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SUPPORTING LGBTQ+ YOUTH IN SCHOOLS
Shaily Shah UNC School Counseling 2018-2019
PRETEST
80% of transgender adults know before middle school that they are “different.”
(Hyun, Raff, & Trier, 2012)
3
The average age of trans-spectrum self-realization: 7.9 years
(Hyun, Raff, & Trier, 2012)
4
83% of people who identify as transgender ideate suicide
(Hyun, Raff, & Trier, 2012)
5
32% of people who identify as transgender attempt suicide
(Hyun, Raff, & Trier, 2012)
6
TODAY’S GOALS ●
Clarifying terminology related to LGBTQ+
●
Nurturing positive attitudes & respect for individual differences related to sexual orientation, gender identity, and gender expression
●
Navigating if a student comes out to you
●
Navigating confidentiality/privacy issues
●
Navigating parental resistance to LGBTQ-related curriculum 7
SOME BACKGROUND 8
Trans Student Educational Resources
SEX & GENDER SEX
GENDER
“characteristics associated with reproduction and biology that generally assign individuals into categories of ‘male’ and ‘female’ at birth”
“cultural constructs describing characteristics that are historically related to femininity/masculinity women/men ”
*better understood as a spectrum* 9
Trans Student Educational Resources
CISGENDER
gender identity aligns with the sex they were assigned at birth.
10
(Schools in Transition)
SEXUAL ORIENTATION & GENDER IDENTITY SEXUAL ORIENTATION
GENDER IDENTITY
describes a person’s sexual or romantic attraction
Someone’s own personal sense of being male, female, both, or neither
EVERYONE HAS BOTH 11
(Schools in Transition)
GENDER EXPRESSION How a person expresses their gender through outward presentation and behavior ● name ● clothing ● hair style ● body language ● mannerisms
GENDER NON-CONFORMING behaviors or gender expression falls outside what is generally considered “typical” for their assigned sex at birth.
12
WHAT DOES TRANSGENDER MEAN? 13
(Hyun, Raff, & Trier, 2012)
TRANSGENDER Umbrella term used to describe those who challenge social gender norms, including: ▹ ▹ ▹ ▹
Genderqueer people Gender-nonconforming people Transsexuals Crossdressers
PEOPLE MUST SELF-IDENTIFY AS TRANSGENDER IN ORDER FOR THE TERM TO BE USED APPROPRIATELY TO DESCRIBE THEM 14
ACTIVITY USE THE FOLLOWING WORD BANK TO FILL OUT THE GENDERBREAD PERSON WORKSHEET
15
SEX
ATTRACTION
EXPRESSION
IDENTITY 16
17
Pronouns 18
Pronouns Source: Schools in Transition
19
TIPS FOR TEACHING INCLUSIVELY 20
(GLSEN Elementary School Toolkit, 2016)
CHALLENGE YOUR OWN ASSUMPTIONS
● Do you expect boys to be more adventurous ? Girls to be calm/organized? ● Do you make assumptions about who might want or not want to participate in certain activities?
21
Write math problems with contexts that include a variety of family structures and gender-expressions.
“Daniel wanted bake a cake for his grandmother. The original recipe calls for 2 cups of flour. If he is doubling the recipe, how much flour does he need?”
(GLSEN Elementary School Toolkit, 2016)
“Rosa and her two dads were at the store and wanted to buy three boxes of pasta. If each box costs $.75, how much will all three boxes cost?”
22
Books that portray diverse families as well as men and women outside of gender stereotypes
(GLSEN Elementary School Toolkit, 2016)
23
BUT WHAT IF PARENTS RESIST THIS? 24
(Hermann-Wilmarth & Ryan, 2018)
●
●
Frame LGBTQ+ curriculum as part of larger context ○
Students are problem-solvers
○
Makes it part of larger learning-goals
○
Racism, classism, sexism
Be intentional and mindful with language when explaining framework to parents: ○
●
“we’re teaching inclusively”
Integrate LGBTQ+ issues in a pedagogical focus ○
literacy/ELA
25
(Hermann-Wilmarth & Ryan, 2018)
●
Social learning, emotional learning, academic learning
●
Remain flexible, but don’t allow one parent to determine larger learning environment ○
Option to allow student to “sit-out” from read aloud, but make it clear that read-aloud will still happen with the class
●
Reframe resistance with dialogue
26
(GLSEN Elementary School Toolkit, 2016)
Find ways of grouping and lining up students other than “boys here, girls there”
● ● ● ●
table groups assign/call numbers birthdays lunch choice
27
THINK ABOUT AND JOT DOWN TIMES YOU HAVE SEEN OR HEARD HARASSMENT RELATED TO GENDER
28
[SHARE OUT]
29
Boys don’t wear pink.
30
Boys don’t wear pink.
Only girls play with dolls.
31
Boys don’t wear pink.
You throw like a girl!
Only girls play with dolls.
32
Boys don’t wear pink.
You throw like a girl!
Tomboy!
Only girls play with dolls.
33
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
Tomboy!
Only girls play with dolls.
34
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
Tomboy!
Only girls play with dolls. That’s gay 35
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
Tomboy! Sissy Only girls play with dolls. That’s gay 36
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
INTERVENE Tomboy!
Sissy
Only girls play with dolls. That’s gay 37
INTERVENE ● focus on harassing behavior, not the targeted individual ● utilize existing rules/guidelines about bullying and respect ● offer support to targeted individuals ● proactively address gender stereotypes with whole class 38
WHAT IF A STUDENT COMES OUT TO ME? 39
(GLSEN, 2016) (Hyun, Raff, & Trier, 2012)
What if a student comes out to me?
● ● ● ● ● ● ● ● ●
offer support appreciate the student’s courage be a role model of acceptance and respect assure & respect confidentiality acceptance LISTEN remember that the student has not changed validate the person’s identity and expression if you make a mistake in addressing the individual, apologize and move on
40
(GLSEN, 2016)
ASK… ●
Have you been able to tell anyone else?
●
Do you feel safe in this school?
●
Do you feel supported by other adults in your life?
●
Do you need help of any kind?
●
Do you need resources or someone to listen?
●
Have I ever offended you unknowingly?
“I knew it” “Are you sure it’s not just a phase?”
41
PRIVACY & CONFIDENTIALITY 42
(Schools-in-Transition)
“A student’s transgender status, legal name or sex assigned at birth is confidential medical information and protected personally identifiable information, and disclosure of that information may violate (FERPA) or constitutional privacy protections.”
ASK THE STUDENT (don’t assume): - if family knows - if family is accepting & supportive 43
(GLSEN Elementary School Toolkit, 2016)
RESOURCES:
GLSEN SafeSpace: A Guide to Supporting Lesbian, Gay, Bisexual, Transgender Students at Your School
GLSEN Ready, Set, Respect! Elementary School Toolkit
Schools-In-Transition: A Guide for Supporting Transgender Students in K-12 Schools
44
REFERENCES ● ● ● ●
●
● ●
genderbread.org GLSEN (2016). Ready, set, respect!: GLSEN’S elementary school toolkit. Retrieved from https://www.glsen.org/sites/default/files/GLSEN%20Ready%20Set%20Respect.pdf GLSEN (2016). The safe space kit: Guide to being an ally to LGBT students. Retrieved from https://www.glsen.org/sites/default/files/GLSEN%20Safe%20Space%20Kit.pdf Hermann-Wilmarth, J., & Ryan, C. (2018). Navigating parental resistance: Learning from responses of LGBTQ+-inclusive elementary school teachers. Theory into Practice. doi: 10.1080/00405841.2018.1536914. Hyun, J., Raff, R., & Trier, B. (2012). Helping transgender youth [PDF document]. Retrieved from Lecture Notes Online Website: https://www.wa-schoolcounselor.org/files/transgender presentation.pdf. Schools-in-transition: A guide for supporting transgender students in K-12 schools. (n.d.). Human Rights Documents Online. doi:10.1163/2210-7975_hrd-9970-2015013. Trans Student Educational Resources
45
POST TEST
Shaily Shah UNC School Counseling 2018-2019
PRETEST
80% of transgender adults know before middle school that they are “different.”
(Hyun, Raff, & Trier, 2012)
3
The average age of trans-spectrum self-realization: 7.9 years
(Hyun, Raff, & Trier, 2012)
4
83% of people who identify as transgender ideate suicide
(Hyun, Raff, & Trier, 2012)
5
32% of people who identify as transgender attempt suicide
(Hyun, Raff, & Trier, 2012)
6
TODAY’S GOALS ●
Clarifying terminology related to LGBTQ+
●
Nurturing positive attitudes & respect for individual differences related to sexual orientation, gender identity, and gender expression
●
Navigating if a student comes out to you
●
Navigating confidentiality/privacy issues
●
Navigating parental resistance to LGBTQ-related curriculum 7
SOME BACKGROUND 8
Trans Student Educational Resources
SEX & GENDER SEX
GENDER
“characteristics associated with reproduction and biology that generally assign individuals into categories of ‘male’ and ‘female’ at birth”
“cultural constructs describing characteristics that are historically related to femininity/masculinity women/men ”
*better understood as a spectrum* 9
Trans Student Educational Resources
CISGENDER
gender identity aligns with the sex they were assigned at birth.
10
(Schools in Transition)
SEXUAL ORIENTATION & GENDER IDENTITY SEXUAL ORIENTATION
GENDER IDENTITY
describes a person’s sexual or romantic attraction
Someone’s own personal sense of being male, female, both, or neither
EVERYONE HAS BOTH 11
(Schools in Transition)
GENDER EXPRESSION How a person expresses their gender through outward presentation and behavior ● name ● clothing ● hair style ● body language ● mannerisms
GENDER NON-CONFORMING behaviors or gender expression falls outside what is generally considered “typical” for their assigned sex at birth.
12
WHAT DOES TRANSGENDER MEAN? 13
(Hyun, Raff, & Trier, 2012)
TRANSGENDER Umbrella term used to describe those who challenge social gender norms, including: ▹ ▹ ▹ ▹
Genderqueer people Gender-nonconforming people Transsexuals Crossdressers
PEOPLE MUST SELF-IDENTIFY AS TRANSGENDER IN ORDER FOR THE TERM TO BE USED APPROPRIATELY TO DESCRIBE THEM 14
ACTIVITY USE THE FOLLOWING WORD BANK TO FILL OUT THE GENDERBREAD PERSON WORKSHEET
15
SEX
ATTRACTION
EXPRESSION
IDENTITY 16
17
Pronouns 18
Pronouns Source: Schools in Transition
19
TIPS FOR TEACHING INCLUSIVELY 20
(GLSEN Elementary School Toolkit, 2016)
CHALLENGE YOUR OWN ASSUMPTIONS
● Do you expect boys to be more adventurous ? Girls to be calm/organized? ● Do you make assumptions about who might want or not want to participate in certain activities?
21
Write math problems with contexts that include a variety of family structures and gender-expressions.
“Daniel wanted bake a cake for his grandmother. The original recipe calls for 2 cups of flour. If he is doubling the recipe, how much flour does he need?”
(GLSEN Elementary School Toolkit, 2016)
“Rosa and her two dads were at the store and wanted to buy three boxes of pasta. If each box costs $.75, how much will all three boxes cost?”
22
Books that portray diverse families as well as men and women outside of gender stereotypes
(GLSEN Elementary School Toolkit, 2016)
23
BUT WHAT IF PARENTS RESIST THIS? 24
(Hermann-Wilmarth & Ryan, 2018)
●
●
Frame LGBTQ+ curriculum as part of larger context ○
Students are problem-solvers
○
Makes it part of larger learning-goals
○
Racism, classism, sexism
Be intentional and mindful with language when explaining framework to parents: ○
●
“we’re teaching inclusively”
Integrate LGBTQ+ issues in a pedagogical focus ○
literacy/ELA
25
(Hermann-Wilmarth & Ryan, 2018)
●
Social learning, emotional learning, academic learning
●
Remain flexible, but don’t allow one parent to determine larger learning environment ○
Option to allow student to “sit-out” from read aloud, but make it clear that read-aloud will still happen with the class
●
Reframe resistance with dialogue
26
(GLSEN Elementary School Toolkit, 2016)
Find ways of grouping and lining up students other than “boys here, girls there”
● ● ● ●
table groups assign/call numbers birthdays lunch choice
27
THINK ABOUT AND JOT DOWN TIMES YOU HAVE SEEN OR HEARD HARASSMENT RELATED TO GENDER
28
[SHARE OUT]
29
Boys don’t wear pink.
30
Boys don’t wear pink.
Only girls play with dolls.
31
Boys don’t wear pink.
You throw like a girl!
Only girls play with dolls.
32
Boys don’t wear pink.
You throw like a girl!
Tomboy!
Only girls play with dolls.
33
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
Tomboy!
Only girls play with dolls.
34
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
Tomboy!
Only girls play with dolls. That’s gay 35
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
Tomboy! Sissy Only girls play with dolls. That’s gay 36
Boys don’t wear pink.
You look like a boy when you wear that.
You throw like a girl!
INTERVENE Tomboy!
Sissy
Only girls play with dolls. That’s gay 37
INTERVENE ● focus on harassing behavior, not the targeted individual ● utilize existing rules/guidelines about bullying and respect ● offer support to targeted individuals ● proactively address gender stereotypes with whole class 38
WHAT IF A STUDENT COMES OUT TO ME? 39
(GLSEN, 2016) (Hyun, Raff, & Trier, 2012)
What if a student comes out to me?
● ● ● ● ● ● ● ● ●
offer support appreciate the student’s courage be a role model of acceptance and respect assure & respect confidentiality acceptance LISTEN remember that the student has not changed validate the person’s identity and expression if you make a mistake in addressing the individual, apologize and move on
40
(GLSEN, 2016)
ASK… ●
Have you been able to tell anyone else?
●
Do you feel safe in this school?
●
Do you feel supported by other adults in your life?
●
Do you need help of any kind?
●
Do you need resources or someone to listen?
●
Have I ever offended you unknowingly?
“I knew it” “Are you sure it’s not just a phase?”
41
PRIVACY & CONFIDENTIALITY 42
(Schools-in-Transition)
“A student’s transgender status, legal name or sex assigned at birth is confidential medical information and protected personally identifiable information, and disclosure of that information may violate (FERPA) or constitutional privacy protections.”
ASK THE STUDENT (don’t assume): - if family knows - if family is accepting & supportive 43
(GLSEN Elementary School Toolkit, 2016)
RESOURCES:
GLSEN SafeSpace: A Guide to Supporting Lesbian, Gay, Bisexual, Transgender Students at Your School
GLSEN Ready, Set, Respect! Elementary School Toolkit
Schools-In-Transition: A Guide for Supporting Transgender Students in K-12 Schools
44
REFERENCES ● ● ● ●
●
● ●
genderbread.org GLSEN (2016). Ready, set, respect!: GLSEN’S elementary school toolkit. Retrieved from https://www.glsen.org/sites/default/files/GLSEN%20Ready%20Set%20Respect.pdf GLSEN (2016). The safe space kit: Guide to being an ally to LGBT students. Retrieved from https://www.glsen.org/sites/default/files/GLSEN%20Safe%20Space%20Kit.pdf Hermann-Wilmarth, J., & Ryan, C. (2018). Navigating parental resistance: Learning from responses of LGBTQ+-inclusive elementary school teachers. Theory into Practice. doi: 10.1080/00405841.2018.1536914. Hyun, J., Raff, R., & Trier, B. (2012). Helping transgender youth [PDF document]. Retrieved from Lecture Notes Online Website: https://www.wa-schoolcounselor.org/files/transgender presentation.pdf. Schools-in-transition: A guide for supporting transgender students in K-12 schools. (n.d.). Human Rights Documents Online. doi:10.1163/2210-7975_hrd-9970-2015013. Trans Student Educational Resources
45
POST TEST
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