S U P P OR T ING TRA NSGE NDE R & G END ER NO NCO NF O R M I NG S TU D E N TS
Continued from page 15
sire to separate everyone into two discrete
groups. If you decide that you must break
into single-gender groups, find a discrete
way to ask any transgender or gender non-
conformist students how they would like to
participate, including the option of opting
out of a particular lesson.
During instruction, precise language can
also make the curriculum clearer while si-
multaneously making the classroom expe-
rience emotionally safe for all students. For
example, by talking about “people with va-
ginas” instead of “girls,” teachers are not gen-
eralizing incorrectly about all girls and are
leaving room for the ambiguity that comes
with gender identity.
The more we talk about these issues in pri-
mary and elementary grades, the easier it is
for students to internalize important mes-
sages. Younger students need very con-
crete examples which can often be found in
well-selected children’s books. They will of-
“The more we talk about
these issues in primary
and elementary grades,
the easier it is for students
to internalize important
messages. Younger stu-
dents need very concrete
examples which can often
be found in well-selected
children’s books.”
Page 16 Summer 2019
ten have questions about gender roles and
expectations, and we have to help them
understand that generalizations around
gender are not “rules” they have to follow.
When they have transgender and gender
nonconformist classmates, they are often
concerned about their friend being treated
fairly and need tangible suggestions such
as speaking up if someone misgenders their
friend or suggests they should or should
not do something based on their gender. It
is equally important that the adults in your
community know and teach the difference
between gender expression and gender
identity, and emphasize that they are inde-
pendent of each other.
Embrace Change
Schools also need to assess their physical
space and habits around gender. While stu-
dents should be encouraged to use bath-
rooms and locker rooms that match their
gender identity, many transgender people
prefer individual bathrooms that are not
gendered at all. Many schools have single-
person bathrooms that are inexplicably la-
beled for one gender or the other and can
be easily transitioned with gender-neutral
signage. Schools also need to move away
from dividing students into boys and girls
out of routine.
Teachers need training in how to feel em-
powered and compelled to counteract in-
sulting language. While many teachers may
be comfortable telling a student not to use
“gay” as an insult (and many transgender
and gender nonconformist students on the
CSEE Connections