Exploring gender diversity in single-sex schools by Anastaszia Frances Ward https://padlet.com/anastasziaw/genderinclusion en-us 2017-10-10 02:04:50 UTC 2023-01-21 01:46:45 UTC hello@padlet.com What might the school need to do to be inclusive of all gender identities? anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195424779 Questions educators may need to address are:
- How do we address the topic of transitioning students in our schools?
- How do we discuss sex education, biology and gender?
- Does the school require new policies? New uniforms? New bathroom facilities?
- Does the school need to amend their bullying policy?
- What happens if the staff are resistant to transitioning students?
- What happens if students present one way at home, and another way at school?
- What if their transition poses a risk to their health?  What role does mandatory reporting play?
- What support systems are required for transitioning students (physical and mental health)?
- How do we begin a dialogue with students?]]> 2017-10-10 02:05:29 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195424779 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195424934 The changing landscape of gender identity in Australian schools asks teachers to consider inclusive strategies. In single-sex schools, gender identity has the potential to become a greater 'issue' than in co-educational spaces.]]> 2017-10-10 02:06:51 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195424934 Research literature - What is the issue and why is it important? anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425472 2017-10-10 02:11:08 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425472 Web article: Oliver one of growing number of transgender children at single-sex schools anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425488 Oliver Robertson was a transgender student at Mentone Girls’ Secondary School. Mentone Girls Secondary College, along with Ivanhoe Girls’ Grammar and Avila College, have shown great support for the growing number of transgender students in their single-sex schools. Some teaching strategies that Mentone Girls’ Secondary College put in place to ease the transition process were:
     ·Allowing Oliver and other transgender students to wear shorts/pants instead of skirts.
     ·Implementing a non-gendered toilet.
     ·Implementation of ‘gender   words’ (eg. Instead of walking in and saying, “good morning girls” teachers began to say, “good morning class”) (Hore, 2017).

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

Hore, M. (2017, June 30). Oliver one of growing number of transgender children at single-sex schools. Herald Sun, retrieved from http://www.heraldsun.com.au/news/victoria/oliver-one-of-growing-number-of-transgender-children-at-singlesex-schools/news-story/12afddace60bccd41061de94713adb62.
]]> 2017-10-10 02:11:21 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425488 Web article: Single-sex schools in transition as transgender students gain acceptance anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425499 Jeremy Beach was a transgender student at Avila College (an all girls catholic school) in Mount Waverley. An important inclusive practice that was implemented at this school was the acceptance of Jeremy’s short hairstyle, and his desire to wear pants/short (instead of a skirt/dress). However, not all were fully supportive of his transition, with one teacher warning him that other students would “look at him funnily” (Cook, 2016). Despite this disapproval, Jeremy found support from another teacher, who sent him a link (via email) to a documentary about Lieutenant Colonel Cate McGregor, who came out as a woman. The video explained their point of view and the experiences/challenges they had to endure as part of the transition process in a single sex school. This shows Jeremy that he is not alone, and that others understand what he is/was going through.
 

Cook, H. (2016, May 28). Single-sex schools in transition as transgender students gain acceptance. The Age, retrieved from http://www.theage.com.au/victoria/singlesex-schools-in-transition-as-transgender-students-gain-acceptance-20160527-gp5nkw.html.
]]> 2017-10-10 02:11:28 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425499 Ivanhoe Girls' Grammar School - Gender Diversity Policy anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425517 This school is an example of an all-girls school opting for inclusive practice.  Ivanhoe Girls' has several transgender students (female to male) who have transitioned during their time there.  The school responded by devising a Student Gender Diversity Policy, adding unisex options to the uniform (pants that can be worn by all students, regardless of gender identity), and encouraging staff to use non-gendered language ("ie. hello students" as opposed to "hello girls").]]> 2017-10-10 02:11:39 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425517 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425579 2017-10-10 02:12:14 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425579 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425581 2017-10-10 02:12:14 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425581 Relevant Policies anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425805 Policies - at national, state and school levels - reinforce the necessity for inclusive practices that cater to all gender identities.]]> 2017-10-10 02:14:15 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425805 Equal Opportunity Act (2010) anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195425933 The Equal Opportunity Act is often referenced in relation to anti-bullying/discrimination policies by schools. Its objectives are to encourage the identification and elimination of discrimination, sexual harassment and victimisation and their causes, and to promote and facilitate the progressive realisation of equality.

REFERENCE 
Victorian Equal Opportunity & Human Rights Commission (2010). Equal Opportunity Act. Retrieved from, https://www.humanrightscommission.vic.gov.au/home/our-resources-and-publications/brochures/item/105-equal-opportunity-act-2010-quick-guide-jul-2011]]> 2017-10-10 02:15:10 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195425933 Introductory Video anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195426588 This is a short video outlining the differences between sex and gender identity. This may help you form a better understanding of the purpose, importance and strategies for this topic.]]> 2017-10-10 02:21:12 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195426588 Web article: What do transgender students mean for single-sex schools? anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195426810 A student from Cranbrook School (an all-boys school in Sydney) was allowed to complete their VCE studies during their transition from male to female. The school actively supported this process by providing the student with help/assistance via consultation hours with a gender identity counsellor. The spokeswoman for Cranbrook School explained that “schools should have an environment not just of tolerance but of celebrating difference” (Henebery, 2017).
 
Henebery, B. (2017, February 27). What do transgender students mean for single-sex schools?. The Educator, retrieved from http://www.educatoronline.com.au/news/what-do-transgender-students-mean-for-singlesex-schools-231816.aspx. 
]]> 2017-10-10 02:22:44 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195426810 Web article: Single-sex schools and stereotyping anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195426845 This article suggests that single-sex schools may inadvertently reinforce gender stereotypes by adapting teaching styles to suit the 'needs' of the sexes. This practice may create an environment that is not conducive to gender diversity in single-sex schools. 


Krings, M. (2014). Study: SIngle-gender schools may lead to stereotyping. Retrieved from https://news.ku.edu/2014/09/16/study-shows-single-gender-schools-based-idea-differences-boys-girls-brains-may-lead]]> 2017-10-10 02:23:01 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195426845 Book: Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195427018 Pre-1999 a significant proportion of peer-reviewed literature uses the term gender to refer to students sex (i.e. male or female). Davidson (1996) witnessed ostracism caused by gender differences in schools and stated that though individual interactions were challenged "their idealogical underpinnings of gender identity and conflictual gender relations went largely unremarked" (Davidson, 1996 p.6). Though today we understand gender to be a fluid state of being, rather than a fixed entity, gender identity remains a concern for many young people. Adolescents enrolled in single-sex schools may be put at greater risk of gender identity issues as "there is evidence that sex-segregation increases gender stereotyping" (Halpern et al., 2007 p.1).

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

Davidson, A. L. (1996). Making and molding identity in schools: Student narratives on race, gender, and academic engagement. Suny Press.]]> 2017-10-10 02:24:17 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195427018 Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools. anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195427028 Kate Drury, William M. Bukowski, Ana M. Velásquez and Luz Stella-Lopez (2013) conducted a study into the pressure to adhere to gender norms and conventions in both single-sex and mixed-sex school contexts. The research was based on self-reports from the female students, asking them to recall when and where their gender identity had been victim to negative attitudes or actions. Although one of the findings was that females often felt more victimised in mixed-sex settings, it is not because of their gender identity, and in fact, students felt "less pressured" to act like a "typical girl" (Drury et al., 2013, p.450). This is further supported by the students at the single-sex girl school who wrote that they did not feel comfortable expressing who they were, as they felt as though there were strict social guidelines they had to follow in order to fulfil their duty in the school.

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

Drury, K., Bukowski, W. M., Velásquez, A. M., & Stella-Lopez, L. (2013). Victimization and gender identity in single-sex and mixed-sex schools: Examining contextual variations in pressure to conform to gender norms. Sex Roles, 69(7-8), 442-454.]]> 2017-10-10 02:24:22 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195427028 Resources for Teachers anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195427399 These resources can be used for self-directed professional development and to better understand gender diverse students.]]> 2017-10-10 02:27:58 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195427399 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195427404 2017-10-10 02:27:59 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195427404 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195427663 2017-10-10 02:29:54 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195427663 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195428414 2017-10-10 02:36:58 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195428414 Resources for Students anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195428427 These resources are designed for teenagers and young people and are great to share with students who might need support, or to support classroom discussion.]]> 2017-10-10 02:37:07 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195428427 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195428454 2017-10-10 02:37:20 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195428454 Transgender Victoria anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195428801 A comprehensive list of resources and support networks for young transgender people.]]> 2017-10-10 02:40:37 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195428801 mchakraborty1 https://padlet.com/anastasziaw/genderinclusion/wish/195440904 2017-10-10 04:15:40 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195440904 mchakraborty1 https://padlet.com/anastasziaw/genderinclusion/wish/195441021 2017-10-10 04:16:47 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195441021 mchakraborty1 https://padlet.com/anastasziaw/genderinclusion/wish/195441750 2017-10-10 04:23:34 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195441750 The Impact & Importance anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195451734 The impact of not supporting students with their gender identity in same-sex schools has potential to exclude and cause long-lasting effects on young Australians. It is important for same-sex schools to be inclusive of gender issues and acknowledge the outdated concept that gender is binary. There is a need to support and educate that gender is a state of mind and can be fluid, despite being in a school environment that promotes itself on the education of only one sex. 
 
According to the literature explored in this resource, the issues surrounding gender identity in schools is detrimental to student health and expression. Durry, Bukowski, Velasquez & Stella-Lopez (2013), look at gender conformity in single-sex schools as a serious issue. Davidson (1996) emphasises that gender conflict concerns many young people and that single-sex schools are at risk of perpetuating gender stereotypes if inclusive education on gender isn’t seriously addressed. The literature on gender inclusivity are all based on the principle of Maslow’s hierarchy of needs. That every child has the right to feel safe, this must be met first. 
 
 The Victorian curriculum initiative 'Respectful Relationships’ has been introduced to educate against gender stereotypes. It is Important for students to be educated in gender literacy, teaching inclusive language and correct terminology. This resource includes documents on: the rights of students’ gender identity under the Equal Opportunity act, policies within same-sex schools and peer reviewed literature on issues facing transgender students in same-sex school systems. As well as posters, support networks, personal stories and tools on inclusive pronouns and terminology. 
]]> 2017-10-10 05:58:22 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195451734 Inclusive Practices - What can schools do to ensure all gender identities are included? anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195451742 2017-10-10 05:58:28 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195451742 Podcast on Gender Dysphoria jtcoyle https://padlet.com/anastasziaw/genderinclusion/wish/195501705 This podcast helps to unpack the issues and terminology around gender dysphoria through the hosts' personal experiences.]]> 2017-10-10 09:34:55 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195501705 Video: Addressing gender identity laurendebomford_ https://padlet.com/anastasziaw/genderinclusion/wish/195502627 This resource is a documentary-style video that interviews two transgender girls on their gender identity and transition. This resource would be beneficial to show students as it creates a platform for discussion in the classroom.]]> 2017-10-10 09:38:44 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195502627 Headspace laurendebomford_ https://padlet.com/anastasziaw/genderinclusion/wish/195505824 When discussing issues of gender and identity with teens it is vital that mental health considerations are taken into account. Headspace offers assistance specifically tailored to teens and is therefore an excellent support to provide students. ]]> 2017-10-10 09:50:28 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195505824 Are you a gender equitable teacher? e_delkousis https://padlet.com/anastasziaw/genderinclusion/wish/195882026 Have a look at some of these common, yet often overlooked behaviours. Do they seem familiar?]]> 2017-10-11 05:26:45 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195882026 Promoting gender equity in the classroom e_delkousis https://padlet.com/anastasziaw/genderinclusion/wish/195882379 As a teacher, you have the opportunity to create a safe and equal classroom. How do you do it? Have a look at some strategies that will improve your classroom]]> 2017-10-11 05:28:47 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195882379 Peer Reviewed: The Importance of Being a "Lady" anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195934869 Published in the Journal of Gender and Education in 2009, Alexandra Jane Allan explored common values placed on girls in single-sex schools. Pressured to present themselves as "hyper-feminine and heterosexual girly girls," Allan (1009, p. 155) uncovered that the students felt as though there were two avenues: the proper and the improper. Although labelled as "girl power" the avenue that schools often championed halted expression and free identity, instead it was something that perpetrated "heteronormative femininity" (Allan, 2009, p. 156).

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

Allan, A. J. (2009). The importance of being a ‘lady’: hyper‐femininity and heterosexuality in the private, single‐sex primary school. Gender and Education, 21(2), 145-158.]]> 2017-10-11 09:20:01 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195934869 Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools. anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195934907 Kate Drury, William M. Bukowski, Ana M. Velásquez and Luz Stella-Lopez (2013) conducted a study into the pressure to adhere by gender norms and conventions in both single-sex and mixed-sex school contexts. The research was based off of self reports from the female students, asking them to recall when and where their gender identity had been victim to negative attitudes or actions. Although one of the findings was that females often felt more victimised in mixed-sex settings, it is not because of their gender identity, and in fact, students felt "less pressured" to act like a "typical girl" (Drury et al., 2013, p.450). This is further supported by the students at the single-sex girl school who wrote that they did not feel comfortable expressing who they were, as they felt as though there were strict social guidelines they had to follow in order to fulfil their duty in the school. 

This research suggests that single-sexed schools are pressuring students to conform to the 'typical.' These expectations that are placed on students can often lead to students becoming withdrawn and feeling unaccepted. By doing this, schools are neglecting the needs of the students, which can produce undesirable and dangerous behaviours ranging from work productivity to severe physical and mental health issues. ]]> 2017-10-11 09:20:09 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195934907 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195938884 2017-10-11 09:34:49 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195938884 The National Safe Schools Framework (2010) anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195939022 The National Safe Schools framework is based on the belief that "All Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing".

REFERENCE
Australian Government Department of Education & Training (2010) The National Safe Schools Framework. Retrieved from https://www.education.gov.au/national-safe-schools-framework-0]]> 2017-10-11 09:35:26 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195939022 Peer Reviewed: Gender-Inclusive Classroom Strategies anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/195940960 Lesley H. Parker and Léonie J. Rennie (2002) researched Australian schools who had attempted to implement more gender-inclusive strategies and instruction into their culture and classrooms. They uncovered, that teachers often found it easier to introduce such practices in single-sex schools and from this, were able to learn more about themselves, and the individual differences and needs of their students. So how, according to Parker and Rennie (2002), do we create a safe and inclusive environment in our classrooms?

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

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

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

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

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

Parker, L. H., & Rennie, L. J. (2002). Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms. International journal of science education, 24(9), 881-897.
]]> 2017-10-11 09:43:40 UTC https://padlet.com/anastasziaw/genderinclusion/wish/195940960 anastasziaw https://padlet.com/anastasziaw/genderinclusion/wish/196237110 2017-10-11 22:32:29 UTC https://padlet.com/anastasziaw/genderinclusion/wish/196237110 https://padlet.com/anastasziaw/genderinclusion/wish/1127059202 2021-01-26 15:01:35 UTC https://padlet.com/anastasziaw/genderinclusion/wish/1127059202