Gender injustice surrounds androcentrism, the authoritative construction of normalized behaviours and traits associated with masculinity and privileged, with other behaviours and traits devalued (Fraser, 1998). 

The following graph is adapted from the study (OECD, 2012). 

Gender identity: The gender-related identity, appearance, mannerisms or other gender-related characteristics of an individual with or without regard to the individual’s assigned sex at birth (TSER, n.d.).

Gender Expression: Showing gender identity through clothing, hair, body shape, voice, behaviour etc. (TSER, n.d.).

Sex Assigned at Birth/Biological Sex: The classification of people as male, female, intersex or another sex based on anatomy, hormones and chromosomes (TSER, n.d.). 

Gender transition/affirmation: Process whereby a transgender or gender diverse person socially and or/medically affirms their gender identity. 

Intersex: Status of having physical, hormonal or genetic features that are neither wholly female nor wholly male (Victorian Government, 2018).

Brotherboys & Sistergirls: Terminology used by Aboriginal and Torres Strait Islander people to refer to transgender people. Brotherboy refers to masculine spirited people who are born female, and Sistergirl typically refers to feminine spirited people who are born male (Victorian Government, 2018).

Non-binary: Individuals who do not identify as a woman or a man. People can identify as agender (no gender), bigender (both a woman and a man) or non-binary (neither man nor woman) (Victorian Government, 2018). 

Cis-gender: Individuals whose gender identity is inline with their sex assigned at birth, and social expectations associated with that sex (Victorian Government, 2018).

Transgender: Individuals whose gender identity, gender expression or behaviour does not align with their sex assigned at birth. Transgender people may participate in social transitioning (changing name, pronouns, clothing) and/or medical transitioning (surgery, hormones). Not all trans people will undergo medical trans(Victorian Government, 2018). 

Australia first created laws to prevent discrimination based on sex with the enactment of the Sex Discrimination Act in 1984. However, it wasn’t until 2013 that the Act was amended to include sexual orientation, gender identity, and intersex status and substituting its descriptions of two sexes to different sexes. This act amendment was an important structural step on validating the spectrum of gender identity and expression.

 

In 2016, the Victorian government identified areas that it considered most important so that there would be equity for Victorians of all genders in its discussion paper “Victorian Gender Equality Strategy”. This stated that schools were important to help to reduce negative gendered stereotypes of education and career choices in children, and finished by querying what programs and resources are needed to realise the government’s vision. 

 

Victoria updated its school policy guide on Gender Diversity, which aims to ensure schools support students of diverse gender, in 2017. Its purpose is to assist schools to enact the Sex Discrimination Act 2013 Amendment, as it aims to stop discrimination based on sexual orientation, gender identity, and intersex status. The policy guides schools predominately in helping students who are transitioning – which reflects some but not all of the Act.

Although the Education Minister James Merlino said that he would change uniform rules to be more inclusive for female students in public schools (Chalkley-Rhoden, 2017), the student dress code policy still allows schools to have authority on what dress code is implemented in Victorian schools, as long as they meet human rights and anti-discrimination requirements.

 

A different school policy guide was updated in 2018. The Gender Identity policy guide’s purpose is to help schools support students’ gender identities. As with the 2017 policy, this policy focuses on students who are transitioning between genders, rather than the broad spectrum and fluid nature of gender (Kids Help Line, 2018).

In reflection of these government policies, it appears that the Australian and Victorian government is aware of what can be done for equity and inclusion of people of different genders in Victorian schools, but the school policy guides have not provided action plans for schools, leaving this up to the discretion of school leaders.

 

Gender inequality, and lack of equity is a process that is affected by both structural and individual factors. Structural factors include policies, unequal representation, lack of opportunities, gender stereotyping, and biases within the community. 

Validating a person’s gender identity is incredibly important. A supportive school community, and network can assist in having a person’s gender identity validated. Gender identity can be expressed by the pronouns you use and your outward appearance including the way you dress, and how your hair is styled (Kids help line, 2018). 
Gender expression should be encouraged within the educational community, with education and resources discussed and highlighted within the classroom. 

Chesworth, A., O'Saurus, C., Radcliffe, J., Ward, R. & Birkinshaw, Z. (2017). Gender is not uniform. Retrieved from https://transgendervictoria.com/what-we-do/resources/item/gender-is-not-uniform

Tasmania Department of Education. (2012). Guidelines for Supporting Sexual and Gender Diversity in Schools and Colleges. Retrieved from https://documentcentre.education.tas.gov.au/Documents/Guidelines-for-Supporting-Sexual-and-Gender-Diversity-in-Schools-and-Colleges.pdf

Department of Education and Early Childhood Development [DEECD].
(2013). Catching On Later – Sexuality Education for Victorian
Secondary Schools. Retrieved from 
http://www.education.vic.gov.au/school/teachers/teachingresources/social/physed/Pages/resources.aspx#1

Gender Spectrum. (2018). Understanding gender. Retrieved from https://www.genderspectrum.org/quick-links/understanding-gender/

 

Kids Help Line. (2018). Gender identity. Retrieved from https://kidshelpline.com.au/young-adults/issues/gender-identity

 

OECD (2012). OECD Better Life Index: Australia. Retrieved from http://www.oecdbetterlifeindex.org/countries/australia/

 

Reach Out. (2018). Gender. Retrieved from https://au.reachout.com/identity-and-gender/gender

 
Sex Discrimination Amendment 2013 (Aus). Retrieved from https://www.legislation.gov.au/Details/C2013A00098

Smith, E., Jones, T., Ward, R., Dixon, J., Mitchel, A. & Hiller, L. (2014). From Blues to Rainbows: Mental health and wellbeing of gender diverse and transgender young people in Australia.  Melbourne: The Australian Research Centre in Sex, Health, and Society.

State of Victoria Department of Health. (2014). Transgender and gender diverse health and wellbeing. Retrieved from http://www.health.vic.gov.au/diversity/index.htm

Trans Student Educational Resources [TSER]. (n.d.). The Gender Unicorn. Retrieved from http://www.transstudent.org/gender/

Transgender Victoria [TGV]. (2018). About TGV. Retrieved from https://transgendervictoria.com/about/about-tgv

Victorian Government. (2016).  Victorian Gender Equality Strategy. Department Premier and Cabinet, Melbourne. Retrieved from https://www.vic.gov.au/system/user_files/Documents/women/Victorian_Gender_Equality_Strategy_Discussion_Paper.pdf

Victorian Government. (2018). Inclusive Language Guide. Retrieved from https://www.vic.gov.au/equality/inclusive-language-guide.html#gender-identity
 

World Health Organisation. (2018). Gender and health. Retrieved from http://www.who.int/en/news-room/fact-sheets/detail/gender