#gws studies

[genderinschools-blog]

Tenth Post: Reflections

Overall I found the process to be more difficult than I originally expected. There seemed to be a lot of information on gender affirming practices in high schools but not for elementary schools. Through the articles that I read and videos that I watched i concluded that there was not much to find because unfortunately, there is not much out there. The reason I believe there is not much out there is because the parents do not want the conversation to take place. Time and time again there were accounts of parents saying their children were too young to be exposed to anything relating to transgender children or any form of gender non-conforming behavior. Too many refused to believe that it was anything more than a phase and many just flat out did not know or want to explain it to their children. Sadly, many children do not have full autonomy of themselves so if the parent shuts down the conversation, the child will not have the information or support that they need. Through this I learned children are much more intelligent than they are given credit for. And more importantly, they are far more compassionate and accepting. If you present something as a norm to children they accept it as such. If we allowed children to be themselves and not box them in any sort of gender I believe it would be for the best. If we look closely at what we consider gender non-conforming behavior and “expected” gender behavior we find the lines are quite thin. Separating the two is often based on arbitrary reasoning and what makes this scary is that they are used to discipline and keep children in order. Anything outside of the norm is punished accordingly and is often violent. Taking this into consideration we may be able to take a step in ensuring that all transgender and gender-variant children feel loved, validated, and supported in the environment in which they spend the most of their lives. 

[genderinschools-blog]

Ninth Post: Additional Sources

Affirming gender models for schools: http://www.welcomingschools.org/pages/affirming-gender-in-elementary-school-social-transitioning

Guide for supporting LGBT children: https://www.socialworkers.org/diversity/new/documents/LGBTQI2S_Guide_English_NASW_v2.pdf

Policies and Guidance for Transgender and Gender Non-Conforming Youth: http://www1.nyc.gov/assets/acs/pdf/lgbtq/FINAL_06_23_2014_WEB.pdf

Caring for Gender-Atypical children and Adolescents: http://contemporarypediatrics.modernmedicine.com/contemporary-pediatrics/news/affirming-gender-caring-gender-atypical-children-and-adolescents?page=full

Transgender Parent on Gender-Variant Children:

http://tgeu.net/PubAr/Documents/EU_JaneThomasSofiaChildren_Speech.pdf

[genderinschools-blog]

Eighth Post: Summary and Connection to Course Readings

My research thus far has explored how school systems affirm or fail to affirm the gender identities of transgender and gender-variant children. I have discussed how transgender children are often considered to have some form of a mental disorder and suffer the consequences of such a stigma along with legal provisions that have been made in an attempt to accommodate them. I have also discussed a phenomenon which I coined as “faux progressiveness” in which changes are made supposedly for the best interest of the child but are mostly just for show. I have given an example of a school that has a thoughtful and encompassing approach to affirming the identities of transgender and gender-variant children that in the end benefits all children and is a leading example for others to follow. I have explored the concept of the polarization of gender that exposes just how much children are instructed to act and display gender instead of being given a chance to explore who they are. Finally, I have provided a model legal framework that could protect transgender and gender-variant people across the world.

Everything I have learned about this topic has reminded me of the documentary we watched called “A Place in the Middle.” The documentary follows a young girl, Ho’Onani, who wishes to lead a boys hula group in her elementary school. Her teacher, Kumu, who is also “in the middle” as she describes, supports her. The title is a reference to both culture and gender. The cultural aspect is that of a Hawaiian school that is attempting to rid the effects of colonization by reclaiming their heritage. The gender aspect is what Hawaiians refer to as māhū or a third gender. 

The relationship between the two is that the documentary depicts what life could be like for transgender and gender-variant children if their genders were affirmed. To be clear, it is not as though life is perfect for those depicted in the documentary. The importance is that there appears to be discussion and acceptance within the community. At one point Kumu tells Ho’Onani that because she is a kid adults will tell her where she must go (with the girls instead of the boys like she wants to be) and she will just have to “roll with it” but that will change when she is older. While it would be ideal for a child to have autonomy over themselves, the sad reality is that this is not always the case or realistic but at least here there is a dialogue going and the problem is acknowledged. Ho’Onani not invalidated or silenced. She was told what to expect but also assured that her identity and feelings were still valid. As for the community, the children were quick to comment that she was seen as a boy and it was accepted and not out of the ordinary. Again, as mentioned in another post, children are far more accepting than many people want to believe. If something is presented as the norm children accept that as the norm. That being said if parents and the staff/teachers at schools could be open about transgender/gender-variant issues, then children would in turn be able to accept and understand and be more supportive of each other.

[genderinschools-blog]

Sixth Post: Legal Framework in Schools

As mentioned in a previous post, transgender and gender-variant children could benefit greatly from legal protection. The Transgender Equality Network Ireland (TENI) produced a report, Gender Recognition and Transgender Young People, which offers a few legal recommendations that could benefit transgender and gender-variant children across the world. As a preface, they note the importance of considering the best interests of the child. 

TENI has taken the concept of the best interests of the child from the UN Convention on the Rights of the Child (CRC). The CRC has a requirement that: “in all actions considering children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration” (TENI 4) It goes on to say that the sexual orientation and gender identity of the child, amongst other things, are protected under the act (4). This is important to note because while there are provisions in some states in the U.S. that address anti-harassment towards transgender and gender variant students, there is not much on the autonomy of the child. In this case, taking the best interests of the child includes how the child chooses to identify and then one can act from that point on. This is a stark contrast to telling the child who to be and what to do. As for how this can be implemented in schools, TENI suggests more legal provisions be made in order to ensure the wellbeing of transgender and gender-variant children.

Legal recognition of a child’s gender would help limit the amount of obstacles they would face not only in school but also across all other systems. TENI has two suggestions that would be particularly useful for transgender children: that the Gender Recognition Bill remove the minimum age required for a child to obtain legal recognition of their preferred gender (currently 16 and up in Ireland), and parents and guardians should be able to make an application for a gender recognition certificate on behalf of their child (6). These are important because the younger a child is able to have their gender legally recognize, the easier things would be for them in the long run and it would ensure that in school they get the accommodations that they need. Also, if a parent can make an application for their child’s gender to be recognized it would ensure that they again, receive the accommodations and support that they need at an early age. Early support is crucial as mentioned in previous posts that lack of support for transgender children at an early age can have potentially damaging effects. TENI’s suggestions offer a great model for other countries including the U.S. to follow.

http://www.teni.ie/attachments/8156eb45-14af-4804-aac4-412a3f6cdec1.PDF

[gp528-blog]

Reflection

I have learned that gender is much more pervasive than I originally thought. I used to believe there were only certain instances in which gender was employed but every action, style of dress, type of manner, etc is heavily gendered and I learned there is no real reason as to why that is. In fact, the classifications of behaviors that are gender non-conforming are often quite arbitrary and almost everyone engages in some form of gender non-conforming behavior at some point in their life. Similarly, the exact definition of transgender can be difficult to determine. All too often it is described as someone “trapped” in the wrong body and this shifts the fault to the person instead of the society in which there are two distinct genders and anything outside of that is a transgression which must be stopped. 

My view of the world has changed in the sense there is more to gender than I ever could have imagined. I feel as though even suggesting there is a spectrum seems too limiting. Variety seems a more fitting word as you often do not hear other identity categories (age or race for example) as falling somewhere on a continuum. Continuum implies people may be more or less of something when variety says that we are all simply who we are.  It may be that simple. 

After the course is over I wish to continue to read on and about transgender studies. I will also be far more critical of what I consume. Before this class I must admit that whenever I saw a transgender character in either media or literature I thought it was the pinnacle of progress. I know now that this is certainly not the case and it is a myth that nothing is being put forth by transgender people, whether in media or academia. The information is out there and I intend to get to it.

[gp528-blog]

Course Reading

Resisting Shame: Making Bodies Our Home is a speech that was prepared by Eli Clare for the Gender Odyssey Conference. The conference was a gathering for transgender, transsexual, and gender non-conforming people with their friends and family. In this speech, Clare discusses how shame develops but more importantly, how shame becomes an invasive, pervasive, and damaging part of every day life for those who experience it. Clare lists his experience as a disabled (Clare has cerebral palsy) genderqueer person who was bulied and harassed at a young age and even as he got older as being reasons why he experiences shame. Clare discusses this because he feels confused as to why many who are transgender consider and willingly label themselves “disabled” or “defective” when Clare does not believe they are either one. Instead, he feels the comparison does a great injustice to disabled individuals who would most likely not wish their disability away but instead wish for society to be more accepting towards them. Clare ends the speech by emphasizing that one does not suddenly feel pride after years of shame. It is a painful and often long process that often goes back and forth between self-acceptance and self-hate. However, if people do not isolate themselves and join and form their own community, that may help to teach oneself to not listen to the lies of shame. 

Having severe depression and anxiety I have developed a severe sense of shame myself. While I agree with Clare that transgender and gender non-conforming are not defective simply because of who they are, having mental illness often leaves me feeling there is something severely wrong with me. I try so hard to be like other people that I do not accept myself for who I am. Similarly, as Clare says, shame causes one to internalize the problem instead of question the environment. It made me ask- why am I putting so much pressure on myself to be “fixed” instead of a society which accepts someone such as myself? Similarly, I hope others may understand that there is nothing wrong with gender-variant people. Their status as gender-variant is not a defect or something that needs to be fixed. On the contrary, it is our society which causes gender-variant people to feel depressed and suicidal about who they are that needs to be fixed. Clare’s speech is crucial not only in understanding this but also in providing gender-variant people with encouragement to find and a create a space in which they no longer feel shame.

[genderinschools-blog]

Fifth Post: Polarization of Gender

In this article which discusses families who let their children live and dress however they wish, there are key points offered by Doctor Polly Charmichael, a consultant clinical psychologist who leads a Gender Identity Development Service in London. She suggests that gender be viewed as a spectrum of identities and the inclusion of such identities could help ensure the break down of gender stereotypes (The Guardian). Gender stereotypes as we know that serve to harm those who transgress these stereotypes and expected gender roles. 

A psychologist who works alongside Charmichael, Dr. Bernadette Wen states that gender is often polarized at a young age and for seemingly no reason. She states, “Some of these children are going into a school environment where they make gender choices all day long, and they shouldn’t have to,” she says. We discuss how pupils have to choose what uniform to wear, what books to read, what sports to play, even what stationery to use […] It’s not that you want everyone to be androgynous and gender fluid, you just don’t want children to constantly have to make those choices. We need to preserve a space where children can explore their gender identity without having to make a commitment so early” (The Guardian). All this is to say that these are ways in which we force children to place themselves in categories of gender when there really is no need.

Children due to their nature generally want to play and dress how they wish. They should not feel guilty or bad about themselves based on how adults tell them they should be. It is possible for schools to not separate children by gender in this way or force them to pick and choose from a limited number of options that are quite arbitrary in nature. School of all places should be a space in which children feel free to be themselves. Especially considering that children spend several hours a day, five days out of the week, it is crucial that they be in a supportive environment. That being said, the limitations polarization of gender that takes place in school is bound to have an effect on transgender and gender-variant children. School is arguably where the most socialization takes place in any child’s life but when simple behaviors and items are unnecessarily gendered it can leave transgender and gender-variant youth feeling ostracized. The biggest takeaway point here is that upon further inspection, a lot of the gender discrimination and separation that takes place in schools is often without grounds or justified because “that is just how it is” but is not necessary. In fact, it is indicative of the fact that children are often stripped of their autonomy and instead of presenting them with a wide array of options to choose from, they are given an already limited number of options based on gender stereotypes and expected to choose from that which is hardly a choice at all. 

http://www.theguardian.com/society/2015/sep/12/transgender-children-have-to-respect-who-he-is

[genderinschools-blog]

Second Post- Gender Identity Disorder and Accommodation of Gender

Sacha M. Coupet in Children, Sexuality, and the Law; Chapter 8: Policing Gender on the Playground discusses the challenges that transgender children face. One of these challenges includes some form of gender discontentedness (189).  Research suggests that by the ages of 2-3 children can label their sex and place themselves amongst those of the same category, by age 3 begin using gender pronouns, and by age 5 begin categorizing by gender and begin “gender policing” or pointing out when other children are acting against gender norms (189). It is expected that all children engage in some form of gender non-conforming behavior but when a child experiences significant distress (otherwise known as “dysphoria”) then there is a good chance they may be diagnosed with Gender identity Disorder (GID) (189). This is significant because the implication is that there is something wrong the child and determines how they will be treated from their on out. Most likely, they will be considered flawed in some way and need to be “fixed” (191). As Coupet states, “children are becoming increasingly vocal about perceived gender incongruity and gender fluidity and are articulating their needs and interests at younger and younger ages” (193). All this is to say that transgender children must navigate in a world in which a gender dichotomy is enforced from an early age and run the risk of being considered mentally ill and may even become depressed as a result (197). However, children are expressing their needs at a higher rate and Coupet explains how they may be accommodated in the education system.

Coupet states that there is various ways schools may attempt to offer accommodations for transgender children. Some of these include: “personal privacy, bathroom and locker accessibility, gender-segregated activities, dress codes, and discrimination and harassment” (209). Discrimination and harassment is a large issue for transgender children with over half of the students in a 2011 National School Climate Survey reporting that they experienced physical harassment because of their gender expression (209). Unfortunately, a large number reported being unaware that their schools had anti-discrimination policies that were supposed to protect them (209).  Coupet also describes how schools have changed their policies through state and federal legislation in order to accommodate students. As an example, the state of Oregon enacted the Oregon Equality Act (OEA) which defined gender identity as “what a person believes his or her gender to be” (209). As the law extends to children, schools complied with the act, which states gender identity is protected from harassment and eventually the Oregon Safe Schools Act was passed the same year (210). Included in this act was the protection from harassment and the right for students to be addressed by the name and pronoun that they choose (210). States such as Oregon have enacted model policies that other progressive states have followed. California for example, passed a bill in 2013 that allows students to participate in programs and activities and use facilities that align with their gender identity and became the first state to enact legislation specifically for children in public schools (210). 

While these are important steps towards accommodating transgender and gender variant children, there is still much to be done. A controversial topic in recent years has been the inclusion of unisex bathrooms and whether or not students may use the restrooms that align with their gender identity (210). A notable case is that of a transgender fifth-grade girl named Nicole Maines who was not allowed to use the girl’s bathroom. Her family attempted to take legal action against the school but the state of Maine in 2013 found that the school did not need to make such accommodations and was perfectly reasonable in allowing Maines to use the staff bathroom (211).  Conversely, in Colorado a transgender first-grader named Coy Mathis was also not allowed to use the girl’s bathroom. However, when her parents took legal action in 2013 the Colorado Civil Rights Division ruled in Mathis’ favor under Colorado’s Anti discrimination Act (211). These disparities are indications that there is more work that needs to be done but as far as gender-affirming practices are concerned, Coupet highlights that these are important actions taking place.

http://www.jstor.org/stable/j.ctt15r3zmf.12