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Discrimination on the basis of sexual orientation or gender identity is prohibited under law. The Equal Opportunity Act 1995 (Vic) makes it is unlawful for a school to:
* discriminate against a student on the basis of sexual orientation and gender identity in any way
* fail to take reasonable precautions to prevent staff or students from discriminating or harrassing others.

DISCRIMINATION
Discrimination can be direct or indirect. Direct discrimination occurs when a student is treated less equally compared to other students because of their sexual or gender identity. Indirect discrimination occurs when a school imposes a requirement, rule or practice:
* that a student with specified attributes cannot comply with;
* that a higher proportion of students without the specified attributes can comply with;
* that is not reasonable having regard to the circumstances of the case. Discrimination is not allowed, even if your school discriminates unintentionally.

Examples of discrimination include, not allowing a student to stay overnight at a school camp, not being allowed to start a school club, even when following school rules, or expelling a student on the basis of the their sexual or gender identity.

HARRASSMENT
It's also a school's responsibility to ensure that you are safe from harrassment, such as students or teachers making negative jokes, threats, or offensive remarks based on someone's sexual or gender identity.

REPORTING YOUR SCHOOL
A person who believes they have been victim of unlawful discrimination may lodge a written complaint with the Victorian Equal Opportunity and Human Rights Commission. Once a complaint is lodged, the matter will:
* be investigated by the Victorian Equal Opportunity and Human Rights Commission.
* (if unresolved), go to a more formal hearing process before the Victorian Civil and Administrative Tribunal.
If a school is found liable for unlawful discrimination, it may be ordered to:
* refrain from committing any further discrimination and/or
* pay the affected student compensation, or do a specific act to address the loss, such as make a public apology.

You can find out more information about your legal rights at humanrightscommission.vic.gov.au

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Discrimination on the basis of sexual orientation or gender identity is prohibited under law. The Equal Opportunity Act 1995 (Vic) makes it is unlawful for a school to:* discriminate against a student on the basis of sexual orientation and gender identity in any way* fail to take reasonable precautions to prevent staff or students from discriminating or harrassing others.

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Discrimination and teacher expectations affect students’ self-esteem, self-image and motivation levels. Facilitating learning requires an inclusive classroom environment underpinned by respect where all students feel physically and psychologically safe. We must foster “supportive communications and a collaborative classroom climate” as these  “are vitally important factors in high school students’ ability to engage with learning” (Shernoff, Ruzek & Sinha, 2017). Therefore, promoting gender equality and acceptance of gender fluidity is fundamental to wellbeing and success of our students.

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"Ladies and Gentleman and everyone in between..."
- Ruby Rose

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As schools continue to enrol students who do not confirm to fixed, binary definitions of gender, it is crucial that school communities continue to engage with more fluid and dynamic models of gender appreciation that rejects and destabilises assumed norms.

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To integrate this notion of fluid gender identity in the classroom, there are multiple, subtle shifts that can be embedded within a revised pedagogical practice. In interviewing a group of students who identified as non-binary, Jourian (2015) reported that all students were forthcoming in discussing their gender identities. Of course, this may not be the case in all contexts, however it can be useful for teachers to establish an open dialogue with students, so that they feel supported, safe and comfortable to exist wholly in the classroom. Furthermore, it is considered respectful practice to ask each student what pronoun they prefer using dependant on their gender-identity. In doing so, non-binary students feel as though their identities are being honoured in the same way as their fellow him/her students (Jourian, 2015).

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Young people are capable of expressing their gender identity, and should be encouraged to do so!

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Meet the 8-Year-Old Boy Who Transforms Into a Drag Queen Named Lactatia

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In terms of embedding non-binary and gender inclusiveness into pedagogical practice, it is first necessary to demystify the concept. A non-binary gender can be classified as a person who may identify as genderqueer, genderfluid, agender, or otherwise gender non-conforming. As previously discussed, gender is a socially constructed notion that cannot be observed and accepted on face value. People who identify as non-binary feel a connection to something deeper than the two heteronormative gender choices, and need others around them who are understanding and educated (Jourian, 2015). In a school context, it is imperative to reject the mentality that gender is determined by appearance or is fixed and shift approaches that include all students, regardless of gender identity. It is also critical that gender identity and experimentation is not trivialised, and appreciate that young students and children are capable of complex thoughts, ideas and emotions.

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Identity is diverse, fluid and constantly shifting. Teenagers increasingly redefine, reinterpret and renegotiate their sexuality and gender, rendering traditional notions of gender conformity as ‘practically meaningless,’ (Savin-Williams, 2005). Torres, Jones and Renn (2005) support this argument and posit that gender identity and identity are constantly in the process of construction and reconstruction.

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To create inclusive classrooms, a teacher must reject outdated ideas of gender identity and norms. It has been proposed that exploration and self-discovery occurs in adolescence in order for youths to arrive at an assumption of a stable and enduring identity (Erikson, 1968; Cass, 1979). However in the light of significant public discourse and an increased understanding of non-binary gender identities, educators must reshape how gender identity is defined within classrooms.

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Gender: There are 'One Million Bazillion' ways to do it! 

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Gender: There are 'One Million Bazillion' ways to do it! 

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We as teachers have the power to stop the propagation of gender roles and eliminate gender bias in our classroom. Through awareness of our assumptions and use of inclusive language, we can model appropriate behaviour and create a gender-neutral environment conducive to learning. 

As teachers, it is our responsibility to cater for all of our students. We are professionally and morally obligated to provide the best education to all students regardless of their gender identity.

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Students know when “they are treated differentially in the classroom due to expectations held by teachers” and the effects of gendered expectations can be substantial (Hattie, 2008).

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Students know when “they are treated differentially in the classroom due to expectations held by teachers” and the effects of gendered expectations can be substantial (Hattie, 2008).

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Source: Hattie (2008)

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Approaches and Strategies for Inclusive Practices

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Approaches and Strategies for Inclusive Practices

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Two common misconceptions among pre-service teachers like ourselves are that:
1. All will be fine if the intention is to be fair and
2. Students are responsible for such biases (Lundeberg, 1997).

1. Doesn’t take into account those subtle ingrained behaviours that we might have that we are not aware of and
2. You as the teacher have the power to make your classroom gender-bias free!

Being aware of these misconceptions and implementing the following strategies, we can strive to have gender-neutral, inclusive classrooms. Here are some quick tips and strategies that will assist in reducing gender stereotypes and bias in classrooms (modified from Frawley, 2005):

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Demonstrate the appropriate behaviour in actions and words. Students do pick up on subtle behaviours, attitudes and biases that you may have. It’s best to see your student as individuals with individual needs. Do not link them with their gender or make assumptions based on their genders. And be approachable in your dialogue of gender discussions; create a safe environment where students can voice their opinions and beliefs without fear.

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6. Challenging Stereotypes and Inequalities 

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6. Challenging Stereotypes and Inequalities 

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Every discipline can include examples in their lessons that challenges gender stereotypes and highlights gender inequalities. More specifically, you could incorporate examples to challenge male/female stereotypes such as a male nurse or a female soldier. An example that highlights inequality in a Mathematics class would be integrating statistical evidence of gender inequity such as the pay gap. In a Visual Arts class students could look at the Guerilla Girls activism and critique their work through a feminist lens. Also critiquing the disparity between male and female artists exhibited at galleries. Each subject can broach these issues in a variety of ways, through text analysis, social media, activism, statistics, artists, historical movements and biology. Gender norms must not just be made aware of in the classroom but it must taught that “as with other areas of human experience, the construction of gender is capable of change”(Gender Equity: A Framework for Australian Schools, 1997).

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Although students can self-impose gender segregation (Stanford, 1992), we should aim to avoid separating genders in seating arrangements or in classroom contests. Question the need for students or teachers to segregate genders in the classroom, what is the purpose? Avoid grouping specific genders together or devise a seating plan where the genders are mixed.

Avoid assigning classroom tasks based on historical stereotyped roles of gender.
For example: “Can I please have a few strong boys to help move these tables?”
Instead, encourage all students to help move the tables, rather than just boys.

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Heteronormativity is the belief that there are two distinct genders consistent with traditional male and female gender roles in society with the assumption that heterosexuality is the norm (Lovaas & Jenkins, 2006). Heteronormative culture is exclusionary and harmful to students and perpetuates damaging stereotypes for both boys and girls (Gender Equity: A Framework for Australian Schools, 1997).

Stereotypical generalisations statements such as such as:
“Boys don’t cry” & “Girls don’t fight” should be avoided. Avoid any sweeping generalisations about gender, or any other demographic.

Addressing one gender in statements should also be avoided. An example of this could be the classic “guys” to get everyone’s attention. More appropriate terms would be “everyone”, “students”, “Year 8” etc.

When a sexist comment is made by the students, don’t ignore it or even merely correct it but challenge the notion instead (Marshall & Reinhartz, 1997). An open discussion about what the remark implied and the why it is not okay will encourage students to analyse the appropriateness of their own behaviours. This can be a teachable moment for students to better understand gender diversity, what it is they’re saying and the impact it may have (inform understanding rather than ban the words).

Much of our language is gender biased towards masculine words. Therefore, words such as “policeman” and “fireman” should be substituted with more gender-neutral terms. These words can be de-gendered by using other terms such as “police officer” or “firefighter”. Use of gender-neutral and inclusive language (it, their, they) can also eliminate assumptions about someone’s gender.

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Your expectations of your students can encourage them to succeed or limit them in their capable accomplishments.

Research has found that teachers give different genders different forms of feedback (Frawley, 2005). Male students are often given constructive feedback while females are given superficial responses, however it is also assumed that female students require more help. These gendered assumptions can be misleading and detrimental to the students. Hattie (2007) emphasises that teachers should give feedback specific to what the student is learning and should include the notions ‘feed up, feed back, and feed forward’ (Hattie, 2007). The aim of feedback is to assist the learner in reaching their learning goals and this can be done while avoiding gender stereotypes. Therefore, teachers should keep their expectations and feedback gender-neutral and student-specific.

Non-example: “This paper is wonderful, Georgia your handwriting is sooooo neat and pretty”
→ Feedback is superficial and an assumption that all girls have nice handwriting.
Example: “Good job. I enjoyed reading your paper”

When checking a student’s work.
Non-example: “You boys keep getting these tough questions correct”
→ Implying a gendered expectation in the student’s abilities.
Example: “Uh-huh” “Great” “Fine”

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1. Self-Study: Examining your own behaviour in the classroom

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1. Self-Study: Examining your own behaviour in the classroom

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“Self Study” allows teachers to critically engage in their practice and become aware of any habits or biases they might display (Kitchen, Tidwell & Fitzgerald, 2016). Recording classes or having a peer observe how you interact with your students can assist in identifying any subtle attitudes or behaviours you have towards a certain gender. When reflecting on your lessons ask yourself:

Do I balance my questions between boys and girls equally?
Do I give equal help?
Do I discipline genders in the same manner?
Do I excuse boys when they misbehave because I feel that “boys will be boys”?
Do I word my assessments in a gender-neutral fashion?

If any of your answers indicate a gender bias, you should plan to rectify these inconsistencies.

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How does the school support transgender students?

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How does the school support transgender students?

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Educating kids about gender norms | Elvin Pedersen-Nielsen | TEDxCopenhagenSalon

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What are the options of bathroom facilities for non-binary or transgender students?

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What are the options of bathroom facilities for non-binary or transgender students?

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How inclusive is the uniform policy? Does it force conformity to gender norms?

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How inclusive is the uniform policy? Does it force conformity to gender norms?

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Gender inequality is a particularly important issue to tackle because of the widespread disparity across schools and in society.  By developing students with an understanding and empathetic approach to gender equality, we, as teachers, can influence and reduce the societal inequalities that persist.  By reducing these inequalities, students of all genders will have access to the facilities they require for an equal opportunity to grow personally and academically.

Creating an equal environment for boys and girls in schools is only a portion of what we need to do to as professional practitioners to create true equality.

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Gender inequality in schools is created when students have jaded perceptions of what it means to be a certain gender.  Teachers come into schools with their own perceptions of the genders and if unchecked can influence students perceptions too.  These perceptions often lead to inequality in the form of special treatment for a certain gender under certain conditions.  These conditions usually favour young boys in science and technology fields and inhibit girls from accessing the facilities they are entitled to (Hill, C., Corbett, C., & St Rose, 2010).  This inequality is a function of larger societal problems.  Society has traditionally considered men as the more dominant gender and, as a result, men typically have an easier path to more lucrative and powerful positions, while women have had more caring and creative roles (McIntosh, 2010).  This problem becomes self-fulfilling when the power imbalance is replicated in schools and students replicate these outdated traditions.

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How students perceive their gender can be influenced by their teachers’ professional behaviour.  These perceptions can create false expectations that limit students from fulfilling their academic potential and inhibit their personal development (Frawley, 2005).  As teachers, we have the ability to reduce and even eliminate gender biases in the classroom to facilitate an environment in which all students have an equal opportunity to succeed in their pursuits.

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Australian Council for Educational Research - ACER

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The STEAMpunk Girls project that launched this month involves researchers from University of Technology Sydney working with students and teachers from four high schools to co-design a project-based learning program. In today's Q&A, we find out more from Tida Tippapart (Hatchery Program Manager at UTS and one of the key staff members working on the STEAMpunk Girls program) and one of the teachers involved, Lisa Wark (Head Teacher TAS - Technological and Applied Studies - at Riverside Girls High School). What is STEAMpunk girls, and why STEAM instead of STEM?
Tida Tippapart: STEAMpunk Girls has a vision of a more innovative Australia where young women have agency and are positioned as active change agents to Australia's innovation sector. It aims to create a space where young women can influence the conversation around STEAM education.

STEAMpunk Girls is an educational program that advocates for young women (ages 12 to 16) to challenge why STEAM is important for careers of the future. This program exposes students to the STEAM industries and female role models working with and across these fields.

It provides a safe and experimental environment that promotes a 'learn by doing' mindset and encourages young women to apply interdisciplinary approaches to solving real world issues. Our point of difference is the inclusion of entrepreneurial methods as the cornerstone of the program.

Whilst the acronym STEAM stand for Science, Technology, Engineering, Art and Maths, the program looks to broaden the definition to look at transdisciplinary ways of working. We don't want to limit the students to thinking that the disciplines are siloed, instead we want the students to imagine STEAM education as space for them to explore the possibilities of how the disciplines work together. STEAM education empowers students to develop foundational skills needed for the contemporary workforce. This cross-disciplinary, integrated style of education equips students with interdisciplinary and innovative skills such as entrepreneurial and design thinking, and critical thinking capacities.
Who is involved in the project and how long will it run for?
TT: The program will run a pilot session from May (Term 2) until mid-August. During the pilot we will work with four schools from inner-city Sydney and Western Sydney to test some of the content we have developed. The program will be a blended PBL experience, the participating students will be invited to come to UTS to take part in think tanks and workshops that are designed to expose the students to some of UTS' unique programs, research units and facilities. The students will then be asked to create projects over the course of the term. These projects will be tied in with the National Science Week's Agenda on 'future earth'. The students will work on developing projects that will then be presented at a final showcase in August as part of the Sydney Science Festival.
Lisa, you're one of the teachers involved. Why is STEAM education important from your school's perspective, and particularly for girls?
Lisa Wark: As Head Teacher TAS (Technological and Applied Studies), I currently supervise nine experienced staff members and one beginning teacher who teach subjects within this key learning area. The subjects taught in our faculty at Riverside include:

Years 7-8: Technology Mandatory, Information and Communication Technology;

Years 9-10: Food Technology, Textiles Technology, Graphics Technology, Industrial Technology- Timber, Information and Software Technology; and,

Years 11-12: Engineering Studies, Community and Family Studies, Textiles and Design, Industrial Technology-Multimedia and Hospitality.

The school has a strong tradition of academic excellence achieved through inspired teaching. Students are articulate and passionate about having a voice which they achieve through many activities including involvement in the community.

The first time I taught senior computing was in 1991 at a girl's school in South Western Sydney where we had five classes in that subject. However, over subsequent years the numbers opting to pursue Information and Communication Technology based courses, especially in the senior years, began to decline.

Unfortunately, at Riverside I have also witnessed the continued decline in girls selecting these subjects, not only in the senior years, but also as a pattern of study in Stage 5, Years 9 and 10. The Science faculty at the school were also experiencing similar issues. A time for change had arrived, so in 2015, driven by the Head Teacher Curriculum, the school embarked on developing a STEM growth model. Adopting a growth model recognised and supported the need for professional learning of staff.

The students we currently teach face uncertainty about career opportunities and future jobs. The job market is also becoming increasingly global and interest in Science, Engineering and Technology careers is diminishing especially for girls. To help address this situation we have focussed on strategies and curriculum opportunities to build capacity in our students to be flexible, resilient, see and act on opportunities as well as innovate.

STEM at Riverside Girls High School provides experiences for our students to develop creative and collaborative approaches to solve complex problems, critically think, take initiative for their own learning, see and act on opportunities as well as innovate. It is particularly important that our young women realise that they have a voice that can be heard and potentially make significant differences in the world, our entrepreneurship unit of work and Young Change Agents projects supported this concept. However, engaging students interest in STEM options still proves to be challenging.

We needed to find pathways to ignite STEM passions of our female students who tend to adopt a more traditional pattern of study so a connection with the Arts provides one avenue. Introducing such things as wearable technology units of work, using 3D printing to create fabric for costumes or creating interactive art installations can help students see STEM in action and spark their enthusiasm. Promoting a STEAM approach at Riverside has been one way to engage and stimulate student interest and develop cross curriculum opportunities. However, it is still essential that the focus remain on STEM related activities in these cross-curriculum opportunities. Using the "how might we..." questions to stimulate creative and critical thinking about the world around them provides fantastic STEAM opportunities that engage our female students.

At Riverside, it has been determined that greater long-term impact and benefit for students is gained through incorporation of STEM activities within the curriculum. We do engage in extra -curricular opportunities such as Young Change Agents, Women in IT and Engineering when the opportunity arises. All Year 7 and 8 students are involved in STEM related teaching and learning activities through the Information and Communication Technologies (ICT) classes. The Year 8 ICT students also complete an integrated unit of work titled Post Earth Pioneers.
What's it been like to be involved in the co-designing model?
LW: It was an invaluable opportunity as a teacher to take part in this co-designing model to develop a project curriculum. As teachers, we don't often take the opportunity to work with our students in gaining real empathy to develop our teaching and learning programs and units of work. This is a very powerful tool to employ in a school setting as those who take part in the process have a greater sense of ownership and potentially work harder to ensure its success. I have since used this concept to co-design an assessment regime for Year 10 Textiles Technology students.

In addition, being able to express our thoughts and opinions with a researcher in the field was also empowering. Throughout the process it was made clear to us that our opinions and that of our students were valued. During the program the students were fully engaged in the activities and felt empowered by the process. They were very keen to return to school and interview students to gain empathy about STEM/STEAM. The tour of the University gave the students a good insight into opportunities, with the 360 data room the highlight. Our students have shared their experiences with our parent community at one of our STEM morning teas, which was well received.
Tida, why did you decide to use the co-design approach? Is it fair to say you'll be designing 'on the go' then, from the student and teacher feedback and input at various stages?
TT: Yes, the co-design element is a really important feature of the program because it has given us the time to develop the program in consultation with the students and really understand their pain points and aspirations. Working closely with the teachers has also been an incredible opportunity to find out how the program can support teachers with resources and creating a community of practice so that teachers can share knowledge.

The designing as you go method is very much because we are constantly learning and adapting as we go, it's about applying that start up mentality.

The pilot is officially launched on May 25, but a lot has already happened hasn't it?

On 15 November we invited three schools to participate in the co-design process of the program. The co-design workshops were created to explore how young women would engage with STEAM content. The three participating schools were chosen based on an identified interest in or talent for STEAM education. The importance of representing young women from low SES areas and existing engagement with UTS also played a role in choosing the schools to participate.

The participating students were invited to an introduction into STEAM and heard from guest speakers working across these fields to help them understand how STEAM involves an integration and interconnection of different disciplines and the resulting opportunities for collaboration and the development of new products, services and ways to problem solve complex issues. The students then came to the Hatchery to undertake a small design thinking workshop that used some of the Hatchery content to inform the design thinking approach. The students were then given a basic introduction into empathy and interviewing techniques, with the aim that students would then go back to the schools to interview other girls on the value of the arts and its importance to STEM and STEAM education.

On 25 November, the students came back to UTS to unpack their findings and to begin to ideate potential content ideas and themes. The girls were asked to design a STEAM school of the future which yielded some interesting themes and contents ideas that can be used for the pilot. They also had the opportunity to explore different branding options for the program and identify which elements they positively related to STEAM.

The co-design workshops were highly successful with both students and teachers engaged with the content and experimental nature of the workshops. There were key themes that emerged from the workshops that included how entrepreneurship could be fused into the program, and an interest in topics such as space, sustainability and design.
And what are the next steps?
TT: We're testing out our methods and piloting the content in Term 2 with four different schools. The pilot will be a mixture of PBL and think tanks to create an immersive learning experience that stretches from May to August. We are working on creating a program that will support young women to develop entrepreneurial projects that incorporate elements from different STEAM fields. A large component of the program has been modelled off the learnings and teachings from UTS:Hatchery, an extracurricular program that supports students to develop their entrepreneurial skillsets.

In what ways do you encourage female students to continue with STEAM studies into senior high school and beyond?

Do you use classroom activities that reflect the real-life situations students are likely to face once they leave school?

When promoting STEAM study and careers, do you use both male and female role models?

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STEAM education - taking a co-design approach

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The STEAMpunk Girls project that launched this month involves researchers from University of Technology Sydney working with students and teachers from four high schools to co-design a project-based learning program.

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How did you Stand Out at your school?
I grew up in a beachside town in Western Australia. It was a pretty chilled out environment. I'm a transgender female, and I've been living like this for about 6 months nearly.

The way I've stood out against transphobia at my school has been to educate people as much as I can about what being transgender actually means. I found that there has been just so much misinformation on a lot of the basic concepts. Probably the biggest misunderstanding is that sexuality and gender identity are the same thing.

What was the hardest part about Standing Out?
It was scary! When I transitioned at school I started wearing a dress, which was confronting for some people. Some people spread rumours, and that day it felt like every single eye was on me.

Where did you get support?
I spoke to my school councillor who linked me into some organisations that really helped me in my transition, like Minus18. My food tech teacher approached me and told me that she was really proud of me as well. But the biggest support for me came from my family.

What advice do you have for other students wanting to stand out?
Finding the confidence to transition and be myself was so important. Having support is too. Try joining some sexuality and gender diversity groups in your area or online and establish a good support base if possible, like staff at school, friends or family. It's scary, but for me it was totally worth it.

I'm living how I wanted to live for my whole life. I'm using the girls' toilets and locker rooms, and I'm treated in the same way as all my female friends are treated. I just feel amazing.

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How did you Stand Out at your school? I grew up in a beachside town in Western Australia. It was a pretty chilled out environment. I'm a transgender female, and I've been living like this for about 6 months nearly.

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Posted October 11, 2017 06:21:42

To commemorate the UN's International Day of the Girl Child, ABC News spoke to seven girls living vastly different lives around the world.

Here, they share their hopes for change in their own communities.

Ramani Wilson, 15

Washington DC, United States

"If I were a politician, first I would focus on the violence that goes on in predominantly African-American communities.

"In Washington DC there has been a lot of violence that has been going on towards black youth that has been sort of ignored.

"Like recently we've lost two of our friends in the past month to gun violence and we're just being ignored.

"In DC there [are] a lot of girls going missing that are primarily minorities. So a lot of those things have just been overshadowed."

In the United States, violence against black women is 35 per cent higher than white women.

Chelsea Hicks, 17

South Hedland, Western Australia

"I'd like to achieve being a medical officer in the Army.

"It's always been a big dream of mine, being a doctor in the Army, I've really had a very strong interest in it since I was little.

"If I was in charge of the world, I'd like to change how young women view themselves, based on their looks, and how they think others view them.

"And I'd also like to change discrimination in the world based on peoples' race, gender, [and] however they present themselves to others."

In Australia, Indigenous women are 45 times more likely to experience domestic violence.

Vuina Guria, 14

Port Moresby, Papua New Guinea

"Women are not usually in parliament. They are not in politics.

"There are only men; so I would say some women in parliament. I would like to run a district or a province.

"Some girls never finished their studies. They just get pushed around by their husbands.

"Some don't have jobs, and only the husband has the money and they have to do whatever the husband does.

"I just want to say find better jobs and get a voice and be someone in the future."

In Papua New Guinea, only seven women have been elected to parliament since 1964.

Kobe Giles, 12

Karratha, Western Australia

"The people that inspire me most are mainly singers, but the ones that it was hard for them to achieve their goals.

"For example, Katy Perry, because when she was younger she ... wasn't allowed to go and pursue her dreams of singing, but she still tried and she made it big anyway.

"The main thing that's standing in my way is probably the place that I live, because it's a small town and there's not many ways to get exposure."

Globally, one in seven girls aged 15-19 is currently married or in a union.

Roxanne Fraser, 14

London, United Kingdom

"My inspiration is my mother and my step dad because he influenced me to start boxing, but also Nicola Adams because she was one of the first females to get gold in the Olympics once boxing became an Olympic sport.

"I want to inspire other people. I want to be one of the role models that everybody looks up to.

"Everybody should know me by my name just because I am a female and I can do boxing and ballet at the same time."

In the United Kingdom, two-thirds of women feel unsafe walking alone after dark.

Ayla Farrell, 17

Port Hedland, Western Australia

"I'd change the world by creating equal opportunities and equal rights for women.

"Coming from a mining town, I do see mainly men working on mine sites and would definitely like to see more women taking [those] roles.

"The people that inspire me most would be my mother.

"She just got a qualification in nursing and seeing her work so hard over the last four years with kids to look after, definitely idolise her for that."

In Australia, fewer than 50 per cent of Indigenous girls finish high school.

Aida Ameera Alkaff, 15

Bintaro, Indonesia

"If I was in charge, I want to erase gender roles and would make people think that girls and boys should be treated the same.

"I would encourage [girls]. It's not like I'm going to tell them to dump their boyfriends or something like that. No.

"But I would like to tell them that they can survive on their own if they don't have a husband or something."

In Indonesia, one in seven girls are married before they are 18.

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How teenage girls around the world want to create change

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Posted October 11, 2017 06:21:42 To commemorate the UN's International Day of the Girl Child, ABC News spoke to seven girls living vastly different lives around the world. Here, they share their hopes for change in their own communities. "If I were a politician, first I would focus on the violence that goes on in predominantly African-American communities.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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But some schools in Sweden are trying to strip away such gender norms.

There's nothing obviously out of the ordinary at Sweden's gender-neutral preschools at first glance.

There are no designated areas to play with dolls or building blocks. The toys have been strategically jumbled to create an environment for girls and boys to play together.

These two preschools in Sweden -- Nicolaigarden and Egalia (meaning 'equality' in Latin) -- go to great lengths to de-emphasize gender. Children are given the freedom to challenge and cross gender boundaries.

Rather than encourage children to do particular things, the teachers are careful not to box children based on their gender or subtly discourage them from doing certain things.

The school has removed the terms "girl" and "boy" completely. Instead they make a deliberate effort to call each child by their first name or the gender-neutral pronoun "hen".

But is it necessary to intervene at such a young age, and what are the long-term effects?

Removing the 'gender straitjacket'

A new global study found that young girls and boys are outfitted with "gender straitjackets" by the age of 10, resulting in lifelong negative consequences.

The Global Early Adolescent Study analyzed how gender is learned, enforced and reinforced among early adolescents in 15 countries.

It concluded that culturally-enforced gender stereotypes -- which are linked to an increased risk of mental and physical health problems -- are firmly rooted between the ages of 10 and 14. The study found these stereotypes leave girls at greater risk of exposure to physical and sexual violence, child marriage, and HIV. For boys, the risks can include substance abuse and suicide.

In Sweden, which is ranked as the fourth-most equal country in the world when it comes to gender, the government has made a concerted effort to emphasize equality in the Education Act.

Following a new amendment introduced in 1998 requiring all schools to work against gender stereotyping, Lotta Rajalin set up her first gender-neutral preschool for one to five-year-olds in Stockholm's Old Town.

The gender-neutral policies at Rajalin's schools ensure that stories, songs and dramatizations are screened or re-scripted to include non-nuclear families (single parents or same-sex couples) and heroines sweeping princes off their feet.

Teachers opt for non-traditional plot twists to ensure that they're not reinforcing gender stereotypes.

How to be a gender-neutral teacher

Perhaps the most important distinction in these preschools is the way the teachers treat each child.

To help identify any unconscious bias they have when dealing with girls and boys, the teachers filmed themselves interacting with children and took note of how they responded to the different sexes.

"After we had been filming and observing each other, we understood that it's not the children we have to change, it's ourselves," Rajalin tells CNN.

They discovered they used different tones of voice when talking to girls or boys, and tolerated rowdiness in boys while discouraging it in girls. Similarly, they found themselves to be more likely to comfort a crying girl, while they would tell a crying boy to brush it off.

"When you change yourself and your thinking and your expectations, you will see new things and you will see that it's better for children's development," she says.

Rajalin believes gender stereotypes limit the opportunities available to a child. Her gender-neutral teaching methods stem from what she calls "the whole life spectra" or "circle of opportunity." This circle is often divided into two semi-circles -- one for boys and one for girls.

Through gender-neutral teaching, Rajalin hopes to open up this circle of opportunities for all children to define themselves.

"We try to take away the barriers which stop both girls and boys doing what they want to do," she says.

"We want all children to have the same opportunities to feel, to express themselves, to like what color they like, to play the sport they're in, and so on. We don't want to limit them."

Following a small, structured observation of children at one of Rajalin's preschools, Ben Kenward, a researcher in psychology at Uppsala University in Sweden and Oxford Brookes University in England, found these children had a reduced tendency to be influenced by gender stereotypes, compared to a control group of children from a typical Swedish preschool.

"The [gender neutral] pedagogy is having some of the effects that it's intended to have, and if you're committed to giving these young children the same opportunities ... then our study suggests that this kind of pedagogy is a good tool."

'Brainwashing children'

However, these gender-neutral policies have generated much criticism over the years.

Swedish psychiatrist and author David Eberhard considers calling boys and girls "hen" to be "intellectually dishonest" as it is being "blind to biological differences."

"This is the kind of brainwash that works when the kids are small and in the short run they adapt to this, but what happens when they go to normal school and they find out they were living in a sect?" he tells CNN.

"This is a sort of a religious sect to say there's no differences between men and women, it has nothing to do with science."

Eberhard explained that he does not oppose boys choosing to play with dolls, but he draws the line at calling a girl or boy "it" or "hen".

Rajalin believes a lot of criticism is misguided, as people do not fully understand what they are trying to do. "We are not trying to say girls should be boys or boys should be girls, we just want every person to have the right to be the person they are, regardless of gender," she says.

Harmless 'experiment'

While Eberhard's views are strong, he says gender-neutral schooling is unlikely to have any negative long-term effects on young children.

"I suppose that they [the children] are so sure about their identity that it doesn't matter," he says. "But, as individuals, you may very well have young kids of different sexes that become very frustrated or confused."

He believes Sweden would be better off solving the problem of gender inequality in the real world.

Rajalin, however, believes adopting gender-neutral methods and exposing children to teachers of various different ethnicities, religions, sexes and sexual orientations, will better prepare them for the nuances of the real world. It will boost their self-confidence and set them up to be more successful in life, she says.

Psychology professor Philip Hwang from the University of Gothenburg is not convinced. He thinks Rajalin's gender-neutral preschools are harmless but overrated.

"I don't really see any harm in it, but I think it pleases the parents more than it changes the children," he tells CNN.

He says he has met a couple of parents that really believe sending their children to gender-neutral preschool will have lasting effects and that they will grow up in a gender-neutral society.

"It's a statement more than something that has actual effect on children's long-term development with regard to gender issues," he says.

"It takes generations to change norms and values like this."

Even Kenward, who is optimistic that the gender-neutral pedagogy is creating equal opportunities for children of both genders, is unsure what the long-term effects will be.

"It's an open question what happens to these children when they move into primary school," he says. "My guess is it [gender neutral pedagogy] could continue to influence their behavior potentially, not in a very strong way necessarily. But it may have some lasting effects."

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these gender-neutral schools want to crush stereotypes - cnn

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There are no girls or boys at this school

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But some schools in Sweden are trying to strip away such gender norms. There's nothing obviously out of the ordinary at Sweden's gender-neutral preschools at first glance. There are no designated areas to play with dolls or building blocks. The toys have been strategically jumbled to create an environment for girls and boys to play together.

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In 2008, Amy Poehler established this online community to encourage young women to “change the world by being your-self”, cultivate girl activism and STEM (science, technology, engineering, and mathematics) competencies.

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Founded by artist Amy Poehler and producer Meredith Walker, Amy Poehler’s Smart Girls organization is dedicated to helping young people cultivate their authentic selves.

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For additional resources on how to fairly and accurately report on transgender people, please see " In Focus: Covering the Transgender Community" and visit glaad.org/transgender.

Glossary of Terms - Transgender

Sex

The classification of a person as male or female. At birth, infants are assigned a sex, usually based on the appearance of their external anatomy. (This is what is written on the birth certificate.) A person's sex, however, is actually a combination of bodily characteristics including: chromosomes, hormones, internal and external reproductive organs, and secondary sex characteristics.

Gender Identity

A person's internal, deeply held sense of their gender. For transgender people, their own internal gender identity does not match the sex they were assigned at birth. Most people have a gender identity of man or woman (or boy or girl). For some people, their gender identity does not fit neatly into one of those two choices (see non-binary and/or genderqueer below.) Unlike gender expression (see below) gender identity is not visible to others.

Gender Expression

External manifestations of gender, expressed through a person's name, pronouns, clothing, haircut, behavior, voice, and/or body characteristics. Society identifies these cues as masculine and feminine, although what is considered masculine or feminine changes over time and varies by culture. Typically, transgender people seek to align their gender expression with their gender identity, rather than the sex they were assigned at birth.

Sexual Orientation

Describes a person's enduring physical, romantic, and/or emotional attraction to another person. Gender identity and sexual orientation are not the same. Transgender people may be straight, lesbian, gay, bisexual, or queer. For example, a person who transitions from male to female and is attracted solely to men would typically identify as a straight woman.

Transgender (adj.)

An umbrella term for people whose gender identity differs from the sex they were assigned at birth. People under the transgender umbrella may describe themselves using one or more of a wide variety of terms - including transgender. Some of those terms are defined below. Use the descriptive term preferred by the person. Many transgender people are prescribed hormones by their doctors to bring their bodies into alignment with their gender identity. Some undergo surgery as well. But not all transgender people can or will take those steps, and a transgender identity is not dependent upon physical appearance or medical procedures.

Transsexual (adj.)

An older term that originated in the medical and psychological communities. Still preferred by some people who have permanently changed - or seek to change - their bodies through medical interventions, including but not limited to hormones and/or surgeries. Unlike transgender, transsexual is not an umbrella term. Many transgender people do not identify as transsexual and prefer the word transgender. It is best to ask which term a person prefers. If preferred, use as an adjective: transsexual woman or transsexual man.

Trans

Used as shorthand to mean transgender or transsexual - or sometimes to be inclusive of a wide variety of identities under the transgender umbrella. Because its meaning is not precise or widely understood, be careful when using it with audiences who may not understand what it means. Avoid unless used in a direct quote or in cases where you can clearly explain the term's meaning in the context of your story.

Cross-dresser

While anyone may wear clothes associated with a different sex, the term cross-dresser is typically used to refer to men who occasionally wear clothes, makeup, and accessories culturally associated with women. Those men typically identify as heterosexual. This activity is a form of gender expression and not done for entertainment purposes. Cross-dressers do not wish to permanently change their sex or live full-time as women. Replaces the term "transvestite".

Transition

Altering one's birth sex is not a one-step procedure; it is a complex process that occurs over a long period of time. Transition can include some or all of the following personal, medical, and legal steps: telling one's family, friends, and co-workers; using a different name and new pronouns; dressing differently; changing one's name and/or sex on legal documents; hormone therapy; and possibly (though not always) one or more types of surgery. The exact steps involved in transition vary from person to person. Avoid the phrase "sex change".

Sex Reassignment Surgery (SRS)

Also called Gender Confirmation Surgery (GCS). Refers to doctor-supervised surgical interventions, and is only one small part of transition (see transition above). Avoid the phrase "sex change operation." Do not refer to someone as being "pre-op" or "post-op." Not all transgender people choose to, or can afford to, undergo medical surgeries. Journalists should avoid overemphasizing the role of surgeries in the transition process.

Gender Identity Disorder (GID)

outdated, see Gender Dysphoria

Gender Dysphoria

In 2013, the American Psychiatric Association released the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) which replaced the outdated entry "Gender Identity Disorder" with Gender Dysphoria, and changed the criteria for diagnosis. The necessity of a psychiatric diagnosis remains controversial, as both psychiatric and medical authorities recommend individualized medical treatment through hormones and/or surgeries to treat gender dysphoria. Some transgender advocates believe the inclusion of Gender Dysphoria in the DSM is necessary in order to advocate for health insurance that covers the medically necessary treatment recommended for transgender people.

Transgender women are not cross-dressers or drag queens. Drag queens are men, typically gay men, who dress like women for the purpose of entertainment. Be aware of the differences between transgender women, cross-dressers, and drag queens. Use the term preferred by the person. Do not use the word "transvestite" at all, unless someone specifically self-identifies that way.

OTHER TERMS YOU MAY HEAR

You may hear the following terms when doing research on transgender issues or speaking to an interview subject. As they are not commonly known outside the LGBTQ community, they will require context and definition if used in mainstream media.

Cisgender

A term used to describe people who are not transgender. "Cis-" is a Latin prefix meaning "on the same side as," and is therefore an antonym of "trans-." A more widely understood way to describe people who are not transgender is simply to say non-transgender people.

Gender Non-Conforming

A term used to describe some people whose gender expression is different from conventional expectations of masculinity and femininity. Please note that not all gender non-conforming people identify as transgender; nor are all transgender people gender non-conforming. Many people have gender expressions that are not entirely conventional - that fact alone does not make them transgender. Many transgender men and women have gender expressions that are conventionally masculine or feminine. Simply being transgender does not make someone gender non-conforming. The term is not a synonym for transgender or transsexual and should only be used if someone self-identifies as gender non-conforming.

Non-binary and/or genderqueer

Terms used by some people who experience their gender identity and/or gender expression as falling outside the categories of man and woman. They may define their gender as falling somewhere in between man and woman, or they may define it as wholly different from these terms. The term is not a synonym for transgender or transsexual and should only be used if someone self-identifies as non-binary and/or genderqueer.

TRANSGENDER NAMES, PRONOUN USAGE & DESCRIPTIONS

Always use a transgender person's chosen name.

Many transgender people are able to obtain a legal name change from a court. However, some transgender people cannot afford a legal name change or are not yet old enough to legally change their name. They should be afforded the same respect for their chosen name as anyone else who uses a name other than their birth name (e.g., celebrities).

Use the pronoun that matches the person's authentic gender.

A person who identifies as a certain gender, whether or not that person has taken hormones or undergone surgery, should be referred to using the pronouns appropriate for that gender. If you are not certain which pronoun to use, ask the person, "What pronouns do you use?"

If it is not possible to ask a transgender person which pronoun they use, use the pronoun that is consistent with the person's appearance and gender expression or use the singular they.

For example, if a person wears a dress and uses the name Susan, feminine pronouns are usually appropriate. Or it is also acceptable to use the singular they to describe someone when you don't wish to assign a gender. For example: "Every individual should be able to express their gender in a way that is comfortable for them."

Some people use the singular they to reflect their non-binary gender identity and/or gender expression.

In 2015, The Washington Post updated its style guide to include the singular they to describe people who "identify as neither male nor female." It is increasingly common for people who have a non-binary gender identity and/or gender expression to use they/them as their pronoun. For example: "Jacob writes eloquently about their non-binary identity. They have also appeared frequently in the media to talk about their family's reaction to their gender expression."

It is never appropriate to put quotation marks around either a transgender person's chosen name or the pronoun that reflects that person's gender identity."

Terms to Avoid

"transgenders," "a transgender"

Transgender should be used as an adjective, not as a noun. Do not say, "Tony is a transgender," or "The parade included many transgenders."

"transgender people","a transgender person"

For example, "Tony is a transgender man," or "The parade included many transgender people."

"transgendered"

The adjective transgender should never have an extraneous "-ed" tacked onto the end. An "-ed" suffix adds unnecessary length to the word and can cause tense confusion and grammatical errors. It also brings transgender into alignment with lesbian, gay, bisexual, and queer. You would not say that Elton John is "gayed" or Ellen DeGeneres is "lesbianed," therefore you would not say Chaz Bono is "transgendered."

"transgenderism"

This is not a term commonly used by transgender people. This is a term used by anti-transgender activists to dehumanize transgender people and reduce who they are to "a condition."

"being transgender"

Refer to being transgender instead, or refer to the transgender community. You can also refer to the movement for transgender equality and acceptance.

"sex change," "pre-operative," "post-operative

Referring to a "sex-change operation," or using terms such as "pre-operative" or "post-operative," inaccurately suggests that a person must have surgery in order to transition. Avoid overemphasizing surgery when discussing transgender people or the process of transition.

"biologically male," "biologically female," "genetically male," "genetically female," "born a man," "born a woman"

Problematic phrases like those above are reductive and overly-simplify a very complex subject. As mentioned above, a person's sex is determined by a number of factors - not simply genetics - and a person's biology does not "trump" a person's gender identity. Finally, people are born babies: they are not "born a man" or "born a woman."

"assigned male at birth," "assigned female at birth" or "designated male at birth," "designated female at birth"

"passing" and "stealth"

While some transgender people may use these terms among themselves, it is not appropriate to repeat them in mainstream media unless it's in a direct quote. The terms refer to a transgender person's ability to go through daily life without others making an assumption that they are transgender. However, the terms themselves are problematic because "passing" implies "passing as something you're not," while "stealth" connotes deceit. When transgender people are living as their authentic selves, and are not perceived as transgender by others, that does not make them deceptive or misleading.

"visibly transgender," "not visibly transgender"

Defamatory Language

Defamatory: "deceptive," "fooling," "pretending," "posing," "trap," or "masquerading"

Gender identity is an integral part of a person's identity. Do not characterize transgender people as "deceptive," as "fooling" or "trapping" others, or as "pretending" to be, "posing" or "masquerading" as a man or a woman. Such descriptions are inaccurate, defamatory and insulting. (See "passing" and "stealth" as problematic terms above.)

Defamatory: "tranny," "she-male," "he/she," "it," "shim"

These words dehumanize transgender people and should not be used in mainstream media. The criteria for using these derogatory terms should be the same as those applied to vulgar epithets used to target other groups: they should not be used except in a direct quote that reveals the bias of the person quoted. So that such words are not given credibility in the media, it is preferred that reporters say, "The person used a derogatory word for a transgender person." Please note that while some transgender people may use "tranny" to describe themselves, others find it extremely offensive.

Defamatory: "bathroom bill"

A term created and used by far-right extremists to oppose nondiscrimination laws that protect transgender people. The term is geared to incite fear and panic at the thought of encountering transgender people in public restrooms. Simply refer to the nondiscrimination law/ ordinance instead. For additional resources on how to fairly and accurately report on nondiscrimination laws and bathrooms, please see "Debunking the 'Bathroom Bill' Myth - Accurate reporting on LGBT nondiscrimination: A guide for journalists."

Return to GLAAD Media Reference Guide Home

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GLAAD Media Reference Guide - Transgender

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For additional resources on how to fairly and accurately report on transgender people, please see "In Focus: Covering the Transgender Community" and visit glaad.org/transgender.Glossary of Terms - TransgenderSexThe classification of a person as male or female. At birth, infants are assigned a sex, usually based on the appearance of their external anatomy.

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A resource for families of young people who have come out/invited people in regarding their diverse sexuality or gender identity.

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6. Challenging Stereotypes and Inequalities 

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6. Challenging Stereotypes and Inequalities 

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1. Self -Study: Examining your own behaviour in the classroom

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1. Self -Study: Examining your own behaviour in the classroom

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Activities that can be used in the classroom from Building Respectful Relationships

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Activities that can be used in the classroom from Building Respectful Relationships

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You can't talk about gender in a contemporary classroom without discussing non-binary perspectives

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You can't talk about gender in a contemporary classroom without discussing non-binary perspectives

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We have a duty of care over our students. You won't like or agree with every student, but it's part of your job to prevent your inherent bias from getting between the student and their learning

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School is out on a Wednesday and the dean of students' office at Facing History High School is full, but these kids aren't here for detention. Dean Courtney Robinson, who has thick arms covered with tattoos and hair pulled back into a braided bun, looks over the room as high school boys shuffle in and out. Some wear sweatshirts with hoods pulled floppily over their heads; others wear navy polos embroidered with a special insignia: tiny hands clasped around a globe.

They chat, complain, and tease one another until precisely 1:35 p.m., when Robinson ushers out the hangers-on while those in the polos plop into seats for a meeting of the Human United Strength Organization, or HUSO. The conversation topics range from rap music to Malcolm X but the subtext always centers on the meaning of masculinity.

"All right, guys," Robinson begins. "Let's check in."

A senior named Devante Moore usually talks about basketball. He speaks faster and faster as he becomes angrier and angrier. Apparently, this year's coach isn't his favorite. John Susana, a freshman, mentions in a mumble that his grades are good, and his small audience claps for his success.

Room 227 is a safe place. One boy shares that his favorite Christmas gift was a hug from his mom. It's a supportive place. Robinson listens intently to the students' problems and responds with short suggestions for nonviolent solutions. It's a male place, a haven for these high-school boys to talk about the things they ordinarily would find difficult to air in public.

They call it the HUSO Mentoring Group, or HMG, an after-school offshoot of the HUSO umbrella organization, which Robinson established at Facing History in Hell's Kitchen. He hopes to see his group replicated in more city schools, even though there are already a number of similar male-oriented clubs operating under other leadership across the United States.

The purpose of these programs is to give boys the chance to rethink maleness, and to change the way men treat women and each other. Moore, the one who always brings up basketball, says that the group isn't for the weak-minded. "This is for people who got strong minds; who are willing to step up to the plate and really become a young man."

Organizers say the construct works once the young men decide to participate. Getting them in the door and then finding the money to keep the doors open are often the two biggest challenges.
* * *
When Robinson started his organization, he did not know he would become part of a much larger movement that has been working for the past 40 years to engage men in the prevention of violence against women. Mentoring for him started at his home in Harlem when he was just a boy. His mother kept the front door open for any child in need, and those who came also looked informally to Robinson for advice. He now tells his club members that they're walking examples of respectful male students, ones who choose conversation over clenched fists.

The first such experiments emerged in the late-1960s and early-1970s during the second wave of the feminist movement, when male activists realized the positive impact of their support in the battle for women's rights.

Termed "anti-sexists," these men supported the rights of their female partners and initially seemed to be little more than a weak and scattered army without provisions or direction. But after the First National Conference on Men and Masculinity in 1975, structure soon followed, resulting in the establishment of the National Organization for Men Against Sexism.

As gender studies gained credibility as an academic discipline around the same time, some scholars of feminist theory began to develop a new focus, known as masculinity studies. Dr. Ronald Levant played a significant role in the development of masculinity ideology, something he defines as "an individual's internalization of cultural belief systems and attitudes toward masculinity and men's roles."

In 1992, he and his colleagues created the Male Role Norms Inventory, which measures adherence to seven norms of the Western masculinity ideology: Avoidance of Femininity, Fear and Hatred of Homosexuals, Self-Reliance, Aggression, Achievement/Status, Non-Relational Attitudes Toward Sex, and Restrictive Emotionality. Research influenced by Levant's inventory has since revealed that men who embrace more traditional Western masculine ideology are reluctant to discuss condom use with their partners, have less satisfactory relationships, and harbor attitudes that often lead to the sexual harassment of women.

So instead of putting resources into warning women about dark streets and risqué clothing, which unfairly burdens women with assault prevention, advocates for female victims of sexual abuse, such as Lina Juarbe Botella, realize that their primary focus should be on changing the behavior of abusive men. "Women cannot be safe," Botella says, "until men know how to behave."

An Atlantic Special Report
Read More

Tony Porter and Ted Bunch founded A Call to Men in 2002 after being heavily involved in social justice activism for several years. Botella, the organization's training director, said that the two founders "meet men where they're at physically and emotionally," to encourage them to act as positive role models for their communities. But the two men also acknowledge the debt they owe to the women like Botella's predecessors, who came before them as workers for the same cause.

Teaching young men to value the models of maleness that men like Utt, Gómez, and Robinson are forging seems to be easier in a room full of strangers than it is in the locker room or at home. Gómez recalled an expression he says he heard somewhere once: "You know, it's like anybody can confront an enemy, but it takes a true hero to confront a friend."

He told the story of a recent trip to Alabama where the men he met represented what he calls "the front lines of the battle" to change the way men think about their masculinity. Gómez says he prefers to speak at a place like this where, by the end of the session, a "pretty homophobic construction worker" was in tears talking about his son. To Gómez, watching that man's transformation in the space of a one-hour meeting is "more revolutionary and more meaningful to me than 30 people who identify as activists" parroting what they already believe.

And those venues have become virtual as well as physical. Online forums have a special appeal because they provide anonymity that gives guys the chance to be curious in private. Blogs like Masculinities 101, MasculinityU, and Higher Unlearning have emerged as equivalents to Robinson's classroom. They encourage young men to debate, ask questions, and learn about new definitions of masculinity.

Twitter and Facebook generate numerous conversations in which postings fling around buzzwords such as "pro-feminism," "healthy masculinity" and "positive sexuality," where male advocates tackle the issues of street harassment and sexual abuse with a keyboard.

Emiliano Diaz De Leon wishes that he had social media when he started working in the field of advocacy. His reach would have been larger, he said, to help educate young boys like himself. When Diaz De Leon was a teenager, he confessed to being violent toward women he dated and said that there had been acts of abuse in his own family. He wasn't aware of the male support group at his high school and was surprised when the school counselor referred him to join after he acknowledged his need for help. Those early experiences led him to the job he now holds as men's engagement specialist at the Texas Association Against Sexual Assault. Although not everyone who comes to be passionate about this kind of advocacy starts because of an early intervention, many do, and he thinks the existence of such groups is a plus.

"I think if we can get men to begin to do the work that early, that absolutely has an impact on their ability to continue doing the work as adult men."

Diaz De Leon became the first children's male advocate at SafePlace, the women's shelter that was his club's sponsor, after having participated in his own high-school group. Plenty of men had provided services to the organization-making repairs to the building and such-but none before Diaz De Leon had volunteered to work with the shelter's clients.

"It was really the women, both the leadership at SafePlace and in the shelter, who took a risk, who both mentored me and challenged me and held me accountable," he said. While some women were receptive to his presence, others had a hard time with it. "They had experienced a tremendous amount of violence from men who looked like me."

He felt the weight of being the first positive male role model to which most of the children had ever been exposed.

"It really forces you, every day, to think about your behavior, language, the way that you walk, the way that you talk, the way that you are around the people in the shelter," he said.

* * *

Related Story

The New Sex Education Focuses on Preventing Violence
One afternoon at the meeting in Room 227, the group starts to argue about the value of money. Sentences overlap and the boys grab at any second of silence to shout out their opinions. As they debate, Robinson listens. He waits for the right moment to jump in and when he does, some of the boys are too involved in conversation to hear him. "Yo yo yo, one mic, one mic," a few call out. It's a phrase used often by the students during meetings to avoid interruptions. The rest stop to give their mentor the floor. Robinson doesn't have to ask for their respect; he's earned it.

"I've had teachers that don't come from the same type of environment as these kids, and they're like, 'Wow, Courtney, how do you do that? You ask them to do something and they do it!'"

It's simple, he says. He doesn't dictate; he explains. When discussion centers on the words "female" and "bitch," Robinson doesn't respond aggressively when a student says that he only uses "bitch" because sometimes "she acts like one." Instead, he puts the word into perspective, asking the boy how he would feel if that word was used to describe his mother or sister.

"Regardless of how you feel about her, somebody loves her," Robinson reminds the student. "And there isn't anything you can say to justify how you're treating her." They listen.

The group's members also know that when Robinson was asked to leave Facing History and become the New York supervisor for Men Can Stop Rape, he turned the offer down to stay with them. This is why: "Me seeing y'all and being here to support you all [to] graduate and move forward and be able to deal with your problems, and help you all make it through and give you all advice means more to me than whatever dollar amount they were going to give me."

"That's love," one of the students says. And the rest clap.

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School is out on a Wednesday and the dean of students' office at Facing History High School is full, but these kids aren't here for detention. Dean Courtney Robinson, who has thick arms covered with tattoos and hair pulled back into a braided bun, looks over the room as high school boys shuffle in and out.

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and it's aimed at your students. Probs best to know what they're reading about

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People say the darnedest things about the singular "they."

When I tell someone that my preferred pronouns are they/them/their, I never know what to expect. Sometimes people say okay and move on, but other times, they'll start to ask a whole bunch of questions that I don't really feel like answering. It's usually well intentioned; I get that people are just trying to understand. But I do get tired of explaining the same things over and over.

So to save everyone (myself included) some time and confusion, I've rounded up some responses to the most common weird questions I get about my pronouns.

"You look like a boy/girl. Why use they instead of he/she?"

I look like me. That's all there is to it. If someone else looks at me and decides I am something or another based on the clothes I'm wearing, or whether or not I'm wearing make up, that assumption is on them: it has nothing to do with who or what I actually am.

"You're only one person! How does that work?"

It's really, really simple. In English, we already use singular "they" all the time when the gender of a person is unknown. Say you see fifty bucks on the ground and pick it up. You might say:

"Oh, someone dropped their money here. I'll set it aside for them, I bet they are looking everywhere!"

Using "he or she" and "his or hers" in this situation is awkward and clunky, so we use singular they instead. When someone uses they/them pronouns, all you have to do is apply that same sentence construction:

"Oh, Desmond dropped their money here. I'll set it aside for them, I bet they are looking everywhere!"

Now if only I could get fifty bucks every time someone's rude about my gender. No, I'm kidding. Let's move on.

"I'm fine with non-binary people, but I don't believe in singular they pronouns. It makes no sense."

Not only are you on the wrong side of history, you're also on the wrong side of English, my friend.

Major dictionaries have recognized singular they as grammatically correct for years, including the Oxford English Dictionary, Merriam-Webster's Dictionary, and dictionary.com. The word "they" has been used as a singular pronoun since at least the 16th century, and some argue it goes back even earlier. We're not making up new words and grammar here. The AP Style Guide has even started to allow the usage of singular they in cases where a subject doesn't identify as male or female.

Clearly, it makes sense to a lot of people who know a lot about the English language, so I don't know why everyone gets so hung up on this.

"My non-binary friend is okay with being called he/she, so I don't think it's a big deal."

Oh boy.

If you're using the pronoun your friend told you to use, great. Non-binary people can use binary pronouns. Personally, I use both he and they, and I don't mind either one. It doesn't make me less non-binary, and the words and terms that make me comfortable don't apply to everyone.

But... (This is a very big but.)

If your friend prefers singular they, but doesn't correct you when you use he or she instead, chances are it's because they don't feel safe doing so. They may be afraid of getting into an awkward or dangerous situation by repeating themselves to someone who won't listen.

It takes a lot of courage to reveal such personal information to others, and when someone comes out to you, it's because they trust you enough to tell you something really important. I guarantee you're not getting a free pass, you're just making someone quietly uncomfortable, and potentially losing a friend.

Seriously, stop! And while you're at it, you should probably say sorry to them.

"I try to use they/them pronouns when people ask, but it's so hard! I keep messing it up."

That's okay! It happens to everyone. It takes time to adjust to new ways of speaking and thinking. Personally, I would much rather my friends and family mess up than give up entirely.

All I ask is for you to not make it my problem. Getting really apologetic or changing the subject to how difficult you find my pronouns won't make me feel any more comfortable after I've been misgendered. Don't tell me that you're trying, show me. Try, and then if you get it wrong, correct yourself and move on.

Of course, there are people out there who will be harsh about good-faith mistakes. Sometimes it's because they're sensitized to being gendered a certain way. Other times, they're just jerks. (Jerks come in all genders.) But in general, accidentally messing up pronouns is not the end of the world, as long as you're holding yourself accountable.
This story originally appeared on Youth Radio, a national network of next-generation storytelling.
Related: Photo Series Shows Non-Binary People as They Want to Be Seen

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Your BIGGEST Questions About They/Them Pronouns, Answered

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People say the darnedest things about the singular "they." When I tell someone that my preferred pronouns are they/them/their, I never know what to expect. Sometimes people say okay and move on, but other times, they'll start to ask a whole bunch of questions that I don't really feel like answering.

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Why do we still make girls wear skirts and dresses as school uniform?

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Wearing a skirt at school can make girls less likely to participate in physical activity, and it’s time schools changed their uniform policies.

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While we're all exposed to gender stereotypes, young people are particularly susceptible to them when forming an understanding of their place in society and their potential. The classroom is an ideal environment to raise their awareness of these stereotypes and encourage critical analysis in students so they're equipped to come to their own informed conclusions.

Inspiring young people to question gender stereotypes enables them to make informed choices about their futures and broaden their opportunities. As a teacher, you are in a position to call out examples of gender stereotyping and encourage students to question and dispute them. This might be through highlighting examples in teaching materials or through calling out students' comments and behaviour.

Although you might not be making decisions about what texts and materials are on the syllabus, you do have the opportunity to ask students to question gendered examples within those materials. Suggest students consider the types of texts that are authored by women versus men, to analyse the roles men versus women fill in texts' examples or fictional characters. Maths or sociology classes can provide an opportunity to look at Australian statistics in areas such as gender pay gaps, or gender-bias in careers and employment.

If you hear sexist comments from students, such as "you kick like a girl", "man up" or "get back in the kitchen" it's important to discuss what these phrases mean and their consequences. Many students will use this language without intending to insult, so it's important to prompt them to think about the underlying message and the impact their comments have, as opposed to simply reprimanding or 'banning' such talk.
What can I do to promote gender equity and challenge stereotypes?

Challenge traditional male and female stereotypes when giving examples to students, e.g. 'a female soldier' or 'a male nurse'.

When you do see/hear examples of gender stereotypes use them as an opportunity for 'teachable moments' and ask students to discuss what they mean and why they use them.

Aim to use gender neutral language (e.g. it, their, they).

Avoid statements that generalise, 'girls tend to...' or 'boys are more...'

Don't limit what you ask your students to do, e.g. ask female students to carry sports equipment

Consider the way you interact with students and avoid being, for example, 'blokey' with boys or 'gentle' with girls. Instead, interact in the way you'd expect them to in the real world.

Actively encourage students to engage in activities that might sit outside their gender's comfort-zones (e.g. sports, dance, drama etc.)

Take note of how often you draw on either males or females to answer different types of questions and make an effort to rectify any inequity

Encourage mixed gender group work and seating arrangements

Use examples of gender inequity to inform your lesson, e.g. looking at statistics on the gender pay gap for a maths lesson, or looking at examples of inequity throughout history and how things may or may not have changed

Actively discuss and analyse sexist advertising images and the media's representation of men and women.

Without highlighting that they're not 'acting likes blokes/girls', actively encourage students when they do challenge gender roles.

Use examples of sexism or rigid gender roles currently in the media, news stories, advertising, television or film as prompts for discussion. Ask students for their own experiences with gender stereotypes, and give them our articles on gender for young people to initiate further discussion.

For more information have a look at our other articles on gender for educators. For lesson plan ideas and information on gender and respectful relationships please refer to Unit One: Gender, Respect and Relationships of the Building Respectful Relationships, Stepping Out Against Gender Based Violence resource by the Department of Education and Early Childhood Development.

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Promoting gender equity in the classroom

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While we're all exposed to gender stereotypes, young people are particularly susceptible to them when forming an understanding of their place in society and their potential. The classroom is an ideal environment to raise their awareness of these stereotypes and encourage critical analysis in students so they're equipped to come to their own informed conclusions.

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Is it your job to judge them, and force them to conform to the prevailing societal norm? Or to help them find their own identities in a safe and caring environment? How self aware are you in your actions?

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Understanding the Complexities of Gender

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Understanding the Complexities of Gender

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“Two options to describe every person in this room, each and every one of you. Two options to describe every person in this world, 7 billion individual identities, simplified into two.”

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Understanding the Complexities of Gender: Sam Killermann at TEDxUofIChicago

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Taking the lessons learned from version 2, and applying them to sexuality in a more meaningful way, here's my best rendition of the genderbread person yet.

If you want to see a more in-depth explanation using the first version of this graphic I made, check out my post Breaking through the binary: Gender explained using continuums.
Someone pointed out that I hadn't shared this here yet, even though it's beenout for awhile. I am in disbelief about how long it's taken me to get this up on the site. I really don't know what happened - time flies? I created the first iteration of my version 3 of the genderbread person when I published my book back in 2013.
I've posted it on Facebook, it's been translated a few times, it's even been Santafied, and don't have much of an explanation to share for why I've neglected to share it here. But... here it is! Sorry? Sorry.

What's new?

There are two big differences from v2 to the most recent v3: separating romantic & sexual attraction, and the labeling of the continua. I'm also sharing it here with a more simplified version that I encourage folks to use for Powerpoints or to supplement any articles they're writing, where the additional verbiage isn't necessary.

Separating romantic and sexual attraction is a more accurate way of describing some of the ways we all experience attraction (or don't), and it's also an effort to make the graphic more inclusive of asexual folks. Check out this great article on Asexuality.org about sexual and romantic attraction if you'd like to read more.

Labels have always been one of the toughest parts of of the genderbread person, because in my versions I'm trying to simultaneously reinforce folks current understandings (or former, or problematic) of gender, while expanding and building upon their understanding, enhancing it, and making it a more honest depiction of the ways we all actually experience gender. Using the language that reinforces problematic and limiting understandings of gender as a means to expand understanding feels a lot like using the master's tools to deconstruct the master's house, and in this version I'm trying to get away from as much language as possible.

Here's a testament to that "less language is better" sentiment, a more Powerpoint-friendly version you're welcome to use:

What's the same?

It's still totally uncopyrighted and yours to use however you'd like. No need to ask for permission.

It's still based on the deconstruction of gender into identity, expression, and sex, building on my second and first versions of the genderbread person, which are my spin on the model that's been around for a couple decades, which was based on the work of feminists from the past century.

And it's still, I hope, as adorable as ever.

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The Genderbread Person v3 | It's Pronounced Metrosexual

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Taking the lessons learned from version 2, and applying them to sexuality in a more meaningful way, here's my best rendition of the genderbread person yet. If you want to see a more in-depth explanation using the first version of this graphic I made, check out my post Breaking through the binary: Gender explained using continuums. Someone pointed out that I hadn't shared this here yet, even though it's beenout for awhile.

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Boys Don't Cry and female masculinity: reclaiming a life & dismantling the politics of normative heterosexuality (Cooper, 2010)

http://nca.tandfonline.com/doi/abs/10.1080/07393180216552#.WdxTeVuCzIU

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Australian Institute for Teaching and School Leadership Standards

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Australian Institute for Teaching and School Leadership Standards

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AITSL Standard 4
Create and maintain supportive and safe learning environments

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers