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Peer Reviewed: Gender Inclusive Classroom Strategies 

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Peer Reviewed: Gender Inclusive Classroom Strategies 

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Lesley H. Parker and Léonie J. Rennie (2002) researched Australian schools who had attempted to implement more gender-inclusive strategies and instruction into their culture and classrooms. They uncovered, that teachers often found it easier to introduce such practices in single-sex schools and from this, were able to learn more about themselves, and the individual differences and needs of their students. So how, according to Parker and Rennie (2002), do we create a safe and inclusive environment in our classrooms?

1. Communication: School and teachers need to ensure a clear line of communication is readily available for all students, at all times. Students need to be made aware of where they can go, and who they can talk to, whether that be for a friendly check in, or a more open and honest talk. Although this may seem straight forward, it is clear through the research we have explored in schools, students often feel as though they are unable to express themselves and because of this, feel alone in school.

2. Harassment free discussions and participation. Schools and classrooms need to stand by the notion that not only is every student and being equal, but also that any form of harassment will not be tolerated.  Aimed at both the students and the teachers, in order to be gender-inclusive in the classroom, one must be gender-inclusive themselves. Students who feel as though they are being treated differently because of the way the present, or identify with, need a safe space. If the place where they spend most of their week is compromised because of harassment, the wellbeing of the students will suffer. Ways to do this include: promoting gender-inclusive clubs or programs at the school or partaking in whole school initiatives, like compulsory classes, promoting inclusive student behaviour. Although these are valid ideas, we believe that an even stronger practice would be to implement a zero tolerance policy in regards to the harassment that gender-identity issues often create.

3. Allow assessments and classwork to be open ended. Ensuring that the work done in class does not confine students to gender stereotypes is another way to be inclusive. If schools steer males toward 'hands on,' action-filled activities, and females into presenting and writing posters they are restricting the learning of students. Schools need to ensure that teachers are being flexible in allowing students to demonstrate their understanding of the content in multiple ways. This can be easily done in the classroom as tasks can be differentiated to student needs, having different stations in the classroom where all students are welcomed to participate.

4. Regular professional development for teachers. Parker and Rennie's (2002) strategies extend beyond the classroom and includes continuous professional development for teachers. Staff faculty members having meetings on a regular basis will allow the school to be aware of the progress they are making and any issues that are arising. By having a space where staff can voice concerns, achievements and anecdotes about their classrooms with regards to gender-inclusivity; there can be a critical evaluation of the strategies put in place to ensure that actions are relevant and successful.

These strategies are easy to implement in the classroom and in schools. By making communication accessible, enacting an harassment policy, working with student needs and implementing inclusive-specific professional development days, the school will become a safer place for students who often feel the need to hide their true selves.

Parker, L. H., & Rennie, L. J. (2002). Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms. International journal of science education, 24(9), 881-897.

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Teachers implementation of gender inclusive instructional strategies in single sex and mixed sex science classrooms

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Peer Reviewed: The Importance of Being a "Lady"

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Peer Reviewed: The Importance of Being a "Lady"

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Published in the Journal of Gender and Education in 2009, Alexandra Jane Allan explored common values placed on girls in single-sex schools. Pressured to present themselves as "hyper-feminine and heterosexual girly girls," Allan (1009, p. 155) uncovered that the students felt as though there were two avenues: the proper and the improper. Although labelled as "girl power" the avenue that schools often championed halted expression and free identity, instead it was something that perpetrated "heteronormative femininity" (Allan, 2009, p. 156).

Although we cannot say that the values at single-sex girl schools are geared towards forcing students to conform to gender norms and ideals, it is worth noting that the people at the centre of this, the students, often feel this way. Taking an active stance against pigeonholing, especially young people must be a priority in schools, increasing not only the sense of belonging that students (and people in general) so often need, but also in an attempt to value student wellbeing in the form of expression and acceptance.

Allan, A. J. (2009). The importance of being a ‘lady’: hyper‐femininity and heterosexuality in the private, single‐sex primary school. Gender and Education, 21(2), 145-158.

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The importance of being a lady hyper femininity and heterosexuality in the private single sex primary school

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· Allowing transgender students to wear their preferred attire (shorts/pants, skirts/dresses, etc.).

· Implementation of non-gendered bathroom facilities.

· Implementation of ‘gender inclusive words’ (eg. Instead of walking in and saying, “good morning girls (or boys)” teachers will begin to say, “good morning class”) (Hore, 2017).

Through the implementation of these inclusive practices, transgender students can feel comfortable transitioning within an educational setting.

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- Gender neutral uniforms
- Using gender neutral terms/language in classrooms
- Non-gendered toilets

How do we address this in our schools?
- How do we discuss sex education and gender?
- Does the school require new policies?
- Does the school need to amend their bullying policy?
- What happens if the staff are resistant to transitioning students?
- What happens if students present one way at home, and another way at school?
- What if their transition poses a risk to their health?  What role does mandatory reporting play?
- What support systems are required for transitioning students (physical and mental health)?
- How do we begin a dialogue with students?

What resources do we need to show teachers?
What resources do we need to show students?

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Web article: Oliver one of growing number of transgender children at single-sex schools

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Web article: Oliver one of growing number of transgender children at single-sex schools

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Oliver Robertson was a transgender student at Mentone Girls’ Secondary School. Mentone Girls Secondary College, along with Ivanhoe Girls’ Grammar and Avila College, have shown great support for the growing number of transgender students in their single-sex schools. Some teaching strategies that Mentone Girls’ Secondary College put in place to ease the transition process were:

·Allowing Oliver and other transgender students to wear shorts/pants instead of skirts.

·Implementing a non-gendered toilet.

·Implementation of ‘gender words’ (eg. Instead of walking in and saying, “good morning girls” teachers began to say, “good morning class”) (Hore, 2017).

Through the implementation of these inclusive practices, transgender students can feel comfortable transitioning within an educational setting.

Hore, M. (2017, June 30). Oliver one of growing number of transgender children at single-sex schools. Herald Sun, retrieved from http://www.heraldsun.com.au/news/victoria/oliver-one-of-growing-number-of-transgender-children-at-singlesex-schools/news-story/12afddace60bccd41061de94713adb62.

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Web article: Single-sex schools in transition as transgender students gain acceptance

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Web article: Single-sex schools in transition as transgender students gain acceptance

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Jeremy Beach was a transgender student at Avila College (an all girls catholic school) in Mount Waverley. An important inclusive practice that was implemented at this school was the acceptance of Jeremy’s short hairstyle, and his desire to wear pants/short (instead of a skirt/dress). However, not all were fully supportive of his transition, with one teacher warning him that other students would “look at him funnily” (Cook, 2016). Despite this disapproval, Jeremy found support from another teacher, who sent him a link (via email) to a documentary about Lieutenant Colonel Cate McGregor, who came out as a woman. The video explained their point of view and the experiences/challenges they had to endure as part of the transition process in a single sex school. This shows Jeremy that he is not alone, and that others understand what he is/was going through.

Cook, H. (2016, May 28). Single-sex schools in transition as transgender students gain acceptance. The Age, retrieved from http://www.theage.com.au/victoria/singlesex-schools-in-transition-as-transgender-students-gain-acceptance-20160527-gp5nkw.html.

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Jeremy Beach was the only male student at his Catholic girls' school.

He had short spiky hair, hated wearing the school's checked skirt and in Year 12, the Avila College student came out as a transgender male.

Commission warns GST dividing system broken

"I presented as quite masculine. I didn't fit in. I wasn't going on about boyfriends and about make-up," the 19-year-old said.

"It was inherently a very gendered environment. It made it more difficult."

It's a situation many single-sex schools - whose entire existence has relied on rigid concepts of gender - are grappling with.

For the first time, the region's peak body for girls schools, the Alliance of Girls Schools Australasia, is urging its members to support transgender students.

This includes males who transition to females and want to enrol in girls' schools, and females who transition to males and want to remain in girls' schools.

Earlier this week, the organisation, which predominantly represents private girls' schools, held a conference which focused on gender and transgender issues.

"It's an emerging issue, everyone is still learning what to do and that includes the doctors, the psychologists, the support services," the Alliance's president and Mentone Girls' Grammar principal Fran Reddan said.

"It's critical that we provide a safe environment where all students can express their gender identity."

Micah Scott, the chief executive of LGBTI youth group Minus 18, said single-sex schools faced a unique challenge.

"Their existence is based on the concept that the sex you are assigned at birth will match your gender identity," he said.

He said teachers needed to avoid gendered language like "good morning girls" and should provide more flexible uniform options.

Jeremy agreed, and said he felt very uncomfortable wearing his school uniform.

"A teacher told me that I could wear the trousers but said everyone would look at me funnily," he said. He claimed another teacher picked on him.

But despite these challenges, he also received a lot of support from the Catholic school.

A teacher who suspected Jeremy was struggling with his gender identity emailed him a link to a documentary about Lieutenant-Colonel Cate McGregor, who came out as a woman in 2012.

"She said I think this would be really helpful. That's when I realised I was transgender," he said.

He slowly began to gain more confidence, and in 2014 he confessed to his friends that he identified as male.

While "Jeremy" was emblazoned on the back of his year 12 hoodie, teachers and students still referred to him as a "she".

And he wore a suit to his Year 12 formal.

"I was the first person in my year level to wear a suit. I felt so much more comfortable," he said.

Avila College acting principal Christine Kralj said she was pleased that Jeremy was able to speak about the issues associated with being a young transgender person.

Human Rights Law Centre director of advocacy Anna Brown said there did not seem to be a clear protection for transgender students in single-sex schools under federal discrimination law. But she said it was a grey area and yet to be tested in court.

She welcomed the leadership shown by the Alliance of Girls Schools Australasia and said it was consistent with good practice and international human rights standards.

"These support the affirmation of gender identity and accommodate the needs of a vulnerable cohort of young people."

She said schools should let transgender students wear uniforms and use toilets that reflected their gender identity. They should also ensure that sports divided along gender lines are inclusive, and that students are referred to using the name and pronoun of their choice.

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transgender students in single-sex schools

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'I didn't fit in': Single-sex schools in transition as transgender students gain acceptance

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Jeremy Beach was the only male student at his Catholic girls' school. He had short spiky hair, hated wearing the school's checked skirt and in Year 12, the Avila College student came out as a transgender male. "I presented as quite masculine. I didn't fit in.

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The Equal Opportunity Act is often referenced in relation to anti-bullying/discrimination policies by schools. Its objectives are to encourage the identification and elimination of discrimination, sexual harassment and victimisation and their causes, and to promote and facilitate the progressive realisation of equality.

REFERENCE

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Web article: Single-sex schools and stereotyping 

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Web article: Single-sex schools and stereotyping 

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This article suggests that single-sex schools may inadvertently reinforce gender stereotypes by adapting teaching styles to suit the 'needs' of the sexes. This practice may create an environment that is not conducive to gender diversity in single-sex schools.

Krings, M. (2014). Study: SIngle-gender schools may lead to stereotyping. Retrieved from https://news.ku.edu/2014/09/16/study-shows-single-gender-schools-based-idea-differences-boys-girls-brains-may-lead

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Study: Single-gender schools may lead to stereotyping

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The latest news and information for the University of Kansas.

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Web article: What do transgender students mean for single-sex schools?

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Web article: What do transgender students mean for single-sex schools?

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A student from Cranbrook School (an all-boys school in Sydney) was allowed to complete their VCE studies during their transition from male to female. The school actively supported this process by providing the student with help/assistance via consultation hours with a gender identity counsellor. The spokeswoman for Cranbrook School explained that “schools should have an environment not just of tolerance but of celebrating difference” (Henebery, 2017).

Henebery, B. (2017, February 27). What do transgender students mean for single-sex schools?. The Educator, retrieved from http://www.educatoronline.com.au/news/what-do-transgender-students-mean-for-singlesex-schools-231816.aspx.

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Riley told The Educator that in terms of harnessing a school culture that recognises and respects LGBTI students, many factors must be taken into account.

She pointed out that as well as schools having bullying policies in place that are actively applied, children must also be given choice regarding activities and sports.

"Schools should have an environment not just of tolerance but of celebrating difference," she said.

"Children need to be supported so they can explore where they fit, who they want to play with and what gives them the optimal opportunity to thrive, engage and be successful."

Riley added that a culture must be sustained where provision of training for all students in emotional intelligence is provided "to increase the ability for empathy, kindness and self-responsibility of emotions".

"Schools can also offer education in gender variance and make this training available to all staff, children and parents," she said.

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What do transgender students mean for single-sex schools?

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Riley told The Educator that in terms of harnessing a school culture that recognises and respects LGBTI students, many factors must be taken into account. She pointed out that as well as schools having bullying policies in place that are actively applied, children must also be given choice regarding activities and sports.

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This is a short video outlining the differences between sex and gender identity. This may help you form a better understanding of the purpose, importance and strategies for this topic.

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Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools.

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Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools.

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Kate Drury, William M. Bukowski, Ana M. Velásquez and Luz Stella-Lopez (2013) conducted a study into the pressure to adhere by gender norms and conventions in both single-sex and mixed-sex school contexts. The research was based off of self reports from the female students, asking them to recall when and where their gender identity had been victim to negative attitudes or actions. Although one of the findings was that females often felt more victimised in mixed-sex settings, it is not because of their gender identity, and in fact, students felt "less pressured" to act like a "typical girl" (Drury et al., 2013, p.450). This is further supported by the students at the single-sex girl school who wrote that they did not feel comfortable expressing who they were, as they felt as though there were strict social guidelines they had to follow in order to fulfil their duty in the school.

This research suggests that single-sexed schools are pressuring students to conform to the 'typical.' These expectations that are placed on students can often lead to students becoming withdrawn and feeling unaccepted. By doing this, schools are neglecting the needs of the students, which can produce undesirable and dangerous behaviours ranging from work productivity to severe physical and mental health issues.

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Literature and theories/strategies from peer reviewed - El and Lauren

Impact and importance - Maya

Identify inclusive practice (teaching and learning strategies) - Hayley

Existing policies - Jordie and Ana

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Book: Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools

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Book: Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools

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Pre-1999 a significant proportion of peer-reviewed literature uses the term gender to refer to students sex (i.e. male or female). Davidson (1996) witnessed ostracism caused by gender differences in schools and stated that though individual interactions were challenged "their idealogical underpinnings of gender identity and conflictual gender relations went largely unremarked" (Davidson, 1996 p.6). Though today we understand gender to be a fluid state of being, rather than a fixed entity, gender identity remains a concern for many young people. Adolescents enrolled in single-sex schools may be put at greater risk of gender identity issues as "there is evidence that sex-segregation increases gender stereotyping" (Halpern et al., 2007 p.1).

Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333(6050), 1706-1707.

Davidson, A. L. (1996). Making and molding identity in schools: Student narratives on race, gender, and academic engagement. Suny Press.

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This school is an example of an all-girls school opting for inclusive practice. This school has several transgender students (female to male) who have transitioned during their time there. The school responded by devising a Student Gender Diversity Policy, adding unisex options to the uniform (pants that can be worn by all students, regardless of gender identity), and encouraging staff to use non-gendered language ("ie. hello students" as opposed to "hello girls").