Connections Quarterly Summer 2019 - Gender | Page 18

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