Tania Ferfolja. 2001a. "'What are we Doing This for?' Dealing with Lesbian and Gay Issues in Teacher Education." British Journal of + + Sociology of Education 22 (1): 121-133.10.1080/01425690020030828
  49. Taylor & Francis Online], [Web of Science ®],, [Google Scholar]
  50. Robinson, Kerry, and Tania Ferfolja. 2001b. "A Reflection of Resistance. Discourses of Heterosexism and Homophobia in Teacher Training Classrooms." Journal of Gay & Lesbian Social Services 14 (2): 55-64.[Taylor & Francis Online],, [Google Scholar]
  51. Sackdev, Alexis. 2017. "Philly Public Schools Will Protect Transgender Students after Trump Reversal." Metro, February 23. www.metro.us/philadelphia/philly- public-schools-will-protect-transgender-students-after-trump-reversal/zsJqbw- H4ehtjaYPgFOM [Google Scholar]
  52. Savage, Todd, and Debra Harley. 2009. "A Place at the Blackboard: Including Lesbian, Gay, Bisexual, Transgender, Intersex, and Queer/Questioning Issues in the Education Process." Multicultural Education 16 (4): 2-9. [Google Scholar]
  53. Schmidt, Sandra, Shi-Pei Chang, Aliah Carolan-Silva, John Lockhart, and Dorothy Anagnostopoulos. 2012. "Recognition, Responsibility, and Risk: Pre-service Teachers' Framing and Reframing of Lesbian, Gay, and Bisexual Social Justice Issues." Teaching and Teacher Education 28 (8): 1175-1184.10.1016/j.tate.2012.07.002[Crossref], [Web of Science ®],, [Google Scholar]
  54. Stryker, Susan. 2008a. "Transgender History, Homonormativity, and Disciplinarity." Radical History Review 2008: 145-157.10.1215/01636545-2007-026 [Crossref], [Web of Science ®],, [Google Scholar]
  55. Stryker, Susan. 2008b. Transgender History. Berkeley, CA: Seal Press. [Google Scholar]
  56. Szalacha, Leslie A. 2004. "Educating Teachers on LGBTQ Issues." Journal of Gay & Lesbian Issues in Education 1 (4): 67-79.10.1300/J367v01n04_07 [Taylor & Francis Online],, [Google Scholar]
  57. Tourjee, Diana. 2016. "The Unclear Future of Trans Rights under Trump." Broadly Vice, November 9. Accessed October 12, 2017. https://broadly.vice.com/en_us/article/the-unclear-future-of-trans-rights-under- trump [Google Scholar]
  58. U.S. Department of Education. 2016. Examples of Policies and Emerging Practices for Supporting Transgender Students, May. U.S. Department of Education Accessed June 17, 2017. https://www2.ed.gov/about/offices/list/oese/oshs/emergingpractices.pdf [Google Scholar]
  59. U.S Department of Education. 2017. Resources for Transgender and Gender Non- conforming Students. Accessed September 16, 2017. https://www2.ed.gov/about/offices/list/ocr/lgbt.html [Google Scholar]
  60. Zimman, Lal. forthcoming. "Trans Identification, Agency, and Embodiment in Discourse: The Linguistic Construction of Gender and Sex." International Journal of the Sociology of Language. [Google Scholar]

Related papers

Research and Practice in Transition: Improving Support and Advocacy of Transgender Middle School Students
Sabrina F Sembiante

2019

In this essay, our purposes are to inspire particular avenues of future research addressing Transgender students, in middle school in particular, and to inform the professional development of teachers in support of these Transgender youth. In relation to the ways in which research can more authentically represent Transgender identity, we argue for the use of Transgender theory as a guiding framework for research addressing Transgender students, issues, and needs. We also describe the particular affordances of qualitative, ethnographic, and phenomenological studies in capturing the unique and highly personal experiences and realities of Transgender individuals, and specifically, in middle school. We then discuss how schools are structured socially and politically along heteronormative and cisnormative lines, presenting a stumbling block for Transgender rights advocacy in educational contexts. Finally, we review the potential of teachers to be the necessary educational change agents t...

View PDFchevron_right
Trans and Gender Diverse Youth and Education
Jenny Kassen

Oxford Research Encyclopedia of Education

As more young people find language to describe their gendered experiences, education as a field is reckoning with how to best support and affirm them in schools. Research centering on the experiences of transgender and gender diverse students (TGDSs) has brought to light many issues that impact on their school experiences, such as lack of curricular visibility, in-school support, and lack of appropriate facilities, illuminating the systemic forces at play that hamper TGDS participation and livability in schools and drawing attention to the violence that is enacted against them through erasure and overt transphobia. Examining the pervasive violence that TGDSs face at school through a framework of epistemic injustice provides an entry point conceptualizing of violence as extending beyond direct physical or verbal victimization to include the harm done when an individual is disqualified by others as a knower of their own experience. Cultural cisgenderism, the systemic erasure of TGD pe...

View PDFchevron_right
Beyond the Binary and Before the Bathroom: Transgender Rights and Recognition in Schools
Joseph Sweet

In this commentary, the authors discuss how gender inequality becomes manifest in deeper sociopolitical issues of proper schooling and proper education. They also show how regulation is far from recognition, as policing others' identity and purpose exposes a whole other layer of intentionality.

View PDFchevron_right
Why schooling must move into a trans*/post-trans* era.
sj Miller

Journal of Language and Literacy Education, 2015

How can teachers move beyond discussions relegated to only gender and sexuality and toward understanding the (a)gender complexities students embody? How can teachers undo restrictively normative conceptions of sexual and gendered life, unhinging one from the other, and treat them as separate and distinct categories? Even more critical, how can teacher education support emerging literacy professionals and inservice literacy teachers to develop the dispositions necessary to help all students learn while simultaneously supporting them to remain open to redefinition and renegotiation? Drawing on the Queer Literacy Framework, this excerpt is a blend of chapters from sj Miller's (forthcoming) Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework 1 and provides classroom models for those who work with trans* and gender creative youth as they address these questions with curriculum design, pedagogical knowledge and applications, and assessments across pre-K-12 literacy contexts.

View PDFchevron_right
Beyond a binary: The lives of gender-nonconforming youth
Susan Rankin

About Campus, 2012

Sue Rankin and Genny Beemyn report on results from the rst large-scale study of transgender diversity; they describe the gender identity development processes of transsexual, cross-dressing, and genderqueer individuals and suggest ways that colleges and universities can disrupt binary gender systems.

View PDFchevron_right

Related topics

  • Transgender Youth

    • Cited by

    Envisioning queer curricula: A systematic review of LGBTIQ + topics in teacher practitioner literature
    Mario I . Suárez

    Journal of LGBT Youth, 2019

    Given the current political and social climate, teaching children about sexual orientation and gender identity is more important than ever. The present literature review seeks to address the following questions: How are LGBTIQ + topics addressed in practitioner literature and in what content areas are these topics most prevalent? How prevalent are LGBTIQ + topics in practitioner literature before 2015, prior to the publication of Miller’s Queer Literacy Framework (QLF)? How prevalent are these topics after QLF’s publication in 2015? The search for LGBTIQ + topics in the journals led to a total of 74 articles which were then coded by three independent researchers. To explore the prevalence of LGBTIQ + topics in articles published in journals most accessible to PreK-12 classroom teachers, the 13 top practitioner journals across all major content areas (i.e., English/Language Arts, social studies, mathematics, and science) and grade levels were selected. These results produce two salie...

    View PDFchevron_right
    Transgender Identity
    Lee Iskander

    The Palgrave Encyclopedia of Critical Perspectives on Mental Health, 2021

    View PDFchevron_right
    580 California St., Suite 400
    San Francisco, CA, 94104
    © 2025 Academia. All rights reserved