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Mapping

We strive to map Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.

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Native Land is a resource to learn more about Indigenous territories, languages, lands, and ways of life. We welcome you to our site.

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Lenape Center Executive Director Joe Baker and Chief Paula Pechonick at the Manaháhtaan Symposium 2016 - In partnership with NYU A/P/A Institute, the Lenape Center Symposium gathered Lenape leaders, artists, and scholars in dialogue with the NYU community to have new conversations centering the Lenape's past, present, and future with a particular concern on issues of environmental stewardship.

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As conservative lawmakers push anti-LGBTQ+ legislation, new data from The Trevor Project underscores the mental toll on LGBTQ+ youth. We hear from young people around the country about the challenges they face and their hopes, and John Yang speaks with Dr. Jack Turban, assistant professor of child and adolescent psychiatry at the University of California San Francisco, to learn more.

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41% of surveyed LGBTQ+ youth considered suicide in the past year

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As conservative lawmakers push anti-LGBTQ+ legislation, new data from The Trevor Project underscores the mental toll on LGBTQ+ youth. We hear from young people around the country about the challenges they face and their hopes, and John Yang speaks with Dr. Jack Turban, assistant professor of child and adolescent psychiatry at the University of California San Francisco, to learn more.

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It's official: The US Supreme Court says anti-LGBTQ+ discrimination is illegal.
No matter what you may have heard in the past, harassment and discrimination against LGBTQ+ employees-including educators and other school staff-are against the law. Unfortunately, many LGBTQ+ educators still experience them every day. Here's what you need to know.
AS AN LGBTQ+ EDUCATOR, YOU HAVE THE RIGHT:

To be out at work. You have the right to be out and proud, when and how you choose. You also have the right to keep your gender identity and sexual orientation private. Your school cannot punish you for sharing that you're LGBTQ+ -including with students or their families-in an appropriate way.

To be open about your relationships and family. Your employer can't treat you, your partner, or your family differently because you're LGBTQ+, or from mentioning your family or relationships in an appropriate way or keeping family pictures at work.

To live as your true gender. You have the right to dress, use school restrooms and changing rooms, and otherwise live according to your gender identity. If you're nonbinary and there are only men's and women's facilities, you have the right to say which option is most appropriate for you.

Not to be misgendered or harassed. You have the right to be called by the name, pronouns, and titles that match who you are in every aspect of the school day, including gender-neutral pronouns (such as they) and title (such as Mx.). Your school is responsible for stopping harassment, including if coworkers intentionally and repeatedly misgender you.

To express who you are and what you believe. You have the right to express your identity through speech, clothes, and grooming. Schools cannot enforce dress codes that discriminate against LGBTQ+ staff or on the basis of sex stereotypes. Schools can limit how teachers discuss their personal views in the classroom, but cannot discriminate against LGBTQ+ staff or LGBTQ+ affirming views. Schools also cannot punish you for coming out at work, expressing your political views outside the classroom, or advocating for inclusion within your school or district.

To support a student group. You have to help support, sponsor, or supervise a student group regardless of who you are, including a GSA or other LGBTQ+ affirming student group.

To report discrimination and harassment. Take notes of any incident of harassment or discrimination, whether against a student, a coworker, or yourself. Write down dates, people involved, and exactly what happened. Put your school on notice right away that it has to stop harassment or other discrimination.

If you experience or witness any problems at school, first talk to your school administration. If they won't take action to address the problem, it's time to get help.
FILE A FEDERAL, STATE, OR LOCAL CIVIL RIGHTS COMPLAINT
If you have experienced harassment or other discrimination at work-or if you witnessed or heard about discrimination against a coworker-you can also file a complaint with your local school district, your state or local human rights agency, or the US Equal Employment Opportunity Commission (EEOC) today. You can file a complaint for workplace discrimination based on race, color, national origin, age, disability, sex, sexual orientation, gender identity, transgender status, or sex characteristics.

If you witnessed or heard about discrimination against a student, you can file a complaint with your local school district, your state education agency, or the U.S. Education Department today.

Things to know about filing a complaint:

You are entitled to file a claim. Nearly all public schools are covered by state and federal civil rights laws, which entitles you to file a bullying, harassment, or discrimination claim.

Time is of the essence. In many cases, a must be filed within 180 days (six months) of when the bullying, harassment, or discrimination occurred.

Your confidentiality is assured. Every complaint is confidential and won't be shared without permission.

You are protected from retaliation. It is illegal to punish against anyone who has made a civil rights complaint.

Someone else can file a complaint on your behalf. Another staff member, friend, family member, teacher, or school staff member or any other person can file a complaint on your behalf. You can also file a complaint on behalf of a student or colleague.

Make sure to fill out the entire form. You must complete the entire form in order for your complaint to be filed.

To file a charge of employment discrimination with the EEOC or a state or local agency, go to: https://www.eeoc.gov/filing-charge-discrimination

If you are filing a complaint on behalf of a student, you can find information on where and how to file a civil rights complaint on the website of your state human rights commission or education agency, or the website of your local school district. If your state or your local school district do not have inclusive bullying, harassment, or discrimination laws or policies, you may file a complaint with the US Department of Education. Go to http://www.ed.gov/about/offices/list/ocr/complaintintro.html to file your complaint online. Read the instructions and click Continue to Complaint Form at the bottom of the page to get started.
GET HELP
If you have questions on how to take action, please do not hesitate to contact us:

GLSEN National: 202-347-7780, policy@glsen.org, www.glsen.org.

PFLAG National: Diego Miguel Sanchez, APR, Director of Advocacy, Policy & Partnerships, 202-657-6997, dsanchez@pflag.org, www.pflag.org.

For information on obtaining legal assistance contact the ACLU's National LGBT Project: https://action.aclu.org/legal-intake/report-lgbtqhiv-discrimination.

To connect with an attorney to address workplace harassment on the basis of sexual orientation or gender identity, contact the TIME'S UP Legal Defense Fund, operated and administered by the National Women's Law Center Fund: www.nwlc.org/legal-assistance. Funding for attorney fees and court costs is available from the TIME'S UP Legal Defense Fund in select cases.

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It's official: The US Supreme Court says anti-LGBTQ+ discrimination is illegal. No matter what you may have heard in the past, harassment and discrimination against LGBTQ+ employees-including educators and other school staff-are against the law. Unfortunately, many LGBTQ+ educators still experience them every day. Here's what you need to know.

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Whether you identify as lesbian, gay, bisexual, transgender, queer, non-binary, gender nonconforming, or any other sexual orientation or gender identity (LGBTQ), you have the right to be yourself at school, and your school has an obligation to protect you from discrimination, harassment, and bullying.

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Family shares their journey with their transgender child

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Families of Trans Kids Are Seeking Sanctuary

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Transgender Teen Shares Powerful Message

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Transgender student shares perspective on youth sports l GMA

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Requires LGBT awareness curriculum or instruction.

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Hidden Voices: LGBTQ+ Stories in United States History

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Hidden Voices: LGBTQ+ Stories in United States History

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Return to the WeTeachNYC homepage to search for the resource by entering keywords or the resource name into the search bar. Visit the Instructional Leadership Framework page for ILF resources and ILF Webinars. Search the Library for Science Scope and Sequence resources, Social Studies Scope and Sequence resources, and more!

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Curriculum that includes positive representations of LGBT people and history can affirm LGBT students, improve school climate and align with Common Core standards. This brief guide from GLSEN includes best practices, planning tips, connections to standards and a guided reflection.

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LGBT-inclusive curriculum guide for educators | WeTeachNYC

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Curriculum that includes positive representations of LGBT people and history can affirm LGBT students, improve school climate and align with Common Core standards. This brief guide from GLSEN includes best practices, planning tips, connections to ...

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Toward a Gender-Inclusive Classroom | Rachel Bailey Jones | TEDxNazarethCollege

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"I came out as trans when I was 11," says Dayley. "Even since kindergarten, I kind of knew I was a girl."

Ajia* explains her realization over time while living outwardly as a boy: "I don't think this is who I am supposed to be." At 13, her self-understanding included her identity as a transgender girl.

Dayley and Ajia are not unusual. Research shows that gender awareness is generally established by age 5 or 6, meaning that most people will have a sense of their gender by that age. And gender identity is usually stable. This is true for both transgender individuals-those whose gender self-understanding is at odds with the gender assigned to them at birth-and cisgender individuals, for whom identity is congruent with gender assigned at birth. Helping young children understand their own experiences of gender can normalize their journey of identity formation and prevent the anguish of feeling they are somehow "wrong."

"It wasn't until I understood that being trans was an option for me that I came out and started social transition in fifth grade," says Dayley. Being able to transition was a huge relief to her. This experience, too, is not unusual. Medical experts warn that withholding gender-affirming care (such as social transitioning) from minors who need it causes grave harm. Studies also confirm that receiving appropriate gender-affirming care significantly reduces trans youths' mental health risks.

And yet every day, state politicians are restricting appropriate and necessary care for transgender youth. Literally hundreds of anti-trans bills were introduced in the past year at the state level, and dozens have passed. These attacks on trans youth are part of a broader assault on democracy and human rights to ban the teaching of accurate history, censor discussions of racism and force LGBTQ+ people back into the closet. LGBTQ+ people and students of color are in the crosshairs, and for youth of color who are queer, compounded discrimination is particularly intense.

Educators, civil rights advocates and above all young trans people themselves are fighting back. "Queer and trans people around me are so strong and so resilient," says ishani, who identifies as nonbinary. "LGBTQ people of my generation are coming together to fight these anti-trans and anti-queer legislations." They are also defining their identities for themselves and creating safe spaces with and for one another, often in hostile environments.

Educators have an important role in ensuring the safety and well-being of trans and LGBTQ+ young people. Trace Roth, a New York City teacher who also identifies as trans, remembers a teacher who helped them survive. "That's who I want to be for my students," they say. Roth finds hope in "knowing the kids will be that for other people, too."

Defining Themselves

While LGBTQ+ people and allies have descended on state capitals to protest, young trans people are often confronting their own local anti-trans environments. "I'm from a small town [in the Deep South] where everyone knows everyone," says Ajia. "It's pretty hard, honestly; people like me are not accepted." She stopped going to church because it was a hostile space. School is "a mixed bag," with some teachers respecting her pronouns and others bringing their religious judgments into the classroom. Home can also be a challenging place. "One day it's cool, and the next day it's rocky," Ajia says.

Difficult situations are even harder for Ajia because of a lack of resources and role models in rural areas, especially those with high rates of poverty. So Ajia set out to change that. She started a community-based GSA (Gender and Sexuality Alliance) that created a safe space and "a place to be our authentic selves." About a dozen young people are part of the group, which has taken field trips to cities to participate in a Pride march and attend a drag show. It's life-giving "to see there's more people out there that are like us," Ajia says.

Ollie lives in southern Florida and has access to the kind of resources Ajia's small town lacks. They have been active in the regional GLSEN chapter, helping organize the annual youth conference, as well as with the Naples Pride Center, which holds regular youth events. Dayley, too, lives in a place with more support. "I'm in New Jersey, and I definitely think I'm in a lucky position," she says. "I want to use that privilege to do something good."

Dayley, like Ollie, is involved in local LGBTQ+ activism. They both also serve, along with ishani, on the National Student Council of GLSEN, an intergenerational LGBTQ+ organization working to make schools safer for queer and trans students. Ajia, Ollie, Dayley and ishani all understand that they have agency in the world and are using that agency to create better lives for themselves and for other youth.

This generation of LGBTQ+ young people also have a strong sense of agency to define who they are for themselves. Even if external circumstances make it difficult, they know they are the authorities on their lives. One wonderful result is that many young queer people don't let themselves be forced into fixed identity boxes, and they understand that trans and queer are terms that encompass many lived self-understandings. "I identify as nonbinary, transgender, genderqueer, transmasculine," says Ollie. Dayley and Ajia both identify as transgender girls.

As ishani, who lives in Orange County, California, explains, "The way I understand myself, I don't identify with a specific type of gender. I like to see my gender as very fluid." For young people of ishani's generation, the concept of intersectionality comes naturally. "As an Indian person, I've been going on this journey within myself to find out how my culture intersects with my gender identity, how it intersects with my queerness," ishani says.

How Can Educators Support Trans Students?

Young people experiencing forms of marginalization and discrimination need support. "They need spaces to be themselves," says Roth, the New York City teacher, "and adults they can trust, not only to talk to but to be role models and show them that it's possible to exist and give them resources."

"When you see something happening, say something. Don't be a bystander. Don't sit patiently and watch the news and say, 'Oh, I hope things get better.' Actually be part of it."
-Dayley

Like Roth, Natalie Popadich is a teacher who is also trans, and she, too, has been paying it forward in providing safe space for young people. Both teachers emphasize the need for inclusive curriculum. "There's so much research about making sure students can see themselves in curriculum," Roth explains.

"We need to know that we have a history as queer people," Popadich says, recommending that teachers start with "big names" in their subject areas-like Walt Whitman, James Baldwin, Bessie Smith, Frida Kahlo or Alan Turing. More broadly, Popadich says that it's part of her district and school diversity, equity and inclusion efforts to make sure that "there's representation of queer people, Black people, Brown people, people with disabilities, things like that."

When ishani's face lights up as they recount learning about hijra people in India-a broad category in South Asia that includes transgender and intersex people-the importance of such inclusive efforts is clear. "It's affirming to find different ways my culture has historically or culturally had queerness be a part of it for a long time," they say.

All four of these young people stressed the importance of educators doing "the small things," as ishani puts it. These include asking students for their pronouns and displaying safe space stickers or Pride flags. Popadich starts the school year by asking what names and pronouns students use in school and at home. "We don't want to out anyone," she says, because "it may not be safe" to be out at home. She also recommends leaving notes for substitute teachers so students whose names and pronouns may differ from the school roster don't have to correct the substitute. To this list of "subtle but external support," Dayley adds having topical classroom discussions and "bringing up current events."

"Make explicit you as a teacher don't tolerate discrimination from day one," Ollie says, and recommends letting students know if they ever have an issue "that you are a safe space."

Ajia puts it even more simply: It's about "supporting a child and respecting them for who they are." She also reminds educators that "you never know what someone is going through at home," so teachers should help students "feel as comfortable as possible, let them know they're loved, be understanding, don't be judgmental."

"Especially now in our current climate, it's really hard for people to just listen," says ishani, but sometimes that is exactly what young people need. "There's times when all you need to do is just take a step back and listen to what we're saying, because at the end of the day, queer and trans youth know what we're talking about because we're living through it."

Legal Rights and State Repression

Educators can support LGBTQ+ students by understanding that public school students have certain constitutional rights that school officials cannot violate and state laws cannot override.

"This is the really difficult moment that we're in, so we're really calling for our school district leaders and school districts to just be bold in how they plan to ensure that every child who steps into a classroom is going to feel safe and affirmed-because that's what's needed to be able to learn."
-Ian Siljestrom

"The Supreme Court says students don't shed their rights when they enter the schoolhouse gate, and that goes to all the constitutional protections, including rights to speech and expression," says Paul Castillo, senior counsel and students' rights strategist at Lambda Lega l. Those rights include gender expression-so, for instance, while schools can have dress codes, they can't design them in ways that target students' identities.

Title IX of the federal Education Amendments of 1972 prohibits discrimination based on sex, and sex discrimination includes discrimination on the basis of gender identity and sexual orientation. This gives LGBTQ+ students "the right, and this is particularly important now, to be free from discrimination and harassment at schools," says Castillo.

The reality on the ground too often doesn't match these rights on paper. In a survey by GLSEN, 59% of students reported that their schools have discriminatory policies or practices. And hostile state legislatures across the country are busy passing laws denying transgender students access to appropriate restrooms, among other things-and civil rights organizations are busy challenging them in court. This discrepancy underscores the truth that laws are only ever as effective as their enforcement; educators can be important advocates for the enforcement of these basic rights.

At the state level, it's important for educators to get as much clarity as possible about what is and isn't in the various laws and policies restricting students' rights and limiting what teachers can teach. These laws are "intentionally vague, so that way nobody can discern what conduct is prohibited," says Castillo. The result is that educators self-censor, curtailing curricula, modifying anti-harassment policies and even shifting their responses to bullying. The First Amendment and Title IX rights of students aren't altered by laws like Florida's "Don't Say Gay" act, but the chilling effect they have on teachers and others negatively affects LGBTQ+ youths' learning environment, safety and mental health. Therefore, it is crucial that educators be informed about these laws and know, as much as is actually possible, what their own rights are. Armed with that information, they can better protect both their students and themselves.

"This is the really difficult moment that we're in," says Ian Siljestrom, director of Equality Florida's Safe & Healthy Schools Project, "so we're really calling for our school district leaders and school districts to just be bold in how they plan to ensure that every child who steps into a classroom is going to feel safe and affirmed-because that's what's needed to be able to learn."

Changing the World

Teachers who in the past were passively supportive of queer and trans students "have been coming to our GSA and basically saying, 'What can I do to help?'" says Ollie. "There have been multiple teachers who have told us they will do anything for us even if it means risking and losing their jobs." That people "who don't have skin in the game" have decided "that this is the time to stand up ... that's what gives me hope," Ollie explains.

Dayley's message to educators is that LGBTQ+ young people need allies. "When you see something happening, say something," she urges. "Don't be a bystander. Don't sit patiently and watch the news and say, 'Oh, I hope things get better.' Actually be part of it."

These young people are definitely being "part of it." They are exploring and defining their own identities, building support networks where none existed, actively organizing for change, and using what privilege they have to fight for others as well as themselves.

"Everyone is equal, and I feel like we deserve better than we're getting," says Ajia. But even in her own very difficult environment, she asserts, "the world is capable of being changed."

These kids are joining a long lineage of queer and trans people who have fought for a better world. As Roth reminds us all: "There's always a history not only of struggle but of perseverance, joy and revolution."

And as Ajia encourages us: "No matter what the world throws at you, don't let anyone tell you you can't be that girl."
*For safety reasons, Ajia's name has been changed.

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Four transgender high school activists courageously share their stories and explain how educators and allies can help them amid the hostile attacks on their human rights.

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The New York City Department of Education supports lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) students, families, and staff across the five boroughs through a variety of policies and programs.

Contact

If you have questions or need support regarding LGBTQ identity, contact LGBTQ@schools.nyc.gov

Announcement

NYC Department of Education Gender and Sexuality Alliance (GSA) Summit

We are excited to announce the fifth NYC Department of Education Gender and Sexuality Alliance (GSA) Summit will take place on Monday, January 31, 2021!

The GSA Summit is an opportunity for students and faculty advisors of GSA clubs to celebrate, find community, and learn from one another. Community organizations will have space to present and interact with students and educators as well. This exciting day of workshops and programs will take place online so that everyone can come! The summit is open to middle and high school students in New York City. GSA advisors and other teachers and educators can join the faculty track.

Details for registering for the GSA Summit will be announced before Winter Recess, so keep an eye out for more information via email, your GSA advisor, or check the summit website at gsasummit.nyc! For more information, contact Manager of LGBT Programs, Kalima McKenzie-Simms at lgbtq@schools.nyc.gov.

Yankees-Stonewall Scholarship

Student may apply for the annual Yankees-Stonewall Scholarship Initiative, a partnership between the the NYC Department of Education, the Stonewall Inn, and the New York Yankees. This one-time scholarship of $10,000 is awarded to a student from each borough.

Scholarship Eligibility Criteria

are you:

A current senior in high school?

Intending on attending a two-year or four-year college?

Someone who has contributed significantly to the LGBT community?

A student with at least a 2.5 GPA?

Student Application

The application period is generally open from December to March. Please visit this web page for more information for the application for the 2021-22 school year.

Policy

It is the policy of the New York City Department of Education to maintain a safe and supportive school environment for all students free from harassment, intimidation, and/or bullying and free from discrimination on account of actual or perceived race, color, creed, ethnicity, national origin, citizenship/immigration status, religion, gender, gender identity, gender expression, sexual orientation, disability, or weight.

As part of this commitment, students, families, and staff should review the Guidelines on Gender which include the Guidelines to Support Transgender and Gender Expansive Students and the Guidelines on Gender Inclusion.

Title IX of the Education Amendments of 1972 prohibits discrimination on the basis of sex in federally funded education programs and activities. The DOE is committed to complying with Title IX and ensuring that DOE schools and workplaces are free of sex discrimination.

Questions regarding Title IX compliance should be referred to:

Sobia Mahmood, Esq.,
Title IX Coordinator
65 Court Street, Room 1102
Brooklyn, NY 11201
718-935-4987
Title_IX_Inquiries@schools.nyc.gov

The DOE has more policies than the ones listed above. For more information on all NYC policies, go to the top navigation and click on School Life, then look under the heading Policies for All.

OUT for Safe Schools®

The OUT for Safe Schools® campaign is a national initiative that supports school-based staff to visibly identify as trusted adults to LGBTQ students. School staff receive training in building affirming environments for LGBTQ students before receiving badges for the school community.

College and Careers

All students in the New York City Department of Education should graduate ready for college and careers. LGBTQ students have other considerations such as finding an affirming environment and sometimes paying the tuition without parental support. The following resources are meant to support LGBTQ students and their families in finding and financing college.

Finding a College

Paying for College

National

Local Resources

Gender and Sexuality Alliances (GSAs)

A GSA is a club, typically in a high school or middle school, which provides a place for students to meet, support each other, talk about issues related to sexual orientation and gender identity and expression, and work to end harassment or discrimination for LGBTQ students. The clubs are also a great place for all kids to get support, including allies and children of LGBTQ parents.

The first step is for an interested student to approach a trusted adult in their building, perhaps a guidance counselor, the Respect for All liaison, a supportive teacher, or maybe even the principal. Let them know that you'd like to start a GSA and ask them what the process would be. If they need help or support, they can email us at lgbtq@schools.nyc.gov.

Inclusive Curriculum

Curriculum is both a window and a mirror, allowing students who are not LGBTQ to see the experiences of others and providing a reflection for LGBTQ students. These efforts include incorporating LGBTQ history, reading books by LGBTQ authors, and ensuring sexual health curriculum is inclusive of all identities.

The NYC Department of Education has invested resources in the creation of LGBTQ affirming curriculum. These include:

Organizations

Community-based LGBTQ Organizations

The DOE maintains a list of groups that offer resources for LGBTQ individuals.

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The New York City Department of Education supports lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) students, families, and staff across the five boroughs through a variety of policies and programs. If you have questions or need support regarding LGBTQ identity, contact LGBTQ@schools.nyc.gov Announcement NYC Department of Education Gender and Sexuality Alliance (GSA) Summit We are excited to announce the fifth NYC Department of Education Gender and Sexuality Alliance (GSA) Summit will take place on Monday, January 31, 2021!

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Why an LGBTQ-Inclusive Curriculum?

Adolescence is a critical period in a young person's cognitive, emotional, and identity development. Research shows that a young person's experiences in school can have a particularly important influence on their academic and social-emotional growth, physical health, and mental well-being. Providing students with a quality education includes facilitating a positive school climate and implementing social and emotional supports that foster healthy developmental outcomes. For LGBTQ youth, these supports can be particularly important to make certain that they achieve their full potential. Lack of such support can adversely affect their academic motivation and can lead to sadness, feelings of disconnectedness, and even suicidal ideation. When LGBTQ students perceived their schools to be as safe as did straight cisgender students, the disparities in outcomes were reduced, though not eliminated. Although these relationships are correlational and not necessarily causal, they do suggest that improved feelings of safety at school would improve outcomes for LGBTQ students. Several studies report that an LGBTQ-inclusive curriculum promotes a positive school environment and student well-being. For example, students in California who learned about LGBTQ issues at school reported less teasing and bullying of LGBTQ students.

One way schools can help address stigma and discrimination and reduce risky sexual behavior among LGBTQ youth is to ensure that they have the same access to relevant sexual health education as their straight, cisgender peers-for example, by including LGBTQ-relevant information as a part of education about HIV, sexually transmitted diseases, and pregnancy prevention. Research has also shown that forming Gay-Straight Alliances and instituting anti-discrimination and anti-bullying policies can create a more positive school environment. But those initiatives, however helpful, cannot erase the risks faced by LGBTQ students. LGBTQ-inclusive academics, accessible to all youth, can compensate for some of the void left by other interventions.

According to studies, students perceived the school environment as being safer when provided with LGBTQ-inclusive information in both academic subjects and health education. They also reported less victimization based on their sexual orientation in schools that teach an LGBTQ-inclusive academic curriculum. The Trevor Project, a national organization focused on LGBTQ suicide prevention, found that a positive school environment made a larger impact on students' lives than similarly positive environments at home, work, or elsewhere in the community. By contrast, the Gay, Lesbian & Straight Education Network (GLSEN) found that, where state laws restricted the content educators shared in their classrooms, they were discouraged from providing other support for LGBTQ students. Students from these states reported that their schools had less supportive anti-bullying policies and provided less access to Gay-Straight Alliances and relevant health sources.

Adopted Laws

California passed legislation requiring that the curriculum include information about the contributions and roles of LGBTQ Americans ". . . to the economic, political, and social development of California and the United States of America, with particular emphasis on portraying the role of these groups in contemporary society." Known as the FAIR (Fair Accurate Inclusive and Respectful) Education Act, it was the first such legislation adopted in the United States, in 2011.

According to Equality California and the Gay-Straight Alliance Network, the purpose of the FAIR Education Act was to end the exclusion of LGBTQ history in education and to promote school safety. In addition to adding instruction in the social sciences, the bill prohibited teachers from "instructing, or a school district from sponsoring, any activity that promotes discriminatory bias on the basis of race or ethnicity, gender, religion, disability, nationality, or sexual orientation." A California Safe Schools Coalition study showed that inclusion of LGBTQ people in instructional materials is linked to greater student safety at school for both LGBTQ and non-LGBTQ students and lower rates of bullying. Where the contributions of the LGBTQ community were included in educational instruction, bullying declined by over half, and LGBTQ students were more likely to feel they have an opportunity to make positive contributions at school.

In 2019, Colorado, New Jersey, and Oregon all passed similar laws, and Illinois followed. Nevada is the most recent state to pass a law mandating LGBTQ-inclusive curriculum and uniquely requires that age-appropriate, inclusive history be taught beginning in kindergarten.

However, as of May 2020, Alabama, Arizona, Florida, Illinois, Louisiana, North Carolina, Oklahoma, and Texas required that when sexual education refers to LGBTQ individuals and relationships, it is negative. Five states and the District of Columbia mandate that education about LGBTQ sexual health and relationships remain neutral. Six states have LGBTQ-inclusive health education curricula that foster positive relationships: California, Colorado, Oregon, New Jersey, Rhode Island, and Washington. Laws that require LGBTQ-inclusive sex education curricula vary significantly. In Rhode Island, the curriculum must stress abstinence but also include instruction on sexual orientation and gender identity. Colorado's Comprehensive Human Sexuality Education law prohibits the exclusion of LGBTQ-inclusive content and also prohibits an abstinence-only course of study. Rhode Island's approach is "opt-out," meaning that parents may view the curriculum in advance and remove their child by written request to the principal. New Jersey, a state with legislation requiring LGBTQ-inclusive sexual education and other critical topics like consent, sexting, and sexual abuse and prevention, is likewise an "opt-out" state.

States That Prohibit Positive Discussion of LGBTQ Identity

As of October 2018, Alabama, Arizona, Oklahoma, South Carolina, and Texas followed statewide policy requiring schools to teach information related to homosexuality in a negative light, including harmful stereotypes regarding HIV/AIDS risk and arguments that being gay is unnatural and immoral. This puts LGBTQ youth at greater risk of mental health disparities and victimization by peers, and legislation is needed to provide them respite from the hostile school environment. These laws are especially harmful, for they stigmatize LGBTQ youth by providing false, misleading, or incomplete information to the entire student population.

Over the last 15 years, some states re-evaluated their laws prohibiting positive portrayals of homosexuality, and some laws have been amended, repealed, or overturned by the courts. However, other states are considering introducing them for the first time. In 2006, the North Carolina state legislature amended the state's legislation to remove the prohibition against discussing homosexuality in health education classes. In October 2016, Equality Utah sued the State Board of Education challenging the state law banning positive speech in schools about LGBTQ people. In response, language preventing positive portrayals of LGBTQ people was stricken from the legislation the next year. In April 2019, the Arizona state legislature repealed the state's law prohibiting AIDS and HIV-related instruction that portrayed homosexuality in a positive light.

One year later, South Carolina's law was overturned when the U.S. District Court ruled in GSA v. Spearman that the state's law "cannot satisfy any level of judicial review under the Equal Protection Clause."

Opponents of LGBTQ-inclusive curriculum label such instruction "controversial" and request that students be able to opt out, arguing that it denies their freedom to raise their children as they see fit. Tennessee currently has a bill in committee, HB 800, that deems textbooks and instructional materials "that promote, normalize, support, or address controversial social issues, such as lesbian, gay, bi-sexual, and transgender (LGBT) lifestyles" inappropriate and offensive to Christian values. The Iowa state legislature recently considered but did not adopt a bill that would have allowed parents to opt-out their elementary school students from gender identity instruction.

ABA Resolution 21A515

In 2021, the American Bar Association adopted Resolution 21A515 urging state, local, territorial and tribal legislatures, education officials, and school boards to include information about the historical and social contributions of LGBTQ individuals in curricula of publicly funded elementary and secondary schools, as well as age-appropriate LGBTQ-inclusive sexual health education in the curricula of publicly funded elementary and secondary schools to promote public health best practices and improve youth mental health outcomes. This resolution was passed by an overwhelming majority.

Conclusion

The law has a central role in promoting public health. Ninety percent of American youth attend public schools. A growing body of scientific, psychological, and social-scientific evidence shows that an LGBTQ-inclusive education benefits the health and well-being of all students, not only LGBTQ-identifying youth who represent at least 10 percent of the public school population in the United States (that is, 5 million students). Allowing students to opt out of LGBTQ inclusive education undermines the goal of fostering acceptance, reducing bullying and violence, and improving LGBTQ youth mental health. Laws that prohibit any positive portrayal of LGBTQ individuals foster a hostile culture beset by bullying and physical violence toward LGBTQ students, leading to poor health outcomes for a population already at risk.

Call To Action

GLSEN, the Human Rights Campaign, and SIECUS, among other organizations, are calling on parents, youth, educators, and policymakers to act by:

1. Advocating for LGBTQ-inclusive sex education.

2. Implementing LGBTQ-inclusive sex education in schools, community settings, and online.

3. Talking to their own youth about sex and sexuality.

4. Working to remove state-level barriers to LGBTQ-inclusive sex education in schools and require inclusive programs.

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LGBTQ-Inclusive Curriculum as a Path to Better Public Health

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Adolescence is a critical period in a young person's cognitive, emotional, and identity development. Research shows that a young person's experiences in school can have a particularly important influence on their academic and social-emotional growth, physical health, and mental well-being.

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Abstract

Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students' well-being.

Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students' school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policy-makers, school personnel, parents, and students.

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Students deserve safe schools. Research-based strategies promote safety for LGBTQ and all students: 1) Explicit anti-bullying policies; 2) Teacher professional development; 3) Gender-Sexuality Alliances; 4) Inclusive curricula & spaces.

Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students often experience negative school environments, where they are subject to victimization based on sexual orientation, gender identity, and gender expression. As a result, LGBTQ students are more likely to report negative physical and mental health outcomes than their peers. Over the last decade, four strategies have emerged in the research literature to prevent or at least minimize these risks: specifically inclusive anti-bullying policies, professional development on LGBTQ issues, LGBTQ-related resources, and student-led clubs like Gender and Sexuality Alliances (GSAs) ( National Academies of Sciences, Engineering, and Medicine [NASEM], 2019, 2020). This paper summarizes research evidence on each of these safe-school strategies and provides recommendations for multiple audiences, including policy-makers, professional associations in the field of education, schools of education, school personnel, parents, and students.

Before reviewing the evidence, note that studies have used several ways to define sexual orientation and gender identity. We refer to "LGBTQ students," but when referencing original research we use the language from specific studies. For example, we refer to "LGB" when a study specifically included LGB but not transgender, questioning, or queer youth. Further, most research to date has focused on only sexual orientation (or the experiences of LGB youth) or combines LGB with transgender youth. Thus, most studies have not provided specific attention to transgender and gender diverse youth, although there has been growing research attention to transgender and gender diverse youth ( Day et al., 2018; Ioverno & Russell, 2021; Olsen & Gülgöz, 2018; Olsen et al., 2016). Finally, we refer to "school personnel" in order to include teachers as well as other school personnel, including school administrators, classroom aides, cafeteria workers, or bus drivers.

Strategy #1: Inclusive, Enumerated Policies

Enumerated policies are policies that explicitly list characteristics or traits of students that may be the subject of bullying and harassment at school. Inclusive, enumerated policies are a critical tool for creating safe and supportive schools for LGBTQ and all youth ( Black et al., 2012; Kull et al., 2016).

In March 2021, President Biden made history by signing the Executive Order on Guaranteeing an Educational Environment Free from Discrimination on the Basis of Sex, Including Sexual Orientation or Gender Identity ( Exec. Order 14021, 2021). The Executive Order marks the first time that federal policy has provided legal protection against discrimination for LGBTQ students in K-12 education across the United States. However, as a presidential action, the policy lacks permanency and can be swiftly overturned by the next federal administration. Additionally, as a federal policy, federal agencies are responsible for the policy's implementation and legal action could be pursued under this order only through the federal court system. Given the lack of action from the U.S. Congress, many states have enacted legislation over the past two decades to protect students from bullying and harassment based on sexual orientation, gender identity, and gender expression through inclusive, enumerated policies.

Enumerated policies can be protective for students in a number of ways: they provide school educators and administrators with implementation guidance for anti-bullying policies and practices, signal to school communities that LGBTQ-based discrimination will not be tolerated, and provide students with a clear understanding of their rights to safety at school. Studies show that when enumerated policies are present, teachers show more support for their LGBT students ( Swanson & Gettinger, 2016) and intervene more frequently when hearing anti-LGBTQ remarks ( Kosciw et al., 2020). Further, students protected by enumerated policies are less likely to report homophobic or transphobic attitudes, remarks, and behaviors toward LGBT peers ( Horn & Szalacha, 2009; Kosciw et al., 2020). This is especially true for transgender youth; Greytak et al. (2013) found that several safe school policies and practices were associated with less victimization for all LGBTQ students, but the positive impact of inclusive policies and GSAs were even stronger for transgender youth than LGB youth.

Multiple studies at state ( Meyer et al., 2019), national ( Kosciw et al., 2020; Kull et al., 2016), and international ( Berger et al., 2017) levels find that enumerated policies are associated with improved education environments for LGBTQ and all students. Specifically, in the presence of enumerated policies, LGBT students feel safer at school, hear less homophobic language, experience less identity-based victimization ( Kull et al., 2016), report less absenteeism at school ( Greytak, 2013), and are less at risk for suicide and substance use ( Frost et al., 2019; Hatzenbuehler & Keyes, 2013; Konishi et al., 2013).

In some cases, students, parents, and school personnel are unaware of safe schools policies and lack knowledge of explicit protections for students who are (or who are perceived to be) LGBTQ ( Schneider & Dimito, 2008). When policy implementation lacks appropriate communication, LGBT students may feel less assured of support by their school communities ( Swanson & Gettinger, 2016). To counter this, a key strategy for promoting school safety is to disseminate information about school policies so students and educators understand public policies affecting their daily environments ( Hall & Chapman, 2018).

Strategy #2: School Personnel Support and Training

Support from school personnel - including school administrators, educators, and staff - is critical to promoting the safety and well-being of vulnerable and marginalized students, including LGBTQ students ( Kosciw et al., 2020). Most school personnel desire to support students but may not understand the needs of LGBTQ students. For this reason, training for all school personnel to increase knowledge about supporting LGBTQ students is essential ( Greytak & Kosciw, 2010; Payne & Smith, 2011).

Studies show that when LGBTQ youth view school personnel as supportive, they feel safer at school, report less absenteeism, experience less victimization based on their sexual orientation and gender identity, feel like they belong in their school community, and maintain higher grade point averages ( Greytak et al., 2013; Kosciw et al., 2020; Seelman et al., 2012).

A critical benchmark for supporting LGBTQ students is intervening when bullying and harassment occurs. National studies over the past five years have exposed the need for further support and training for school personnel on issues of LGBTQ identities. In a recent study, LGBTQ students reported that teachers intervene less often for homophobic remarks compared to racist or sexist remarks ( Kosciw et al., 2018; see also Kosciw et al., 2016). The lack of effective intervention by school personnel may stem from barriers including fear of backlash, a lack of education about how to support LGBTQ students, and little to no institutional support ( Meyer, 2008). A national study ( Greytak et al., 2016) from 2016 found that just 26% of teachers said they could support the needs of their LGBT students (e.g. discussing LGBT issues and advocating for inclusive, enumerated policies) without any barriers. The remaining 74% of teachers said they did not participate in supportive actions because of professional pressure from the school community (e.g., lack of administrative support or backlash from parents or community members), personal beliefs (e.g., that addressing LGBT issues is not necessary or appropriate), or practical concerns (e.g., lack of time and limited knowledge about LGBT issues).

Some LGBTQ students report even school personnel using homophobic and transphobic language. In a recent national survey of LGBTQ students, a majority (52.4%) reported hearing homophobic remarks from school personnel, while a strong majority (66.7%) have reported hearing negative remarks about gender identity and expression from school personnel ( Kosciw et al., 2020). When educators and school administrators fail to intervene in homophobic remarks or make these kinds of remarks themselves, students become normalized to harmful, anti-LGBTQ language and learn that prejudice is acceptable at school.

Training demonstrably benefits school personnel. Pre-service and in- service professional development for school personnel on subjects of LGBTQ identities can build empathy, awareness, and self-efficacy, developing actionable supportive behaviors for LGBTQ students ( Greytak & Kosciw, 2010; Payne & Smith, 2011). For example, professional development that incorporates exposure to LGBT people raises awareness of homophobic bullying and builds teachers' skills to intervene in homophobic behaviors ( Greytak & Kosciw, 2014). LGBTQ-specific training must be distinct. In a national sample of secondary school teachers ( Greytak et al., 2016), training on LGBT issues relates to more intervention in response to homophobic remarks, but professional development on bullying and harassment in general was not. Teacher training on LGBT issues positively associates with activities to support LGBT students ( Swanson & Gettinger, 2016). Students report less bullying in schools with multiple LGBT-supportive practices in place, including providing LGBT-related professional development and having an LGBT point-person available ( Gower et al., 2017).

Strategy #3: Student-Led Clubs (GSAs)

Student-led, LGBTQ-focused, school-based clubs (often called gay-straight alliances, or gender-sexuality alliances, i.e., GSAs), are organizations composed of students and advisors that operate like other student extracurricular clubs. Through GSAs, LGBTQ students and non- LGBTQ student allies work together to promote social inclusion and foster a positive school climate for LGBTQ and all students on their school campus. In 2018, national data from the CDC's School Health Profiles reported that 40% of students across the U.S. attend schools with a GSA or similar club ( Centers for Disease Control and Prevention [CDC], 2019). GSAs may be involved in a range of activities, including providing a platform for education and safety, leadership development, school-wide advocacy training, interpersonal support, and recreational activities ( Poteat et al., 2019).

Consistently, participation in GSAs is associated with a range of positive outcomes for students: higher grade point averages ( Walls et al., 2010), more school belonging ( Toomey & Russell, 2011), feeling safe at school ( Ioverno et al., 2016), and better mental health ( Poteat et al., 2019). In addition, greater involvement in GSAs is linked to more youth empowerment around social justice issues, increased validation from fellow students, and more hope for the future ( Poteat et al., 2019).

Regardless of GSA membership, simply having an active GSA at school is linked to a number of benefits for LGBT students ( Kosciw et al., 2020; Poteat et al., 2019; Walls et al., 2010) and heterosexual students ( Poteat et al., 2013; Saewyc et al., 2014). In a national survey of LGBT high school students, those in schools with GSAs reported less bullying based on sexual orientation or gender identity, less homophobic language, and a greater sense of belonging in their school environment ( Kosciw et al., 2020). In the first longitudinal study of LGB youth, having a GSA was associated with decreasing homophobic bullying and increasing feelings of safety one year later ( Ioverno et al., 2016). Relatedly, the presence of a GSA in high school can positively predict supportive attitudes towards LGBTQ individuals among college students ( Worthen, 2014). Finally, a meta-analysis showed that, across studies, LGBT students with GSAs in their schools are 36% more likely to feel safe and 30% less likely to report homophobic victimization compared to LGBT students in schools without GSAs ( Marx & Kettrey, 2016).

In addition to improved school experiences, a growing body of research has connected having a GSA at school with better mental health and health behavior for LGBT students, including lower levels of smoking, drinking and drug use, sex with casual partners ( Heck et al., 2014; Poteat et al., 2013), psychological distress and depressive symptoms ( Poteat et al., 2019, Toomey et al., 2011), suicidal ideation and behavior ( Poteat & Russell, 2013; Saewyc et al., 2014; Walls et al., 2013), and greater self-esteem ( McCormick et al., 2015).

Strategy #4: Access to LGBTQ-Related Resources and Curricula

An effective strategy for creating safe and supportive schools gives all students access to LGBTQ-related resources and LGBTQ-inclusive curricula ( Snapp et al., 2015). LGBTQ-related resources refer to information and support services provided in libraries, schools' websites, or posters on walls in classrooms and hallways. Schools can support the visibility of these resources through in-school assemblies or school-wide announcements or the introduction of LGBTQ-inclusive textbooks and lectures ( Burdge et al., 2013; Katz et al., 2016). LGBTQ-inclusive curricula integrate topics related to sexual orientation and gender identity within a standard school curriculum (e.g., health education, history, literature, science, or mathematics).

Most LGBTQ students in U.S. schools report that their curricula do not access LGBTQ people, history, or events ( Kosciw et al., 2020). Moreover, educators often do not know how or where to access LGBTQ-related materials ( Westheimer & Szalacha, 2015) or are worried that parents and/or community members may not support inclusive curricula ( Page, 2017). As of 2020, only four U.S. states - California, Colorado, New Jersey, and Illinois - mandate the teaching of LGBTQ history curricula.

Nevertheless, a recent national survey of LGBTQ students ( Kosciw et al., 2020) found that when students know how and where to access appropriate and accurate information regarding LGBTQ people at school, they feel that their schools are safer for themselves and other LGBTQ students. Further, students who say that they have learned about LGBT issues at school report less bullying ( Greytak et al., 2013; Snapp et al., 2016), more safety ( Toomey et al., 2012), less absenteeism ( Greytak et al., 2013; Kosciw et al., 2020), and less homophobic language and negative remarks based on gender expression in their schools ( Kosciw et al., 2020). Inclusive curricula are particularly relevant to adolescent sexual health education, but sexuality education (if offered as school curricula at all) has often been either silent about or irrelevant to LGBTQ people and issues ( Pampati et al., 2020). Yet in one state-wide study, teacher sensitivity to LGB issues in HIV education was associated with lower sexual risk-taking in LGB youth ( Blake et al., 2001).

The identification of "safe spaces" or "safe zones" for LGBT students has emerged in a few studies as a central strategy for promoting positive school climates ( Katz et al., 2016). Safe-Zone initiatives aim to promote inclusivity and support by providing voluntary training for school personnel on LGBT issues and providing participants with "safe zone" stickers that they can use to identify spaces (e.g., a classroom or office) where students may feel free to openly discuss topics related to sexual orientation and gender identity ( Ratts et al., 2013). The available research on "safe spaces" has shown that such initiatives contribute to greater inclusiveness, safety, and connection at school for LGBT students ( Evans, 2002; Katz et al., 2016; Kosciw et al., 2020).

Conclusions and Recommendations

In the last decade, strong evidence supports four strategies to create safe and supportive schools for LGBTQ and all students ( NASEM, 2019, 2020). Everyone-students, parents, school personnel, and policy-makers-can suggest, support, and help implement the strategies described here. Table 1 provides specific, actionable recommendations for each strategy, for these key stakeholders. All our students deserve safe schools.

Table 1:

Policy-makers

School Personnel

Students & Parents

Inclusive, Enumerated Policies

Enact inclusive and enumerated educational laws and policies.

Establish and publicize local policies in school districts, schools, and classrooms.

Learn about policies in their school and school district.

Raise awareness of the need for inclusive and enumerated policies.

Advocate for local and state policy change.

Learn about policies in their school and school district.

Raise awareness of the need for inclusive and enumerated policies.

Advocate for local and state policy change.

School Personnel Support & Training

Enact policies and provide funding to support school personnel training on addressing discriminatory bullying and implementing safe schools' strategies

Intervene in discriminatory bullying.

Seek resources support LGBTQ students.

Participate in trainings to better understand their LGBTQ students.

Parents should support efforts by schools and school districts to provide LGBTQ- focused professional development and training to school personnel.

Students can advocate for, and participate in, LGBTQ-focused professional development for their teachers and other school personnel.

Student- Led Clubs (GSAs)

Identify and eliminate barriers to the formation and operation of GSAs and treat them like any other student organization or club.

Seek training on how to support GSAs.

Support GSAs and other student organizations.

Parents and students can advocate for GSAs in their schools

Students can start, and participate in GSAs in their schools.

Access to LGBTQ-Related Resources & Curricula

Ensure LGBTQ people and history in curricula through state laws, educational guidelines, and school district policies, as well as professional development for school personnel for inclusive curriculum.

Be a resource for LGBTQ youth.

Ensure that libraries have resources for LGBTQ youth.

Request and attend safe zone trainings.

Promote visibility and inclusion through visual materials (posters) and in public settings (school assemblies).

Appeal to school administrators for LGBTQ-inclusive classroom curricula.

​

Many lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) students experience discrimination or bullying at school; such experiences undermine youth health and achievement.

In the last decade, research has identified strategies to promote school safety and wellbeing for LGBTQ and all students.

Policies that specifically identify protected groups like LGBTQ students create contexts that are more supportive for LGBTQ and all youth, and are associated with student adjustment and achievement.

Professional development on LGBTQ-specific topics prepares educators and other school personnel with tools to support and protect LGBTQ and all students.

Access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources and support and promotes an inclusive school climate.

Student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students' school experiences and well-being, and contribute to positive school climate.

Acknowledgments.

This research was supported by a grant from the William T. Grant Foundation and grant, P2CHD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors acknowledge support for Russell from the Priscilla Pond Flawn Endowment at the University of Texas at Austin.

Footnotes

Author Disclosure Statement. The authors declare that there are no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

References

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Promoting School Safety for LGBTQ and All Students

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Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity ...

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Print Version
by Brielle Harbin, CFT Senior Graduate Teaching Fellow 2015-20161

Introduction

In recent years, students on campuses across the country have become increasingly vocal in resisting binary thinking with respect to gender identity and expression. In an editorial that appeared in the Chronicle of Higher Education, Schmalz (2015) interviewed a dozen students who self-identified as gender non-conforming and found a great amount of anxiety and frustration. Several students expressed their fear of instructors and staff misgendering them or committing other indiscretions. They described their anxiety about being "outed" by professors in their classes and being forced to "come out" every semester when they must talk with faculty about their preferred names or pronouns. One student shared, "Every day it's scary to just be in class, not knowing what people are going to say" (Schmalz 2015). Another student explained:

Increased awareness around the complexities of gender identity and expression has given rise to questions regarding best practices for promoting gender inclusivity on campuses across the country. From debates about the appropriate policy regarding student name changes to awareness campaigns about pronoun usage, university administrators, professors, and students collectively are struggling to find a more just and nuanced understanding.

These shifting dynamics, coupled with Vanderbilt's non-discrimination policy highlight the need to establish university-wide best practices for respecting gender identity and expression on Vanderbilt's campus.

This video provides another perspective on the complexities of being gender non-conforming in the United States.

Not only does this respect the chosen identities of those who are gender non-conforming, but it but it creates a culture of inclusion and diversity in education that has indirect benefits to all. Research shows that making learning spaces accessible to non-majority students benefits all students by enhancing creativity and improving problem solving and decision-making (Levine and Stark 2015; Phillips 2014).

Common Challenges to Gender-Inclusive Teaching and Some Evidence-Based Solutions

There are several common challenges to gender-inclusive teaching. While these challenges often manifest differently in different disciplinary contexts, they all arise as obstacles in disrupting the long-standing misconceptions of gender as a binary construct. In the following subsections, we discuss twelve challenges that can arise when cultivating a gender-inclusive classroom environment. We interweave the discussion of the challenges with research-based practices meant to address the issues.

Fluency with Gender Non-Conforming Vocabulary

Cultivating a gender-inclusive classroom environment requires a familiarity with an array of concepts related to gender identity and expression. Consequently, efforts to promote a gender-inclusive environment require both consciousness raising and learning opportunities for students and leaders in the classroom. In particular, there are three conceptual distinctions that are crucial to understand when working to construct a gender-inclusive classroom.

Biological sex versus gender identity

Individuals often conflate biological sex with gender identity. However, these terms are distinct. Biological sex is assigned at birth by a medical practitioner, and is largely determined by physical attributes such as external genitalia, sex chromosomes, sex hormones and internal reproductive structures. While gender is attributed at birth based on sex, gender identity is actually more complicated; it is an individuals' internal sense of themselves as either male, female, both, or neither.

Gender identity versus gender expression

While gender identity and gender expression can be related, they do not have to be. Gender identity is individuals' internal understanding of themselves as male, female, both, or neither. Gender expression, on the other hand, is how individuals express their gender through clothing, demeanor, etc. How one expresses their gender is not necessarily related to their gender identity. Gender expression may be a way individuals play with external gender performance and explore roles, while gender identity is an interior sense of self. Both can be fluid and change over the course of one's life, and they need not change together.

Sexual identity versus gender identity

Individuals often conflate sexual identity and gender identity. Sexual identity refers to individuals' romantic and sexual attraction to others, or lack of attraction (asexual identity). Gender identity describes individuals' internal understanding of themselves as male, female, both or neither. For example, a person whose sex assigned at birth is male but whose gender identity is female, may express any of the full range of sexual identities including (but not limited to): heterosexual, queer, bi-sexual, pansexual, etc.

The Office of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Life has curated several gender non-conforming resources that might be useful to course instructors.

Familiarity With and/or Commitment to Gender Non-Conforming Topics

Issues related to non-conforming gender identities

Both students and leaders in the classroom may have limited prior interactions with individuals whose gender identity moves beyond the gender binary. Consequently, instructors and students may be unfamiliar with issues that arise for those who live as persons with non-conforming gender identities. These issues include (but are not limited to): feeling anxiety when using public restrooms, feeling disrespected when others ignore name and gender pronoun requests, feeling unsafe in learning spaces on campus, etc.

Even those who already have a more extensive knowledge of issues related to gender inclusivity may not entirely understand the impact of gender identity and expression on gender non-conforming individuals. For example, they might not understand how other dimensions of individuals' social identity (i.e. socioeconomic, religious, race, etc.) converge with their gender identity, and affect how others perceive them.

Learning about non-conforming gender identities

Students may exhibit considerable variation in their commitment to learning about non-conforming gender identities. Variation in students' commitment may be rooted in lack of familiarity with gender non-conforming individuals, ideology, culture, or religious background, and may lead to discomfort when engaging course materials that include the voices and experiences of gender non-conforming individuals. This discomfort may be rooted in fear, shame, disgust, frustration, confusion, etc.

Clark, Rand, and Vogt (2003) observe that students may sometimes hold onto their current understanding of gender roles "like lifelines in class discussion" when confronted with information that challenges their existing views (2003, 3). According to the authors, this occurs because these critiques may threaten students' "sense of self" and, as a result, be perceived as an "attack" (Clark, Rand, Vogt 2003, 3).

Respecting non-conforming gender identity requests

Both students and instructors may exhibit varying levels of prior experience engaging with topics related to gender identity and expression. For those who lack experience, it may seem unclear how to ask others about their gender pronouns in a respectful manner or how to intervene when someone has been misgendered.

Spade (2011) offers several tips for respecting individuals' gender identity and expression requests. Among these tips is a Pronoun Etiquette Sheet that instructors can use in discussions about gender identity and expression.
Other gender affirming practices include:

Only call roll or read the class roster aloud after providing students with an opportunity to share their requested name and pronouns, and what they care to disclose to the class.

Allow students to self-identify the name and pronouns they prefer.

Set a tone of respect the first day of class as part of the course expectations and connect this discussion with honoring one another's requested names and pronouns.

Acknowledge when you've made a mistake about someone's pronoun and correct yourself.

Honor students' requested names in all university settings including (but not limited to): office hours, classroom, student group meetings, or when speaking with other faculty or staff.

Politely provide a correction whether the person who was misgendered is present or not.

Do not ask personal questions of gender non-conforming people that you would not ask of others. Such questions include inquiries about a gender non-conforming person's body, medical care, former name, why or how they knew they were gender non-conforming, their sexual orientation or practices, their family's reaction to their gender identity, or any other questions that are irrelevant to the classroom context unless the student explicitly invites these questions or voluntarily offers this information.

Do not disclose students' gender identity unless you have obtained their consent.

Implementing Gender-Inclusive Pedagogical Practices

The Gender Inclusivity Task Force at Vanderbilt recently developed a gender pronoun poster which provides information on gender pronoun usage and proactive ways for instructors to affirm Vanderbilt's commitment to gender inclusion. This poster includes a set of terms that are common in the current context, however students' gender identities are personal and can be fluid. As such, this poster is meant to serve as a guide, not a definitive list of gender pronouns. The Vanderbilt English Language Center has produced a supplement to this pronoun guide that may be of special interest to foreign-born students, faculty, and staff.
These strategies include:

Offering your name and pronouns when introducing yourself, even to familiar colleagues and students.

Including your gender pronouns in your email signature and syllabus.

Asking students their names and pronouns rather than making assumptions from the class roster or their gender presentation.

Referring to students by their requested names and pronouns both inside and outside of the classroom.

Substituting gender binary language for more inclusive language such as "everybody", "folks" or "this person."

Respecting students' privacy and only sharing their gender identities after receiving their consent.

Apologizing when you make a mistake and misgender someone.

Collecting information about students' gender pronouns

Inquiring about students' gender pronoun preferences may, at first, feel awkward for educators. This discomfort may be a result of feelings of uncertainty about how to ask students about their gender identity. Uneasiness may also stem from uncertainty about how to maintain an atmosphere of mutual respect over the course of a semester.

Professors must decide individually whether (and how) to collect this information. There are at least two considerations that may influence this decision:

First, is asking a student for their requested name and pronouns overly invasive?

Second, does asking students to share their pronouns force them to repeatedly "come out?"

Instructors' views on these questions likely shape their beliefs about the most appropriate course of action.

There are a variety of approaches that can be adapted by instructors based on the discipline, class size, course topic, etc. These approaches include:

Create a pre-class survey that provides a space to disclose this information using Survey Monkey, Google Forms, or a related polling platform.

Pass around a seating chart or sign-in sheet that ask students for their name and pronouns. Consider including a blank space when inquiring about gender identity rather than a box to check. The former approach allows students to express a wider range of requested pronouns.

Encourage or require students to meet with you in office hours to learn more about what will help them to learn and flourish in the class, which could entail discussion of many issues, including preferred names and pronouns.

Once you have collected students' requested names, it is important to honor these requests in all course-related classroom interactions. Doing so fosters a sense of mutual respect that is crucial in cultivating inclusive classrooms.

Finally, when gathering information about students' gender identity, it is imperative that course instructors not expect gender non-conforming students to "represent" the "gender non-conforming perspective" in classroom discussions. Instead, consider including course materials that offer feedback from self-identified gender non-conforming scholars to flush out the multitude of perspectives on a given topic (Abbott 2009). The latter approach reduces the burden placed on gender non-confirming students.

Maintaining a classroom environment that is fully respectful of students' gender identity and expression over the course of the semester

Conflict may arise when creating (and trying to maintain) a gender-inclusive classroom environment. In these moments, instructors and teaching assistants may feel uncertain about how to appropriately intervene, particularly when a student has been misgendered or when microaggressions occur. Despite discomfort, it is the instructor and teaching assistants' role as the leaders in the classroom to intervene. This is often the case even when these "teaching moments" are not directly related to the course content.

One of the best ways to maintain a positive classroom environment is be proactive about establishing norms of mutual respect from the first class meeting. For many instructors, it is customary to communicate expectations about course assignments and attendance on the first day; however, incorporating expectations about healthy communication, conflict and respecting one another's gender identity tends to be more rare. As a result, instructors may miss an important opportunity to cultivate a welcoming and gender-inclusive classroom atmosphere. More importantly, modeling such behavior may give students a better sense of how to conduct themselves and greater trust in the support in the learning community of the classroom.

For those who choose to communicate their expectations about communication, conflict and mutual respect, there are many ways this conversation might unfold. One possible approach is to begin the semester with a conversation about the importance of honoring one another by correctly pronouncing names and using requested pronouns.

Another approach is to develop a document that outlines your expectations of mutual respect and present it to students during the first week of class. After presenting it to students, you might allow them to add to the document and use the final product as "ground rules" in your classroom. Or, the document may be developed with students from the start, particularly in courses where complex and challenging issues may be discussed on a regular basis.

This mutual respect document was developed in the Physics department at Ohio State University.

Beginning the course in this way provides an opening to talk about conflict before it arises. As part of this conversation, you might discuss how you will react when a student or you yourself misgenders a student. Some phrases might include:

"Actually, Billy uses she pronouns"...and then moving on.

"I meant she"...and then moving on.

Discussing this language outside of a "hot moment" allows students to learn about issues of gender identity and expression without activating defensive reactions. Moreover, it may head off potential conflict by having students engage in these important conversations before a breakdown of understanding occurs.

When hot moments do arise, it is not advisable to avoid difficult or uncomfortable conversations. While it may feel awkward to stop and correct your (or a students') pronoun usage, failing to act is a personal affront against gender non-conforming individuals since it disrespects, excludes, or erases their identity.

Remember, students will naturally look to you for cues about the importance of gender-inclusivity owing to your role as a leader in the classroom. Be mindful of the verbal (and non-verbal) messages you send. If you are consistent in using students' requested names and pronouns, in most cases students will follow your lead and exert a similar level of effort in respecting their peers' gender identity and expression.

Incorporating gender non-conforming voices into course materials appropriately

Course instructors may decide to include authors with non-conforming gender identities into their syllabi with the intent to broaden the range of voices included in course materials. In doing so, however, instructors must be careful to avoid doing so in a manner that homogenizes, exoticizes, or tokenizes gender non-conforming experiences.
AVOID #1:
Suggesting gender non-conforming authors represent the beliefs of all gender non-conforming individual.

Students who are unfamiliar with gender identity issues, or have limited experiences interacting with gender non-conforming individuals, may be especially tempted to project the ideas of these authors onto all gender non-conforming people.

Allowing students to inappropriately probe into the lives of gender non-conforming individuals when first introduced to gender or sexual identity topics risks some exoticization of these individuals as Other or object, and therefore potential exploitation.

Inappropriate remarks may center on salacious details or seek to gain some kind of entertainment or pleasure value from the experiences, identities, etc of gender non-conforming individuals. Students tend to pursue this line of questioning when the learning objective for a reading or assignment is not made explicit, or when the exploitative character of exoticization is not made clear.

Embracing one token voice or a narrow set of gender non-conforming voices into classroom readings.

Instructors may unintentionally include a narrow set of gender non-conforming voices into their courses, which reinforce other forms of social power. It is important to take care to include a diversity of gender non-conforming backgrounds. For example, gender non-conforming individuals exhibit a wide array of racial/ethnic, socio-economic, educational, etc. backgrounds. Given this diversity, it is important to avoid privileging some voices/backgrounds over others when incorporating gender non-conforming voices into your syllabi.

Focusing on "coming out" stories when incorporating gender non-conforming voices.

Instructors may include gender non-conforming course materials that center on the experience of "coming out" as gender non-conforming in an effort to provide an accessible starting point in gender identity classroom discussions. This practice is often harmful because it trains students' attention to anecdotal experiences rather than interrogating broader systems of power (Courvant 2011, 30). Consequently, students miss the opportunity to explore the ideological dimensions of gender and sexuality and how broader structures can disproportionately privilege some voices over others, even within gender non-conforming communities.

Reducing the complexity of gender non-conforming individuals' experience in an attempt to "avoid confusion" (Courvant 2011, 30).

Instructors may avoid incorporating the stories of gender non-conforming individuals that disagree with one another in their syllabi because they fear confusing students. Focusing solely on the needs of the non-trans audience when constructing learning opportunities often results in an inattention to the needs of gender non-conforming individuals in these teaching moments (Courvant 2011, 30). Instructors' willingness to present conflicting viewpoints, and nuanced arguments, can offer students a worthwhile opportunity to consider course content more deeply.

Including gender non-conforming topics and/or voices in separate unit(s) of a syllabus.

Instructors may incorporate gender non-conforming topics and/or voices into a single unit of their syllabus. This approach often hinders students' ability to think beyond the gender binary because this framing "reproduces normative assumptions about the dominance of some groups over others" (Valle-Ruiz et al. 2015). This occurs because students "visit" gender non-conforming topics without being forced to engage the full complexities of social power and hierarchies that these topics highlight, and it doesn't help students think through the way gender identity or expression intersects with other differences. A more ideal approach is for instructors to incorporate gender non-conforming materials in multiple course topics and discuss the many questions that these materials provoke throughout a course (Preston 2011).

Including only a narrow range of gender non-conforming topics in your syllabus.

Instructors may be inclined to include gender non-conforming materials that exclusively focus on the negative experiences of marginalization that gender non-conforming individuals face in their everyday lives. Abbott (2009) points to the importance of moving beyond depictions of transphobic violence and other bleak realities such as gang rape, domestic violence and murder when incorporating gender non-conforming experiences into course syllabi. Moving beyond this focus, Abbott explains, creates an opening to engage in conversations about fostering "greater tolerance, self-realization and equity" (2009, 160).

Effectively drawing connections between gender non-conforming perspectives and broader course learning goals and objectives

In an effort to create more inclusive courses, instructors may elect to integrate authors with non-conforming gender identities into their course. While integrating a wider array of voices is an important component of creating more gender-inclusive course content, doing so without giving full consideration to how these voices contribute to, and enhance, the course learning goals is often confusing for students. Moreover, when the value of these additional voices is unclear, students may misdirect their attention and miss the learning potential.

Incorporating gender non-conforming voices into course materials can be an important tool for unpacking students' assumptions about gender identity and expression. However, it is essential that instructors include these texts with a clear sense of how they relate to the broader course objectives and goals. Moreover, it is imperative that instructors explicitly communicate these connections to students.

In cases where students are unclear about the relevance of these readings to broader course goals, students' existing assumptions about gender may be reaffirmed. Moreover, failing to account for how gender non-conforming voices enhance course learning goals may actually hinder efforts to cultivate a more gender-inclusive classroom.

Integrating non-conforming gender topics into courses that are seemingly unrelated to gender

Instructors in Science, Technology, Engineering and Mathematics (STEM) classrooms may believe that the content of the courses they lead are less amenable to acknowledging the fluidity of gender identity. Given this assumption, instructors in these disciplines may fail to fully consider the range of ways that gender identity affects the learning environment in classroom spaces.

For those who teach courses that are not explicitly related to themes of gender and identity, there are still opportunities to design gender-inclusive courses. For instance, one small non-content related modification would be to add an inclusivity statement that invites students to communicate their name and pronoun requests. Another small modification would be to add a brief explanation of the importance of mutual respect in learning spaces, particularly with respect to gender identity and expression.

However, there also may be opportunities to address course content creatively in STEM courses, particularly in biological fields where gender can shape much of our analysis of the body and its treatment. Case, Stewart, and Tittsworth (2009) offer several recommendations for adapting STEM course content that considers gender non-conforming experiences. Focused on the bio-medical fields, they suggest that instructors dig more deeply into gendered assumptions that shape medical treatments for intersex individuals who seek corrective surgery. Instructors might also discuss medical diagnoses that have emerged in light of intersex patients. Another recommendation is to incorporate a class debate about the impact of gender labeling on the development of criteria for diagnosis, drug development and medical treatment. Lastly, the authors suggest that instructors might incorporate debates around the research on gender non-conforming brain structures, such as that of the the female limbic nucleus neuron counts for male-to-female transsexuals.

For some, the latter recommendation may seem problematic given the history of biological sexism and racism in the United States. However, attending to these differences in a respectful manner not only communicates respect for a variety of gender identities, but also has the added benefit of increasing the disciplinary accumulation of knowledge regarding issues of health and safety for all members of society.
Other potential modifications include:

In business classrooms, including case studies for companies that develop products for gender non-conforming clients.

In engineering classrooms, encouraging students to think about how existing technologies might require modification if one were to consider the needs of gender non-confirming individuals.

In biology classrooms, incorporating readings about the variation of gender identity and expression when presenting about sex chromosomes.

In medical school classrooms, incorporating materials about the medical needs of gender non-conforming individuals in broader training about standards of care, developing a friendly bedside manner and obstacles to treatment in different segments of the population.

Brondani and Paterson (2011) offer additional applications in dental education. Safer and Pearce (2013) provide empirical evidence that even small content changes can increase medical students' comfort with transgender patients.

Implementing standard and fair assessment practices related to non-conforming gender topics

Given the range of prior experiences with issues of gender identity, students may exhibit varying levels of expertise in how to identify credible sources, formulate rigorous arguments, and evaluate evidence used to examine claims related to these topics. In these cases, it is imperative that instructors clearly communicate course expectations and exhibit transparency in the method (and standards) of assessment.

See the Vanderbilt Center for Teaching's teaching guide titled "Grading Student Work" which includes a discussion of developing a grading criteria and providing meaningful feedback to students. See a sample rubric created by CFT Assistant Director Joe Bandy

Vanderbilt's Name and Preferred Pronoun Change Policy

There are currently two name change options available to gender non-conforming students at Vanderbilt.

The first option is to submit an undocumented name change request. This option allows students to opt to have only their legal first and middle initials show in most university systems.

The second option is to submit a chosen name request. This option allows students to specify a chosen name that appears in select internal university systems.

For more information about the name change process, please visit the Name Changes Policy Page of Vanderbilt's K.C. Potter Center for Lesbian, Gay, Bisexual, Transgender, Queer, & Intersex Life.

Additional Campus Resources

Continuum (Vanderbilt Psychological and Counseling Center) process-oriented therapy group for students wishing to give and receive support around sexual identity and/or gender identity.

Equal Opportunity, Affirmation Action and Disability Services Department assists the university with the interpretation, understanding and application of federal and state laws which impose special obligations in the areas of equal opportunity and affirmative action.
Frequently asked questions for Trans students at Vanderbilt Divinity School
LGBTQI Life Affinity Groups provide an affirming and brave space for Vanderbilt students to discuss their needs, challenges and successes.

Vanderbilt Trans Buddy Program provides emotional support to transgender patients during healthcare visits.

Trans@VU gathers information and resources related to gender identity and expression for the Vanderbilt community.

Vanderbilt Office of Lesbian, Gay, Bisexual, Transgender, Queer and Intersex Life cultural center and a place of affirmation for individuals of all identities, and a resource for information and support about gender and sexuality at Vanderbilt.

Glossary of Basic Concepts and Definitions

The following are terms that are frequently employed in conversations about gender identity and expression. This list is neither comprehensive nor inviolable. Rather, it is a set of basic terms related to gender identity and expression that is meant to help individuals enter into conversations about promoting gender inclusivity. Several of these terms are used throughout this teaching guide.

Agender: a term that is used to refer to individuals who do not express a gender identity or consider themselves gender neutral. Agender literally means "without gender."

Androgynous: a gender expression that incorporates elements of both femininity and masculinity.

Cisgender: a person whose gender identity and sex assigned at birth align (e.g. a man whose sex was assigned male at birth).

Cisnormativity/Cissexism: a prevailing assumption among individuals, and within institutions, that everyone is cisgender. This assumption may make it more difficult to address the needs of those with non-cisgender identities.

Feminine of Center: a term used to describe individuals whose gender and gender expression is structured around a sense of femininity. These individuals need not be a woman and/or someone assigned female at birth.

Gender Binary: a term that refers to the idea that there are only two genders (e.g. man/woman) and individuals should be gendered as either man or woman.

Gender Expression: a term that refers to individuals' external display of their gender either through clothing, demeanor, social behavior and other factors. Also referred to as gender presentation.

Gender Fluid: a term that is used to refer to individuals who identify in a way that flows between genders, or whose gender identity fluctuates or shifts. This shift may flow between all genders or any subset of genders.

Gender Identity: an individuals' internal sense of themselves as either male, female, both or neither.

Gender Non-Conforming: a person whose gender presentation does not align with socially-constructed gender expectations.

Gender Normative/Gender Straight: a person whose gender expression aligns with socially-constructed gender expectations.

Genderqueer: a gender identity label that is often used by people who do not identify with the man/woman gender binary. It is also sometimes used as an umbrella term for the spectrum of non-binary gender identities.

Gender Variant: a term that refers to individuals who do not conform with socially-constructed gender expectations.

Heteronormative: a prevailing assumption among individuals, and within institutions, that everyone is heterosexual. This assumption assumes that being heterosexual is "normal" and makes it more difficult to address the needs of those with non-heterosexual sexual identities.

Intersex: an individual whose combination of chromosomes, hormones, internal or external sex organs, etc. differs from the two traditionally prescribed patterns of male (XX) or female (XY). In the past, some used the term hermaphrodite, which is now considered outdated and derogatory.

Masculine of Center: a term that covers a variety of identities and brings depth to queer/lesbian/women who structure their gender and gender expression from a masculine hue.

Microaggression: a term used to refer to everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory or negative messages to target persons based on their marginalized group membership.

Misgender: a term used to describe the act of failing to acknowledge (or use) an individual's requested gender pronouns or using gendered language when referring to them (i.e. ma'am, sir, guy, girl, etc.). The possibility of being misgendered is often anxiety provoking for gender non-conforming individuals. Moreover, being misgendered is disrespectful and violent, putting the misgendered individual at risk for discrimination.

Non-binary: a term used to describe individuals who do not identify with the man/woman gender binary. In some cases, individuals may use this term to describe their gender identity.

Sex Assigned at Birth: a medical term used to refer to the physiological (chromosomal, hormonal, etc.) characteristics that are used to classify an individual as female, male, or intersex at birth. Biological sex is more commonly referred to as "sex", "physical sex" or "sex assigned at birth"

They/Them: gender neutral pronouns that are preferred by some individuals who identify as gender non-conforming.

Trans: an umbrella term often used to refer to anyone who identifies as a gender other than their gender designated at birth. However, some people choose not to identify as trans.

Transition/ing: a term used to refer to the multiple processes (social, physical, emotional, etc.) a gender non-conforming person undergoes when changing their bodily appearance to better align with their gender identity.

Transphobia: a term used to refer to fear, hatred or discrimination against individuals who identify as gender non-conforming and/or are ambiguous with respect to gender expression.

Two-spirit: a term traditionally used by Native American people to describe individuals who exhibit qualities that are associated with traditional expectations of male and female gender expression.

Ze/Hir: gender neutral pronouns that are preferred by some individuals who identify as gender non-conforming.

References

Abbott, Traci B. 2009. "Teaching Transgender Literature at a Business College." Race, Gender & Class: 152-69.

Brondani, Mario A., and Randy Paterson. 2011. "Teaching Lesbian, Gay, Bisexual, and Transgender Issues in Dental Education: A Multipurpose Method." Journal of dental education 75(10): 1354-61.

Case, Kim A., Briana Stewart, and Josephine Tittsworth. 2009. "Transgender across the Curriculum: A Psychology for Inclusion." Teaching of Psychology 36(2): 117-21.

Clark, J. Elizabeth, Erica Rand, and Leonard Vogt. 2003. "Climate Control; Teaching About Gender and Sexuality in 2003." Radical Teacher (66): 2.

Courvant, Diana. 2011. "Strip!" Radical Teacher (92): 26-34.

Levine, Sheen S., and David Stark. 2015. "Diversity Makes You Brighter." The New York Times. http://www.nytimes.com/2015/12/09/opinion/diversity-makes-you-brighter.html (April 11, 2016).

Phillips, Katherine W. 2014. "How Diversity Makes Us Smarter." Scientific American. http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/ (April 11, 2016).

Preston, Marilyn. 2011. "Not Another Special Guest: Transgender Inclusivity in a Human Sexuality Course." Radical Teacher (92): 47-54.

Safer, Joshua, and Elizabeth Pearce. 2013. "A Simple Curriculum Content Change Increased Medical Student Comfort with Transgender Medicine." Endocrine Practice 19(4): 633-37.

Schmalz, Julia. 2015. "'Ask Me': What LGBTQ Students Want Their Professors to Know." The Chronicle of Higher Education. http://chronicle.com/article/Ask-Me-What-LGBTQ-Students/232797 (February 24, 2016).

Spade, Dean. 2011. "Some Very Basic Tips for Making Higher Education More Accessible to Trans Students and Rethinking How We Talk about Gendered Bodies." Radical Teacher (92): 57-62.

Valle-Ruiz, Lis et al. 2015. "Course Design | A Guide to Feminist Pedagogy." https://my.vanderbilt.edu/femped/habits-of-hand/course-design/ (April 7, 2016).

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

¹Many thanks to the following individuals for their helpful feedback and edits:
Dr. Melanie Adley, Dr. Joe Bandy, Dr. Richard Coble, Dr. Vivian Finch, Jane Hirtle, Corey Jansen, Liv N. Parks and Chris Purcell.

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Teaching Beyond the Gender Binary in the University Classroom

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Teaching Beyond the Gender Binary in the University Classroom. Print Version by Brielle Harbin, CFT Senior Graduate Teaching Fellow 2015-20161 Introduction Common Challenges to Gender-Inclusive Teaching and Some Evidence-Based Solutions Vanderbilt's Name Change Policy Additional Campus Resources Glossary of Basic Concepts and Definitions References Introduction In recent years, students on campuses across the country have become increasingly vocal in resisting binary thinking with respect...

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What Gender Identity Means to Today's Teens

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Last updated: 5/31/2023

Many Americans refrain from talking about sexual orientation and gender identity or expression because it feels taboo, or because they're afraid of saying the wrong thing. This glossary was written to help give people the words and meanings to help make conversations easier and more comfortable. LGBTQ+ people use a variety of terms to identify themselves, not all of which are included in this glossary. Always listen for and respect a person's self identified terminology.

Ally | A term used to describe someone who is actively supportive of LGBTQ+ people. It encompasses straight and cisgender allies, as well as those within the LGBTQ+ community who support each other (e.g., a lesbian who is an ally to the bisexual community).

Asexual | Often called "ace" for short, asexual refers to a complete or partial lack of sexual attraction or lack of interest in sexual activity with others. Asexuality exists on a spectrum, and asexual people may experience no, little or conditional sexual attraction.

Biphobia | The fear and hatred of, or discomfort with, people who love and are sexually attracted to more than one gender.

Bisexual | A person emotionally, romantically or sexually attracted to more than one gender, though not necessarily simultaneously, in the same way or to the same degree. Sometimes used interchangeably with pansexual.

Gay | A person who is emotionally, romantically or sexually attracted to members of the same gender. Men, women and non-binary people may use this term to describe themselves.

Genderqueer | Genderqueer people typically reject notions of static categories of gender and embrace a fluidity of gender identity and often, though not always, sexual orientation. People who identify as "genderqueer" may see themselves as being both male and female, neither male nor female or as falling completely outside these categories.

Gender binary | A system in which gender is constructed into two strict categories of male or female. Gender identity is expected to align with the sex assigned at birth and gender expressions and roles fit traditional expectations.

Gender dysphoria | Clinically significant distress caused when a person's assigned birth gender is not the same as the one with which they identify.

Gender-expansive | A person with a wider, more flexible range of gender identity and/or expression than typically associated with the binary gender system. Often used as an umbrella term when referring to young people still exploring the possibilities of their gender expression and/or gender identity.

Gender expression | External appearance of one's gender identity, usually expressed through behavior, clothing, body characteristics or voice, and which may or may not conform to socially defined behaviors and characteristics typically associated with being either masculine or feminine.

Gender-fluid | A person who does not identify with a single fixed gender or has a fluid or unfixed gender identity.

Homophobia | The fear and hatred of or discomfort with people who are attracted to members of the same sex.

Intersex | Intersex people are born with a variety of differences in their sex traits and reproductive anatomy. There is a wide variety of difference among intersex variations, including differences in genitalia, chromosomes, gonads, internal sex organs, hormone production, hormone response, and/or secondary sex traits.

Lesbian | A woman who is emotionally, romantically or sexually attracted to other women. Women and non-binary people may use this term to describe themselves.

LGBTQ+ | An acronym for "lesbian, gay, bisexual, transgender and queer" with a "+" sign to recognize the limitless sexual orientations and gender identities used by members of our community.

Non-binary | An adjective describing a person who does not identify exclusively as a man or a woman. Non-binary people may identify as being both a man and a woman, somewhere in between, or as falling completely outside these categories. While many also identify as transgender, not all non-binary people do. Non-binary can also be used as an umbrella term encompassing identities such as agender, bigender, genderqueer or gender-fluid.

Outing | Exposing someone's lesbian, gay, bisexual transgender or gender non-binary identity to others without their permission. Outing someone can have serious repercussions on employment, economic stability, personal safety or religious or family situations.

Pansexual | Describes someone who has the potential for emotional, romantic or sexual attraction to people of any gender though not necessarily simultaneously, in the same way or to the same degree. Sometimes used interchangeably with bisexual.

Queer | A term people often use to express a spectrum of identities and orientations that are counter to the mainstream. Queer is often used as a catch-all to include many people, including those who do not identify as exclusively straight and/or folks who have non-binary or gender-expansive identities. This term was previously used as a slur, but has been reclaimed by many parts of the LGBTQ+ movement.

Questioning | A term used to describe people who are in the process of exploring their sexual orientation or gender identity.

Same-gender loving | A term some prefer to use instead of lesbian, gay or bisexual to express attraction to and love of people of the same gender.

Sex assigned at birth | The sex, male, female or intersex, that a doctor or midwife uses to describe a child at birth based on their external anatomy.

Sexual orientation | An inherent or immutable enduring emotional, romantic or sexual attraction to other people. Note: an individual's sexual orientation is independent of their gender identity.

Transgender | An umbrella term for people whose gender identity and/or expression is different from cultural expectations based on the sex they were assigned at birth. Being transgender does not imply any specific sexual orientation. Therefore, transgender people may identify as straight, gay, lesbian, bisexual, etc.

Transitioning | A series of processes that some transgender people may undergo in order to live more fully as their true gender. This typically includes social transition, such as changing name and pronouns, medical transition, which may include hormone therapy or gender affirming surgeries, and legal transition, which may include changing legal name and sex on government identity documents. Transgender people may choose to undergo some, all or none of these processes.

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This glossary was written to help give people the words and meanings to make conversations about sexual orientation and gender expression easier.

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We have compiled the following LGBTQ+ teaching resources for educators to help address issues of equality, inclusiveness, mutual understanding and acceptance. Booklists ranging from picture books to adult-level texts are included followed by classroom materials and lesson plans.

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New York City School Library System: Lambda Literary: LGBTQ Curricula

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New York City School Library System: Lambda Literary: LGBTQ Curricula

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About LGBTQ Pride Month

Commemorated each year in the month of June, LGBTQ Pride Month honors the 1969 Stonewall uprising in New York City. In June of 1969, patrons and supporters of the Stonewall Inn staged an uprising to resist the police harassment and persecution to which LGBTQ Americans were commonly subjected. This uprising marked the beginning of a movement to outlaw discriminatory laws and practices against LGBTQ Americans. Today, LGBTQ Pride Month celebrations include pride parades, picnics, parties, workshops, symposia and concerts, attracting millions of participants around the world.

Teaching about LGBTQ

In schools and classrooms, LGBTQ Pride Month is an excellent time to talk with students about LGBTQ people and their struggles to achieve equity and justice in all aspects of their lives. It is an opportunity to learn about important LGBTQ people in history, read literature that features LGBTQ people, analyze heterosexism and explore its causes and solutions. As with other similarly themed months, it is important not to isolate the exploration of LGBTQ people and culture into one month during the year. LGBTQ history is U.S. history and should be integrated into the curriculum throughout the school year.

Classroom Resources

Below is a list of relevant K-12 curriculum, children's books and other resources to bring LGBTQ Pride Month to your schools and classrooms.

Children's and Young Adult Literature

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LGBTQ Pride Month and Education Resources

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Commemorated each year in the month of June, LGBTQ Pride Month honors the 1969 Stonewall uprising in New York City. In June of 1969, patrons and supporters of the Stonewall Inn staged an uprising to resist the police harassment and persecution to which LGBTQ Americans were commonly subjected.

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Determining the legality of school curricular policies requires courts to weigh the interests of states, districts, parents, and students.
Conflicts over the public school curriculum nicely illustrate our nation's preference for balancing legal powers among multiple parties, including the state, the school district, parents, and others.

The state, in fulfillment of its authority to regulate for the well-being of its residents, and in fulfillment of its obligation to create and maintain public schools, has the authority to impose limits and obligations on both local school districts and parents. In turn - and as long as they remain within those limits - school districts (typically controlled by locally elected boards) have the authority to make educational decisions for their schools, including decisions about the curriculum and methods of instruction, while parents have the right and responsibility to raise their children and control their upbringing. (At the same time, of course, teachers, students, professional associations, local interest groups, the federal government, and other stakeholders have their own ideas about the curriculum and try, in their own ways, to shape what gets taught in public schools.)

No one rule of law explains how to balance these interests. However, the courts generally favor efforts to expand access to knowledge, rather than efforts to restrict it. As stated by the U.S. Supreme Court in Keyishian v. Board of Regents (U.S. 1967), courts will not "tolerate . . . a pall of orthodoxy over the classroom."
State authority
To carry out their responsibility to provide for the well-being of their citizens, states establish reasonable laws regulating behavior, and sometimes the state's interest in protecting children can even override parental control. For example, this is the basis for laws that prohibit child labor and require school attendance.

Every state in the country has a compulsory attendance statute (though they vary somewhat in their age requirements and the exemptions they allow), and the courts have always upheld their right to compel attendance, ruling that the education of all citizens is vital to the welfare of the state and that the state has an interest in ensuring all children participate in an educational system. Still, the courts have set some limits on states' authority in this area:

In Pierce v. Society of Sisters (U.S. 1925), the U.S. Supreme Court found a state law requiring parents to send their children to public (rather than private) schools to be unconstitutional.

In Wisconsin v. Yoder (U.S. 1972), the U.S. Supreme Court exempted an Amish family from the compulsory attendance statute for middle-school-age children because continued education ran counter to the family's religious tenets and the parents provided alternative education outside the school.

States have some authority over curriculum as well, insofar as they often set minimum curricular requirements for school districts. However, the courts have ruled that this authority is bounded by the constraints set by both the federal and the given state's constitution. For example:

In Meyer v. Nebraska (U.S. 1923), the U.S. Supreme Court found a state law prohibiting foreign language instruction in any school to be unconstitutional under the Due Process Clause as it was against the interest of private school foreign language teachers' need for employment and parents' desire for their children to learn foreign languages.

In Epperson v. Arkansas (U.S. 1968), an Arkansas statute that made the teaching of evolution in public schools illegal was held to be a violation of the Establishment Clause.

Similarly, in Edwards v. Aguillard(U.S. 1987), the U.S. Supreme Court found a Louisiana statute, which required the "equal treatment" of evolution and creation science in state classrooms, to be unconstitutional.

And in Gonzalez v. Douglas (D. Ariz. 2017), a federal District Court ruled that two Arizona curricular statutes banning ethnic studies courses were unconstitutional. The court found an Equal Protection violation in that there was evidence of racial animus in the creation of the statute, and it found Free Speech violations in that there was no legitimate pedagogical rationale behind the statute.
School district authority
Once enrolled in a school, children are subject to its reasonable rules and requirements, both curricular and disciplinary. For example, schools may require that students take controversial subjects, and students must comply with these requirements unless there is a clear overriding interest, such as a health concern, disability, or violation of a family's religious tenets.

The authority to determine the curriculum rests with the district, not individual teachers. Teachers, as employees, must carry out that curriculum and abide by any restrictions, and they do not have a right to use whatever teaching materials and methodologies they choose if this is contrary to school policy. The 6th Circuit Court of Appeals made this clear in Evans-Marshall v. Bd of Ed of Tipp City Exempted Village Sch Dist. (6th Cir. 2010), a case involving a high school English teacher who was dismissed for using classroom assignments and materials without following the appropriate steps for approval. The court stated, "Even to the extent academic freedom, as a constitutional rule, could somehow apply to primary and secondary schools, that does not insulate a teacher's curricular and pedagogical choices from the school board's oversight." (See Under the Law, December 2017, for more detail on this issue.)

Of course, that doesn't mean school districts can define the curriculum so narrowly that it violates students' constitutional rights. For example, in Board of Island Trees v. Pico (U.S. 1982), the U.S. Supreme Court held that the school district could not remove books from the school library without a legitimate pedagogical reason. To do so would violate students' free speech rights to access to information.

On the other end of the spectrum, there are also limits to what districts and schools can require children to study. For example, public school curricula, like state statutes, cannot violate the Establishment Clause. In Deal v. Mercer County Schools (4th Cir. 2018), an ongoing case from the 4th Circuit Court of Appeals, a family alleged that a long-standing "Bible in the Schools" class was unconstitutional as it was intended to inculcate a religion, not merely to teach about religion.

Similarly, in Doe v. Joplin School District (S.D. Mo. 2017), a federal District Court found the school's use of a religious organization for field trips and curricular material on sex education to be a violation of the Establishment Clause because the Life Choices sex education program and the Victory Ministries abstinence-only program endorsed their Christian beliefs and entangled the district with these religious organizations.

Once districts and schools have defined a legally permissible curriculum, however, courts have given them broad discretion to implement it, even over community and parents' objections. For example, school districts' curricular decisions and policies have been upheld in a number of cases:

State ex rel. Andrew v. Webber (Ind. 1886) upheld a requirement that students attend music classes over parental objections.

Mozert v. Hawkins Board of Education (6th Cir. 1987) upheld the use of a required textbook in a basic reading series over an objection that it contained objectionable material.

Brown v. Hot, Sexy & Safer (1st Cir. 1995) upheld a school requirement that students attend an AIDS education assembly.

Herndon v. Chapel Hill-Carrboro City Board of Education (4th Cir. 1996) upheld a district graduation requirement of community service over an objection that it amounted to involuntary servitude.

Leebaert v. Harrington (2nd Cir. 2003) upheld a requirement of health and family life education classes over a parent's claim that it was contrary to his right to raise his child as he saw fit.

Parker v. Hurley (1st Cir. 2008) upheld the use of a book in primary grades that portrayed diverse families, including a gay marriage, over a parental claim that they should have the opportunity to opt out their child.

And Brinsdon v. McAllen Ind. School District (5th Cir. 2016) upheld a classroom assignment requiring students to memorize and recite the Mexican Pledge of Allegiance and sing the Mexican National anthem as a part of a language exercise.

When facing objections to particular lessons or courses of study, many districts choose to make provisions for parents to opt students out of the given activity or unit. But in general, parents and children must comply with reasonable curricular rules.

No doubt, this balancing act can be a tricky one, but at least the broad parameters are clear: On one hand, the federal constitution has primacy; on the other, each state has the authority to create and control school districts and define their standards and curriculum. As long as these two principles are observed, the courts generally defer to educational decision makers, while preferring to expand, rather than contract, the body of knowledge presented within schools.

Citation: Underwood, J. (2019). Under the law: The legal balancing act over public school curriculum. Phi Delta Kappan, 100 (6), 74-75.

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The legal balancing act over public school curriculum - kappanonline.org

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Determining the legality of school curricular policies requires courts to weigh the interests of states, districts, parents, and students. Conflicts over the public school curriculum nicely illustrate our nation's preference for balancing legal powers among multiple parties, including the state, the school district, parents, and others.

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GENDA Law Guidance

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Regulation of the Chancellor

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In this volume, teachers from urban, suburban, and rural districts join together in a teacher-inquiry group to challenge homophobia and heterosexism in schools and classrooms. To create safe learning environments for all students they address key topics, including seizing teachable moments, organizing faculty, deciding whether to come out in the classroom, using LGBTQ-inclusive texts, running a Gay-Straight Alliance, changing district policy to protect LGBTQ teachers and students, dealing with resistant students, and preparing preservice teachers to do antihomophobia work.

Book Features:

Examples of antihomophobia teaching across elementary, secondary, and university contexts, and discussions of the consequences of this work.

Concrete discussions of how to start a teacher-inquiry group, and the challenges and rewards of engaging in teacher activism.

A comprehensive annotated bibliography of texts that address homophobia and heterosexism.

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Acting Out! Combating Homophobia Through Teacher Activism (Practitioner Inquiry Series)

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Acting Out! Combating Homophobia Through Teacher Activism (Practitioner Inquiry Series) [Mollie V. Blackburn, Caroline T. Clark, Lauren M. Kenney, Jill M. Smith, JoBeth Allen] on Amazon.com. *FREE* shipping on qualifying offers. Acting Out! Combating Homophobia Through Teacher Activism (Practitioner Inquiry Series)