“In order to fully advocate for and discuss transgender and other gender nonconforming student populations, it is important to understand the terminology within the LGBTW community, as there are diverse linguistic and socio cultural connotations attached to the different terminologies within this communities. In fact, the concept of gender itself is far more complex than a simple binary of male vs. female identity” (Kurt, 2007, p.5).

This article of Kurt (2007) brings up some of conversations I have had recently, specifically in regards to separate ‘all gendered’ bathrooms. Continue reading Let’s be all-inclusive. →

“Transgender students need to feel that they have a space where they are safe and
accepted without having to justify or defend who they are. Of paramount importance is
respecting the gender identity of the student as misgendering a student can cause a
great deal of distress. Building relationships with others within a safe, accepting
environment can be a crucial component of helping transgender students feel engaged
and committed in school while they are navigating personal identity issues as well as
the formation of positive self-esteem.”
(Kurt 2017)

Transgender students are students, and, like all students, deserve to feel safe, respected, and supported in school by faculty and peers in order to get the most out of their school experience. Somehow, I feel like when people think of the word “transgender,” they think of politics, belief systems, legalities, when in reality, transgender refers first and foremost to people. Continue reading Transgender People… are People →

“Transgender students themselves may struggle with a variety of issues in seeking to be authentically seen, including the fear of social rejection and mistreatment or abuse from peers. As a result, many of these students hope to escape notice and to simply survive rather than flourish.” (Orr & Baum, as cited in Kurt, 2017, p. 7)

I found this quote to be important because it not only highlights the social challenges that transgender students, or any students of the LGBTQ community for that matter, may face, but it hints at how these challenges may impact their learning and education as well. We, as teachers, are first and foremost there to help students learn. It is our job and responsibility to provide each and every one of our students with equal education, access to the same resources to enhance their learning, and support their learning in any way that we can. Continue reading We’re not here to survive. We’re here to thrive. →

Ringrose & Renold, 2010, p. 580  

Bullying if often characterized and separated it with the “bully” on one and end and the “victim” on the other. However, the performativity of how different types of bullying is classified goes by the division of gender where boys tend to be more physical on their abuse and aggressive and girls tend to be meaner in their behavior. As a result, even before bullying is acknowledged, boys are expected to be more reactive and aggressive when they are being attacked and girls tend to be more passive. This is problematic because boys then replicate these behaviors as is expected from them based on their gender. Schools also participate in this type of socialization affecting the psychological and mental growth of students.