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The LGBTQA Pride Center (PC) is an inclusive space which promotes positive interactions in a diverse environment. The PC strives to provide a space that celebrates and affirms students who identify with all genders and sexualities in the LGBTQ community and their allies.

The PC provides programming and discussion on the following topics:

LGBTQA+ Issues

Homophobia

Biphobia

Transphobia

Sex and Sexuality

Gender Identity and Expression

Sexuality and Race, Class, Gender, & Culture

Domestic Violence and Sexual Assault Awareness & Prevention

Social Justice, Diversity, and Inclusion

Safe Zone Training

And much more...

We also provide a wonderful space to relax and build community. Ask about our free resources for students when visiting the Pride Center.

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The LGBTQA Pride Center (PC) is an inclusive space which promotes positive interactions in a diverse environment. The PC strives to provide a space that celebrates and affirms students who identify with all genders and sexualities in the LGBTQ community and their allies.

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Pronouns Matter: Info for the CSUSM Community

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Pronouns Matter: Info for the CSUSM Community

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Pronouns are used in every day speech and writing to take the place of people's names. We frequently use them without thinking about it. Often, when speaking of someone in the third person, these pronouns have a gender implied. These associations are not always accurate or helpful.

Mistaking or assuming peoples' pronouns without asking first, mistakes their gender and sends a harmful message. Using someone's correct gender pronouns is one of the most basic ways to show your respect for their identity. Join the Gender Equity Center as we aim to advance the knowledge of using everyone's correct gender pronouns and strive for a more inclusive environment at California State University San Marcos.
Pronouns: It's About Respecting Someone's Identity
How can I be inclusive in using and respecting pronouns?

Additional Resources

Incorporating pronouns into our every day consciousness is a process that takes practice. For additonal resources here are some additional resources.

Links

Videos

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Pronouns are used in every day speech and writing to take the place of people's names. We frequently use them without thinking about it. Often, when speaking of someone in the third person, these pronouns have a gender implied. These associations are not always accurate or helpful.

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Beyond the Stereotype Campaign: There is Pride

Beyond the Stereotype: There is Pride is a Poster campaign designed to encourage understanding and empathy towards the LGBTQA community by giving people a platform to share their experiences and speak out against discrimination. The campaign features CSUSM students, faculty and staff in posters that we hope will facilitate a timely conversation on gender and sexuality, multifaceted and intersectional identities, and allyship. Beyond the Stereotype: There is Pride is led by the CSUSM Office of Inclusive Excellence in partnership with the Gender Equity Center and the LGBTQA Pride Center.

This page is designed to provide information and resources to accompany the Beyond the StereotypePlease feel free to use this information to supplement any projects, classroom curriculum, activities, events; etc. Anyone who feels they do not have the background to present on this topic is encouraged to work with the Gender Equity Center and/or the LGBTQA Pride Center to support or collaborate any of their ongoing work. This information is intended to be helpful but not by any means to be all encompassing. Check back frequently for updated information. If you would like to recommend any information for this page you can do so by sending an e-mail todiversity@csusm.edu with the subject heading "Recommendations for the Beyond the Stereotype: There is Pride page."

Check back frequently for updated information.

List of External Resources

Faculty-Curriculum/Presentations/Activities

Queering Pedagogy

Eric Kofer.Opening the classroom closet?

Barnard, I. (1993). Bibliography for an anti-homophobic pedagogy: A resource for students, teachers, administrators, and activists. Feminist Teacher, 7(3), 50-52.

Kuyper, L., & Bos, H. (2016). Mostly heterosexual and lesbian/gay young adults: Differences in mental health and substance use and the role of minority stress. Journal of Sex Research, 53, 731-741. doi: 10.1080/00224499.2015.1071310

Readings-(Intersectional Identities)

Williams, Kimberlé Crenshaw. "Mapping the Margins: Intersectionality, Identity Politics and Violence against Women of Color." In: Martha Albertson Fineman, Rixanne Mykitiuk, Eds. The Public Nature of Private Violence. (New York: Routledge, 1994), p. 93-118.

Jasbir Puar. 'I would rather be a cyborg than a goddess' Intersectionality, Assemblage, and Affective Politics, eipcp, 01 2011.

Sirma Bilge, Université de Montréal. Developing Intersectional Solidarities: A Plea for Queer Intersectionality. Tuesday, October 18, 2011

.Somerville, Siobhan. Queering the Color Line: Race and the Invention of Homosexuality in America. 2000

McRuer, Robert. Compulsory Able-Bodiedness and Queer/Disabled Existence. In Lennard J. Davis, ed. The Disability Studies Reader. 2nd ed. Routledge. 88-99. 2006.

Braun, V., & Clarke, V. (2009). Coming out and negotiating heteronormativity in higher education. Lesbian & Gay Psychology Review, 10, 3-7.

Elizabeth, A. (2013). Challenging the binary: Sexual identity that is not duality. Journal of Bisexuality, 13, 329-337. doi: 10.1080/15299716.2013.813421

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.

Lennon, E., & Mistler, B. J. (2014). Cisgenderism. Transgender Studies Quarterly, 1, 63-64. doi: 10.1215/23289252-2399623

Intersectional Identities. LGBT Resource Center, University of Wisconsin Milwaukee.

Pop Culture

Upstander Intervention/Allyship

CSUSM Campus Resources

Gender Equity Center The Gender Equity Center (GEC) is an inclusive space which promotes positive interactions in a diverse environment at California State University San Marcos.

LGBTQA Pride Center. The LGBTQA Pride Center (PC) is an inclusive space which promotes positive interactions in a diverse environment. The PC strives to provide a space that celebrates and affirms students who identify with all genders and sexualities in the LGBTQ community and their allies at California State University San Marcos.

LGBTQA Faculty Staff Association-The mission of LGBTQA FSA is to address the needs of Lesbian Gay Bisexual Transgender Queer people and allies (LGBTQA) on campus, to serve the LGBTQA community, and to promote the various LGBTQA cultures.

LGBTQIA Safe Space- This group will provide a safe and supportive environment for persons who identify as LGBTQIA, those who might be questioning their sexual orientation or gender identity, and those who would like support as they navigate the coming out process. Come join us to meet new people, build a sense of community, and to share your experiences (both the benefits and challenges) of being LGBTQIA.

Rainbow Recognition Ceremony

CSUSM Trans Resources- We strive to make our community centers safe and brave spaces for students to build a community that embraces all of their identities. Visit the centers to pick up a pronoun button, attend an event, or meet great people! Nervous about visiting the center, make an appointment to meet somewhere else on campus by sending an e-mail to the Pride Center atpride@csusm.edu.

TGNC Task Force Report & Recommendations (Recommendation Progress update coming soon)

University Library LGBTQ Studies Guide

Legal Resources (San Diego County)

Housing Resources

Best Companines for LGBTQ workers- All companies on this website: meet the following 4 criteria:

Non-discrimination policies across business entities

Equitable benefits for LGBTQ workers and their families

Internal education and accountability metrics to promote LGBTQ inclusion competency

Public commitment to LGBTQ equality

Other Resources

A Resource for Coming Out

Campus Pride Index- The campus pride index has been the premier LGBTQ benchmarking tool for colleges and universities to create safer, more inclusive campus communities. The free online tool allows prospective students, families/parents and those interested in higher education to search a database of LGBTQ-friendly campuses who have come out to improve the academic experience and quaility of campus life.

LGBTQ+ Comprehensive Health & Well-being Guide

LGBT Ted Talks Videos

LGBTQIA Resource Center Glossary, UC Davis

oSTEM-out in Science, Technology, Engineering, and Mathematics- oSTEM is a national society dedicated to educating and fostering leadership for LGBTQA communities in the STEM fields

Out in Business- Out in Business positions all Foster MBA students to be leaders of LGBTQ+ inclusion in business, both through providing a welcoming community for LGBTQ+ students, and demonstrating the importance of equality in business.

Outie Awards- The "Outies" are awarded at the annual Out & Equal Workplace Summit. Outie Awards recognize individuals and organizations who are leaders in advancing equality for lesbian, gay, bisexual, and transgender people in workplaces globally.

Out in Tech-As a 501(c)(3) non-profit, we provide resources and mentorship to ensure career access for LGBTQ youth and provide web services for LGBTQ activists around the world.

Pronouns Matter

Substance Abuse Prevention for the LGBTQ+ Community

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Beyond the Stereotype: There is Pride is a Poster campaign designed to encourage understanding and empathy towards the LGBTQA community by giving people a platform to share their experiences and speak out against discrimination. The campaign features CSUSM students, faculty and staff in posters that we hope will facilitate a timely conversation on gender and sexuality, multifaceted and intersectional identities, and allyship.

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GLSEN National School Climate Survey 2025

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GLSEN National School Climate Survey 2025

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This report provides critical information about the experiences of LGBTQ students in schools.

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2025 National School Climate Survey Report - Glisten

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Supporting LGBTQ+ youth for over 30 years.

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This organization, run by the Human Rights Campaign, provides lesson plans, conferences and all sorts of other materials for schools and educators.

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Welcoming Schools has released the 2023 Back To School Toolkit full of Elementary and Secondary Resources, booklists, video discussion guides and much more! Create a welcoming and inclusive classroom for the new school year with Welcoming Schools resources.

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Welcoming Schools - Gender and LGBTQ+ Inclusive Schools

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Comprehensive bias-based bullying prevention program providing LGBTQ+ and gender inclusive professional development training and resources.

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Kai Shappley: A Trans Girl Growing Up in Texas (Emmy-Winning Short Documentary)

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Kai Shappley: A Trans Girl Growing Up in Texas (Emmy-Winning Short Documentary)

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This film documents the journey of a young trans girl named Kai.

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Kai Shappley: A Trans Girl Growing Up In Texas | Emmy-Winning Documentary | them.

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Checklist Inclusive and Affirming Schools - LGBTQ (1)(1)

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6. Sexuality and Gender Definitions.docx

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GLSEN: Resources for Teachers and Schools

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GLSEN: Resources for Teachers and Schools

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In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives

Read the Statement

Get involved and join your community, local, or state GLSEN chapter

GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more.

Recent Research

Research, Reports, and Briefs

Research, Reports, and Briefs

Research, Reports, and Briefs

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In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives Read the Statement GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more. Research, Reports, and Briefs Research, Reports, and Briefs Research, Reports, and Briefs

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This center is a great place to visit, send kids and parents, and to get support. They also put on great fundraisers and parties!

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COMMUNITY BREAKFAST!

Join us on Saturday, December 17th for pancakes & coffee and support our community too!

The North County LGBTQ Resource Center has created a lasting tradition of caring, outreach, and support for member of our community.

We come together to share ideas, resources, and expand our presence in the local community. We envision the Resource Center as a visible symbol of the LGBTQ community in North County San Diego.

OUR MISSION & VISION

Our mission is to serve, empower, and advocate for North County's diverse LGBTQI community.

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We envision a community where everyone lives in equality, feeling accepted, valued, safe and free from social stigma.

ABOUT US

Welcome to the North County LGBTQ Resource Center! We are a 501(c)3 organization that serves the lesbian, gay, transgender, bisexual, and questioning (LGBTQ) community of North County San Diego. Our service area includes the communities of Encinitas, Carlsbad, Oceanside, Vista, San Marcos, Escondido, Rancho Bernardo, Fallbrook, Camp Pendleton, and other outlying areas.

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Through the vision, dedication, and hard work of our supporters, the North County LGBTQ Resource Center became a reality in November 2011. We come together to share ideas, resources, and expand our presence in the local community. We envision the Resource Center as a visible symbol of the LGBTQ community in North County San Diego. The Resource Center will support, build, educate, and improve the relationships of the LGBT community and our friends and allies. Services include support groups for youth, seniors, military service members, HIV/AIDS testing and prevention, counseling, civil rights advocacy, classes, and workgroups.

SPECIAL THANKS TO OUR ANNUAL ANCHOR DONORS

Without the generous ongoing annual support from our Anchor Donors, we would not be

able to continue impacting the lives of our LGBTQ community members.

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North County LGBTQ Resource Center | Oceanside, CA

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Welcome to the North County LGBTQ Resource Center! We are a 501(c)3 organization that serves the lesbian, gay, transgender, bisexual, and questioning (LGBTQ)...

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This piece by Gilbert Valadez, who teaches at CSUSM, offers thoughts on what it means to be an ally.

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An observant and understanding teacher helps a student who's different from her peers.
I am a gay Latino educator, and I've been very much out of the closet among my friends, colleagues, and family ever since I started my career in 1979. However, during my 18 years as a public school teacher I never discussed my gay identity at work. I taught kindergarten through 5th grade in Los Angeles and San Francisco, and issues surrounding gender identity weren't part of the overt curriculum, so it didn't seem right to wear my "Nobody knows I'm gay!" T-shirt to school. But if I wasn't going to teach explicitly about gay themes and issues, I decided that I could, at least, try to be sensitive to the special needs of my LGBTQ+ students and the concerns of LGBTQ+ families (of which there were many in the schools where I taught, particularly when I worked in San Francisco).

I've often wondered whether, and to what extent, my personal experiences as an out gay man have informed my work as an educator. Having learned to be comfortable in my own skin, did I gain an intuitive sense of what it takes to help young people become comfortable in theirs? Along with many other LGBTQ+ teachers I have known, I can't help but understand what it means to feel vulnerable to society's pressures to conform in an often hostile culture. Has that moved me, and other queer teachers, to be empathic toward and feel protective of my students, especially those who don't conform to prevailing gender norms and expectations? If so, is there something about the experience of growing up queer that can inform the work of all teachers, helping them understand how to give students the space they need to come to their gender identities on their own terms, without fear?
Getting to know Saad
In 1997, when I was teaching 1st grade in San Francisco, I had the privilege of working with a student I will call Saad. She was a beautiful girl of Iraqi ancestry with amazingly thick, richly textured black hair; she had flawless skin, caramel-colored eyes, and a terrific smile. Although a little shy, Saad was a very happy, bright, and engaged student who was always willing to work with her classmates on any assignment and had a unique ability of calming other children who were near her. She liked reading storybooks about cats, and she was a very capable math student.

What made Saad a particularly interesting child was her manner of dress. She wore a kind of uniform: thick black hair cut very short, a plaid flannel shirt (usually blue or light green), blue jeans, and either hiking boots or black tennis shoes. The overall effect was more masculine than feminine - some people might say butch. Saad's shirts had an almost military presentation, impeccably clean, with no creases or stains. Her hair was flawlessly combed, almost starched into place. Saad always stood erect and seemed poised when she walked into the room. In every respect, she was a gentle and dignified presence, almost like a soldier at a guardhouse. Needless to say, I thought Saad was adorable. I loved her ability to be at ease with herself.

Saad was the only daughter of a devoted and supportive single mother. When I asked Saad's mother, during a parent-teacher conference, about her daughter's dressing habits, she replied, "I just can't get her to wear a dress. So I let her pick her clothes. She is very happy with her look, and I am glad she has you for a teacher. She talks about you all the time." I understood Saad's mother to mean she was glad I was her daughter's teacher because I did not judge Saad's dress or mannerisms. If anything, I celebrated them.

Whatever manner of self-expression Saad chose was fine because it was a natural part of her personality, and my responsibility as an inclusive teacher was to support her in her choices and to be her mentor.

I want to be clear that I didn't know whether Saad might be straight, lesbian, transgender, or anything else, and it wasn't my place to make any assumptions. However, it seemed clear to me that giving her the freedom to express herself without shame contributed to her general state of well-being, and if adults insisted that she wear more conventional girls' clothes, that likely would have done more harm than good. Whatever manner of self-expression Saad chose was fine because it was a natural part of her personality, and my responsibility as an inclusive teacher was to support her in her choices and to be her mentor. In fact, if my primary role is to teach the curriculum, then allowing her space to be herself was the best thing I could do since it gave her more freedom to concentrate on her schoolwork.
Kickball time
When you are a 1st-grade teacher, you become a monitor of monitors. Managing a classroom often requires giving students special responsibilities that contribute to order and harmony in the group. In my own classroom, for example, I had a lunch count monitor, attendance monitor, line leader, door closer, light switch monitor, paper monitor, and on and on. Perhaps the most coveted position was ball monitor.

The boys loved being ball monitor because the ball monitor was also captain of the recess kickball team. These highly unorganized games were part of a running contest between my class and Room P-5, another 1st-grade class. When playing their game, the children made up teams and rules pretty much as they went along. Indeed, one of the more strenuous chores of a yard duty teacher was adjudicating kickball games because there was almost always a storm and stress about who kicked out of bounds, the order of kickers, points, and the rest. The boys of my class were always in some kind of funk about losing to P-5, but that never stopped them from playing because sometimes they won, too, and winning a game was the best.

Saad was the only girl in her class ever to ask me to be ball monitor. The other girls preferred to jump rope, or swing, or play chase-me games on the jungle gym. So one week I decided to make Saad the ball monitor, and she was overjoyed to finally hear her name called out for the coveted position. The boys said nothing while the girls cheered, "You go, Saad!"

At morning recess time, I excused the class to play, and Saad proudly walked out the door holding the well-used red utility ball in her arms like a newborn baby. But after recess, she was the last child in, still holding the ball in her arms, frowning, and seeming at the brink of tears. After reading time and just before lunch, I pulled her aside and asked how recess had gone. She looked at the floor for a bit before speaking softly. "The boys wouldn't play kickball with me," she said. "I asked them but they just ran away." I could see she was holding back tears.

"Oh," I replied, careful not to sound angry at the boys, "that's a shame." I leaned in closer to her and said, "I will go out with you tomorrow. We can practice kicks if you like."

"You will?" said Saad.

"Yes," I said. "That will be great."

Saad gave me one her killer smiles, and I asked the class to get ready for lunch.

Having learned to be comfortable in my own skin, did I gain an intuitive sense of what it takes to help young people become comfortable in theirs?

Wrinkled shirttails
The following day, I was the last one out the door for morning recess. I made it a point to place Saad at the front of the line, and she led us out carrying the mighty kickball. She was anxious to practice her kicks. I found her at the west end of the playground and asked for the ball. "How do you want me to pitch the ball, fast or slow?"

"In the middle," said Saad. I rolled in a middle pitch (which was hard to do because how does one gauge such things?), and she gave out a little yelp as she kicked a line drive that just missed hitting me in the face. "Whoa, Saad!" I yelled. "That was a great kick." I chased the ball, returned to my place, and pitched again. Another great kick.

By the time Saad had a third great kick, a small crowd had gathered. "What are you doing, Mr. V?" the boys asked.

"I'm practicing kicks with Saad," I said.

"Can we play?" the boys asked.

"Not today. Saad said she wanted to practice kicks today," I replied.

I practiced with Saad for about five minutes before excusing myself. Saad thanked me and took the well-used utility ball up to the volleyball wall where she continued bouncing it. When the class returned from recess, Saad was smiling. I told her we would practice again tomorrow, which all the boys and girls duly noted.

The next day, I repeated the process from the day before, but when the boys asked if they could play, I asked Saad, "What do you think? Can the boys play kickball with you, Saad?"

Saad thought for a moment, looked around at the boys, and then said, "Yes!"

"OK, boys," I said. "You each take turns practicing pitches with Saad. I am going to get a coffee before you all come back to class. Be good."

"We will!" shouted the boys. "You have a nice Starbucks, Mr. V." (I was little taken aback. Didn't they know I drank Peet's Coffee!?)

There was noticeable calm in Saad for the rest of the week. I didn't bother to ask her how things were going on the playground because her demeanor spoke volumes. On the Friday of that week, the boys returned from morning recess all shouts and giggles. "What's up, guys?" I asked.

"We beat P-5!" they shouted in unison.

"You did?!" I said. "How did that happen?"

"It was Saad," said Enrique. "She really helped us."

"Great!" I said. "Imagine that . . ."

The class began to settle on the rug when Saad walked in late, carrying the ball with her usual devotion. "Good job," I said to her. She was a vision, hair all undone, and her wrinkled shirttails draped over her dirty blue jeans. The girls in the class said, "You go, Saad!" The smiles all around spoke volumes.

Citation: Valadez, G. (2018). Kickball: A gay teacher becomes an ally. Phi Delta Kappan, 100 (2), 32-34.

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Kickball: A gay teacher becomes an ally - kappanonline.org

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An observant and understanding teacher helps a student who's different from her peers. I am a gay Latino educator, and I've been very much out of the closet among my friends, colleagues, and family ever since I started my career in 1979.

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About

Trans Student Educational Resources is a youth-led organization dedicated to transforming the educational environment for trans and gender nonconforming students through advocacy and empowerment. In addition to our focus on creating a more trans-friendly education system, our mission is to educate the public and teach trans activists how to be effective organizers. We believe that justice for trans and gender nonconforming youth is contingent on an intersectional framework of activism. Ending oppression is a long-term process that can only be achieved through collaborative action.

Leadership Training

TSER provides a collaborative fellowship program providing young transgender people the opportunity to work toward liberation through collective organizing for solidarity, advocacy, and empowerment.

Policy

TSER writes model policies, primarily for colleges and universities, on transgender students. These policies are implemented by TSER volunteers and staff at schools across the nation.

Workshops

TSER facilitaties several workshops, each of which is a collaborative learning experience between attendees and workshop hosts. We can tailor any of these workshops to fit your needs. We present at conferences, events, schools, colleges, universities, and more!

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Skip to content About Trans Student Educational Resources is a youth-led organization dedicated to transforming the educational environment for trans and gender nonconforming students through advocacy and empowerment. In addition to our focus on creating a more trans-friendly education system, our mission is to educate the public and teach trans activists how to be effective organizers.

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16 year old Jazz Jennings, is an honorary co-founder of the Transkids Purple Rainbow Foundation, an author, a tv personality, Youtube Vlogger, a youth ambassador for the Human Rights Campaign and a passionate transgender advocate. Jazz speaks at universities, medical schools, conferences, conventions and symposiums all over the country.

When she was six, Jazz appeared on 20/20 with Barbara Walters, as one of the youngest transgender children to appear in the media. Since then, she's been featured on a variety of major programs and news outlets, including a 20/20 update with Barbara Walters when she was 11, Katie Couric twice, Oprah: Where are the Now?, Dr. Drew, Nightline, Dateline, MSNBC, 60 Minutes, Dr. Oz, Time Magazine, Teen Vogue, Cosmopolitan, Huffington Post, Elle Magazine, the Rosie Show, The Meredith Vieira show, The View, an Oprah Winfrey Network documentary, "I am Jazz: A family in Transition" and many others. Jazz and her family now have their own GLAAD Award winning docs-series, "I Am Jazz," on TLC. Jazz is the voice of Zadie the first animated transgender character in, Amazon's, "Danger & Eggs". Jazz's doll to be released in the summer of 2017.

Jazz is the youngest recipient of the Colin Higgins Youth Courage Award, the youngest person ever to be recognized in The Advocate Magazine's, "Top Forty Under 40" annual list, OUT Magazine's Top 100 list, the 2014 Trans100 list, and the youngest recipient of the 2014 Equality Florida's, "Voice for Equality" Award. Jazz was honored and recognized at the 2013 GLAAD Awards, where she got to meet former President Bill Clinton. Jazz is the recipient of LogoTV's 2014 youth Trailblazer Award. She was named as one of TIME Magazine's Most Influential Teens for 2014 and 2015. She is also listed on Huffington Post's 14 Most Fearless Teens of 2014. In 2016, Jazz was recognized on Teen Vogue's 21 under 21 list. In March of 2105 Jazz and her family were the recipients of the Ackerman Institute's Gender & Family Project Award, and in May of 2015, Jazz received the Harvey Milk and Pride Center's Diversity Honors Youth Award. In June of 2015, Jazz was invited to the White House where she met President Obama. In October of 2015 she was honored as Miss Teen Pride USA. Jazz is also the recipient of the 2015 TREVOR Youth Courage Award. In December of 2015, she was honored alongside Caitlyn Jenner at the, "Angels of Change" fundraiser through the LA Children's Hospital. In April of 2016, Jazz was a featured inspirational speaker at WE Day which also featured Selena Gomez, Demi Lovato and Charlize Theron. The event was attended by over 16,000 students from Los Angeles area schools who earned their ticket by volunteering and service. Jazz is the recipient of Equality California's 2017 Equality Visibility Award and HRC's Youth Upstander Award for 2017.

In 2015, Jazz became one of the faces of Johnson & Johnson's Clean and Clear Campaign: "See the Real" Me. Jazz served as the 2016 Grand Marshal in the New York City Heritage of Pride March. She is the youngest person to serve as Grand Marshal in the history of the march.

In 2014, Jazz co-wrote a children's picture book with Jessica Herthel titled "I Am Jazz", and is the author of her 2016 her memoir, "Being Jazz: My Life as a (Transgender) Teen".

Jazz is no stranger to discrimination. For 5 years she wasn't allowed to use the girls restroom in her school. For 2 1/2 years Jazz was banned from girls' soccer in her state. After a long battle, the United States Soccer Federation ordered her home state to lift the ban. As a result of the discrimination that Jazz was forced to endure, the USSF created a policy to include all transgender athletes who want to play soccer in the United States of America.

Jazz and her family continue to participate in many media projects with a goal to educate, and spread the message of tolerance and acceptance for all Transkids.

Currently, Jazz lives with her family of 6 in South Florida where she attends high school, and is the President of her GSA. Jazz loves to play soccer, binge watch TV on her laptop, hang with friends and is often found cuddling with her 4 cats.

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Amazon.com: I Am Jazz: 9780803741072: Herthel, Jessica, Jennings, Jazz, McNicholas, Shelagh: Books

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SUPPORT DURING SOCIAL DISTANCINGTransFamily Support Services will continue its support groups via online meetings. Please email info@transfamilysos.org to get the online meeting details.TFSS is also working remotely and we are here for our trans youth and families using online tools to continue supp

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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Kumu Hina is the story of Hina Wong- Kalu, a transgender native Hawaiian teacher and cultural icon who brings to life Hawaii’s long-held embrace of mahu — those who embody both male and female spirit, and were traditionally respected as caretakers, healers, and keepers of ancient traditions.

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Kumu Hina is the story of Hina Wong- Kalu, a transgender native Hawaiian teacher and cultural icon who brings to life Hawaii's long-held embrace of mahu - those who embody both male and female spirit, and were traditionally respected as caretakers, healers, and keepers of ancient traditions. MORE

The film traces Hina's evolution from a timid high school boy to her position as a married woman and cultural director of a school that specializes in Hawaiian language, history and culture, located in one of Honolulu's grittier neighborhoods. As she contemplates who should lead the school's all-male hula troupe in their final performance, a surprising candidate presents herself: Ho'onani, a sixth grader who is proud to be seen as a mixture of boy and girl. As Kumu Hina helps Ho'onani negotiate the mixed reactions of her classmates and her family, the power of culture to instill a sense of pride and acceptance becomes clear.

The film also delves into Hina's pursuit of a dream of her own: a fulfilling romantic relationship. Her tumultuous marriage to a headstrong Tongan man offers insight into the universal challenge of loving somebody outside the norm and a deeper understanding of the true meaning of aloha - love, honor, and respect for all.
The Filmmakers Dean Hamer, Producer/Director
Dean Hamer is an Emmy Award-winning filmmaker, The New York TimesBook of the Year author, and National Institutes of Health scientist with a long history in communicating complex and controversial ideas to a diverse public. He formed Qwaves with partner Joe Wilson to produce insightful and provocative documentaries about often overlooked social issues. Their short films were part of the pioneering days of citizen-generated content on the Internet and cable television, and have been used as outreach and educational tools by a wide range of community and education organizations. Out in the Silence, the first feature film from Qwaves, premiered at the Human Rights Watch International Film Festival at Lincoln Center, and with support from the Sundance Documentary Film program and Pennsylvania Public Television Network, it was widely distributed through PBS, multiple digital portals, and hundreds of community screenings.

In addition to his film work, Hamer is the author of several bestselling nonfiction books, a consultant for the BBC and Discovery Channel, and a sought-after lecturer and frequent guest on TV documentaries and news shows. He lives with his partner Joe Wilson on the north shore of Oahu, Hawaii, where they moved to pursue the making of Kumu Hina.
Joe Wilson, Producer/Director
Joe Wilson got involved in documentary filmmaking through his social activism on human rights issues. Frustrated by the limitations of traditional organizing and advocacy, he picked up a camera with hopes of reaching broader audiences with stories that would inform and compel people to act. Together with Qwaves co-founder Dean Hamer, his films on controversial and often ignored human rights issues have won awards and official selection at more than 100 film festivals around the country and the world, and received widespread attention for their role in promoting social change.

In 2004, Wilson returned to his small hometown of Oil City, Pennsylvania, to direct and produce the Sundance-supported, Emmy Award-winning PBS documentary Out in the Silence. Through more than 700 grassroots screenings across the country, this film has become part of a national movement to open dialogue, counter school bullying, and support fairness and equality for all in small towns and rural communities. The Out in the Silence Award for Youth Activism, established in 2011, is continuing the campaign beyond the immediate life of the film by honoring courageous and unheralded young people who are leading the way in making schools and communities safe from bullying and welcoming for all, especially in places where silence and invisibility have rendered LGBT youth and their allies marginalized and powerless for far too long. Wilson lives with his partner Dean Hamer on the north shore of Oahu, Hawaii. LESS

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Kumu Hina | Preserving Hawaiian Tradition | Independent Lens | PBS

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Kumu Hina is the story of Hina Wong- Kalu, a transgender native Hawaiian teacher and cultural icon who brings to life Hawaii's long-held embrace of mahu - those who embody both male and female spirit, and were traditionally respected as caretakers, healers, and keepers of ancient traditions.

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We hope you will join PFLAG in marching in the Pride Parade Saturday, July 13. This year's theme is Stonewall 50: A Legacy of Liberation. We are one of the best loved organizations as is evidenced by the cheers and applause we receive when we march by. Being part of the parade is something you will always remember. Come join us and bring your friends.
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Jessica Haughton is a member of a research team at San Diego State University's Institute for Behavioral and Community Health. They are trying to recruit LGBTQ women between the ages of 18-65 for a focus group regarding health and wellness. Though there are a number of LGBT folks on SDSU's campus, they're hoping to reach [...]
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Copyright ©2019 PFLAG San Diego County, a 501(c)(3) non-profit organization, federal tax ID number 33-0512868.

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PFLAG San Diego County Chapter | 888-398-0006 | Advocacy Support & Education

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PFLAG promotes the health and well-being of gay, lesbian, bisexual and transgender persons, their families and friends through Support, to cope with an adverse society, Education, to enlighten an ill-informed public and Advocacy, to end discrimination and to secure equal civil rights.

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The Gender Sexuality Alliance Network is student-led.

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trans and queer youth uniting for racial and gender justice

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By using pronouns thoughtfully, educators can make all students feel welcome and provide support for children who are gender nonconforming.

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High school can be a challenging experience for any student, but this is especially true for our transgender and gender-nonconforming students. Although many children are beginning to define and understand gender in fluid terms, these trends do not suggest that all transgender students feel supported by their teachers, administrators, and peers during high school.

Over the past couple of months, I asked a number of transgender adults across the country to reflect on their high school experience, and offer advice to teachers and administrators on how best to support transgender high school students. I compiled various stories, perspectives, and anecdotes obtained from phone conversations, coffee shops, and a survey that I posted on Reddit's online ftm transgender community.

Advice From the Trans Community

Use your student's preferred name and pronoun.

Unfortunately, many transgender students find it necessary to either relocate to another school or drop out, because teachers continue using their birth name and sex in class rosters, which further complicates an already challenging process.

I began my transition at 15, in high school. I didn't really have parent support, but I was an especially good self-advocate, and also fortunate enough to be visually perceived as male by others, which I'm sure helped. I changed my name and pronouns with some friends my sophomore year, and then with all students and teachers my junior year. I switched schools between my sophomore and junior years, which made this switch easier. The two schools I went to reacted drastically differently to me being trans -- one was much better about it . . . I didn't really have the support I needed, either from peers, teachers, administration, or family. I ended up dropping out of high school my junior year.

If you are a district- or school-based administrator, consider updating the school's student information system to include preferred name and gender on classroom rosters. This can prevent intense feelings of anxiety:

The best thing the administration did for me was update my name and gender within the school records, even though I had not legally changed any of that yet. My name appeared correctly on schedules, grades, transcripts, etc. Teacher comments were written regarding me as a male. When I graduated, I was offered to have my chosen name on my diploma, rather than my legal name. Although I declined, I appreciated the gesture and wish I took it.

As a teacher, the easiest way to support students is by using their preferred name and pronoun in and out of class, sending a clear signal to your students that you've got their back.

I can still remember getting nauseous every time my teacher took attendance, because my old name was listed on official classroom rosters. By this point, my classmates knew me as a male.

Offer gender-neutral and gender-affirming restrooms.

Aside from using preferred names and pronouns, this was the most common recommendation from the Reddit transgender community, because it too can be another intense source of anxiety for transgender students, potentially causing emotional and physical health issues from avoiding restrooms at their school.

Situations like these are what brought the United States Justice Department to affirm that Title IX protects the rights of transgender students, allowing them to use bathrooms that align with their gender identity.

However, when talking with Dr. Megan List, a transgender female from Butler, Pennsylvania, I learned that many of these "trans-safe" bathrooms are often inconveniently placed, making it more difficult for students to use between class changes. When making a decision, ensure that it doesn't further alienate students.

Other trending comments, concerns, and recommendations:

Provide school-wide professional development on transgender issues.

Stress the importance to your faculty and staff regarding privacy (e.g., do not publicly out transgender students).

Protect and/or defend trans students from emotional and physical abuse by fellow students and, in some instances, parents.

Make a point to vocalize that you are an ally, and create an environment where students feel like they can speak candidly with you and their peers.

Incorporate opportunities to address transgender issues in your class.

Transgender resources for students, parents, and schools:

During my time as an instructional coach, several teachers have asked me to share resources for transgender and gender-nonconforming students at their schools -- this is especially true for schools in rural areas, where there isn't an active LGBT center.

The American Civil Liberties Union of Illinois shared a comprehensive list of national organizations (PDF) that provide various types of support for transgender students (i.e., laws, exemplar policies, suicide hotlines, online communities, parenting resources, etc.), including:

Seeking Recognition

The most common need expressed from within the trans community is an unwavering need for affirmation -- to be more fully human.

For example, one of the most interesting stories was that of a 19-year-old trans woman who shared her connection with Robin Williams' character, Andrew Martin, in Bicentennial Man:

A few years ago, I watched Bicentennial Man with my parents. We were all touched by Andrew Martin's unwavering desire to be more fully human -- making it his life-long journey to be recognized as "human." I can't speak for the entire community, but that is all I've ever wanted: to be recognized as fully female as possible.

Please share any experiences that you've had and resources that you believe would be helpful for teachers, administrators, and students.

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Pronouns and Bathrooms: Supporting Transgender Students

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High school can be a challenging experience for any student, but this is especially true for our transgender and gender-nonconforming students. Although many children are beginning to define and understand gender in fluid terms, these trends do not suggest that all transgender students feel supported by their teachers, administrators, and peers during high school.

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Pronouns.org Resources on Personal Pronouns

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Pronouns.org Resources on Personal Pronouns

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There is a lot of information about pronouns at the MyPronouns.org website, which we encourage you to check out.

If you are supporting our campaign, you can also find resources for your local activities in our resources folder.

Below we also present you with a few videos and additional links to help you learn more about pronouns! We don't present any of these as perfect resources beyond critique, but as resources that you might find useful in your context that perhaps you can borrow from or build from. Please note that we have linked the content, but we do not own/maintain it, and you would have to seek out the original authors if you have questions for them.

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International Pronouns Day: Resources - International Pronouns Day

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There is a lot of information about pronouns at the MyPronouns.org website, which we encourage you to check out. If you are supporting our campaign, you can also find resources for your local activities in our resources folder. Below we also present you with a few videos and additional links to help you learn more about pronouns!

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Whether or not you know their identity, you can be certain that you are teaching LGBT students. Visible support and small acts of kindness go a long way in helping these youth feel safer and find harmony at school. Not only does fulfilling the role of ally let them know they are not alone, it models for other students that gay and transgender classmates are their peers, worthy of respect and acceptance. More often than not, bullies operate with the tacit approval of the school community.

Here are six LGBT-friendly actions teachers and school staff can take to turn their classroom and hallways into Safe Zones.

1. Post a "Safe Zone" sign in your classroom and office. It signals to LGBT youth that you've got their backs.

2. Confront homophobic remarks, including slights and slurs that you overhear. Many students use terms like "fag," "dyke" and "that's so gay" without thinking. Let them know in no uncertain terms that such speech is unacceptable.

3. Seek opportunities to incorporate the contributions of LGBT people in science, history, athletics and the arts into your curriculum.

4. Don't assume any student is gay -or not gay. If LGBT students do confide in you, thank them for their trust. Follow the student's lead about what else you should do. Perhaps sharing this information is enough at this point. But if the student needs additional support, you can provide invaluable help by being versed in the LGBT-competent resources available in your school, district and community.

5. Organize or encourage district administrators to arrange an in-service with a qualified youth advocate about how to create a safer school for LGBT students.

6. If your school has a Gay-Straight Alliance, volunteer to act as its faculty advisor, or contribute in other ways.

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Tips for Teachers | Ally Yourself with LGBT students

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A federal judge ruled that a Maryland school district's policy outlining how staff should respond when students disclose that they are transgender, gender nonconforming, or non-binary does not violate parents' federal or constitutional rights.

Earlier this year, three parents anonymously filed a lawsuit in the U.S. District Court for the District of Maryland, Southern Division, objecting to the Montgomery County, Md., district's guidelines for student gender identity, saying it violated their constitutional rights as parents.

But on Aug. 18, Judge Paul Grimm ruled in favor of the district and threw out the lawsuit; in his opinion, he validated both the need for the guidelines and the way they are framed.

In the past few months, parents across the country have filed at least half a dozen lawsuits challenging school district guidelines or gender support plans. These guidelines generally permit students to change their pronouns, gender presentation, or names if they're trans, gender non-conforming, or non-binary and prohibit school staff from revealing students' identities to parents without the students' consent.

The Maryland decision marks the first ruling of its kind-and the judge not only ruled in favor of Montgomery County's policy, but also called it necessary and flexible.

"This is an incredibly powerful and persuasive decision that will be put before other courts that have that type of case before them," said Paul Castillo, senior counsel and students' rights strategist for Lambda Legal, a civil rights organization focusing on defending the rights of LGBTQ people.

"It's not only going to influence future decisions by courts, it's also going to provide some affirmation for school districts that these are important and appropriately tailored [guidelines] for the school environment that strike the right balance with respect to ensuring a student's privacy and ensuring that they feel safe and supported."

Lambda Legal, along with two other organizations, filed an amicus brief supporting the school district's bid to dismiss the case.

Why the judge's ruling matters

In the lawsuit against Montgomery County schools, three parents filed complaints anonymously alleging that the district's policy was "expressly designed to circumvent parental involvement in a pivotal decision affecting" their children's "care, health education, and future," according to the lawsuit. The parents contended the district's policy advises school personnel to evaluate minor children about sexual matters, allow them to transition to a different gender identity at school without parental notice or consent, and requires school staff to enable this transition.

The parents also alleged that the guidelines "instruct schools to withhold information from parents regarding their children's gender identity as expressed at school," according to the lawsuit. For all these reasons, they said the guidelines violate the 14th Amendment of the U.S. Constitution, which broadly ensures parents' rights to direct the education and upbringing of their minor children.

The guidelines in question direct all Montgomery County staff members to respect students' gender identities and pronouns, protect their privacy in terms of disclosing their pronouns and identities to other students and their families, and support them if the student doesn't feel safe at home. They specifically instruct Montgomery County staff to use a student's legal name and pronouns aligned with their assigned sex at birth until the student or their guardian specifies otherwise.

Most importantly, the guidelines state that every trans and non-binary student should be treated on a case-by-case basis and the student's individualized needs and safety must be taken into account when taking any of the above steps.

"The guidelines do not aim to exclude parents, but rather anticipate and encourage family involvement in establishing a gender support plan," Grimm wrote in his opinion. "[They] serve primarily as a means of creating a support system and providing counseling to ensure that transgender children feel safe and well at school."

Castillo said there are two important points the judge's opinion made about this case and others like it. First, the court ruled that parents don't have a fundamental right to be properly informed of a child's gender identity-an area in which there was little to no case law. Second, the ruling underscored that schools have a legitimate interest in providing safe and supportive environments for all students, including those who are trans and gender non conforming.

But while other federal and state courts could look to the decision, they aren't bound by it. And the specific district policies under review in the other pending cases differ.

The lawsuits are part of a larger effort targeting LGBTQ+ students. Dozens of bills across the country aim to censor classroom conversations about sexual and gender identity, mandate that trans students play on sports teams aligning with their sex assigned at birth, and limit what healthcare and counseling resources LGBTQ students have access to in schools.

Several of these bills have been passed into law already.

"These laws and other efforts are harmful not only to LGBTQ students in particular who face increased threats of bullying," Castillo said, "but to the entire school community that seeks to ensure that all students receive equal opportunity to participate in educational programs and activities."

Survey data suggest that the laws have deeply frightened LGBTQ youth.

According to the Trevor Project's 2022 Mental Health Survey, 93 percent of transgender and nonbinary youth said that they have worried about trans people being denied access to gender-affirming medical care due to state or local laws, 91 are worried about trans people being denied access to bathrooms of their choice, and 83 percent are worried about transgender people being denied the ability to play sports.

The nonprofit surveyed almost 34,000 LGBTQ youth ages 13 to 24 across the United States.

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Guidelines Supporting Trans Students Don't Violate Parents' Rights, A Federal Judge Rules

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A federal judge ruled that a Maryland school district's policy outlining how staff should respond when students disclose that they are transgender, gender nonconforming, or non-binary does not violate parents' federal or constitutional rights. Earlier this year, three parents anonymously filed a lawsuit in the U.S.

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Organization: World Professional Association for Transgender Health

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Organization: World Professional Association for Transgender Health

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(Click on the logos to visit their respective pages)

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The World Professional Association for Transgender Health promotes the highest standards of health care for individuals through the articulation of Standards of Care. Read More

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A full listing of recent Public Policy Statements from the World Professional Association for Transgender Health. Read More

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WPATH EDUCATION INITIATIVES

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WPATH World Professional Association for Transgender Health

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The World Professional Association for Transgender Health (WPATH), is a 501(c)(3) non-profit, interdisciplinary professional and educational organization devoted to transgender health.

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Frequently Asked Questions - Equal Opportunity & Access (CA Dept of Education)

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School Success and Opportunity Act (Assembly Bill 1266) Frequently Asked Questions.