Teacher positivity towards gender diversity: exploring relationships and school outcomes for transgender and gender-diverse students

Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.

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The Co-Occurrence of Autism and Gender Diversity

The Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions ◽

10.1093/oxfordhb/9780190910761.013.11 ◽

2020 ◽

pp. 197-211

Author(s):

Jill C. Fodstad ◽

Rebecca Elias ◽

Shivali Sarawgi

Keyword(s):

Gender Dysphoria ◽

Gender Diversity ◽

Gender Nonconforming ◽

Medical Interventions ◽

Gender Diverse ◽

Nonbinary Gender ◽

Psychiatric Conditions ◽

The Common ◽

And Gender

Gender diversity refers to gender expressions and/or gender identity experiences that vary from the common experiences of gender. Gender-diverse people may be gender nonconforming, gender nonbinary, gender fluid, gender exploring, transgender, and so forth. Some gender-diverse individuals experience gender dysphoria and/or gender incongruence and may require gender-affirming supports, including gender-affirming medical interventions. The co-occurrence of autism and gender diversity has been highlighted in a series of studies internationally as well as through rich community expressions. Studies in gender-referred individuals reveal high rates of autism traits as well as high rates of existing autism diagnoses. Studies in autistic populations reveal greater gender diversity characteristics. The long-term course of gender diversity in autistic individuals is poorly understood. Clinical guidelines have been developed for adolescents with the co-occurrence, but much work remains: No gender-related measures have been developed and tested for use in neurodiverse populations, no programs exist to support gender-diverse neurodiverse adults, and little is known about co-occurring mental health profiles, risks, or protective factors for people with the co-occurrence. The inclusion of this chapter on co-occurring autism and gender diversity within a book on “co-occurring psychiatric conditions” is problematic, because gender diversity is not a “psychiatric condition,” but instead a form of human diversity. The diagnosis of Gender Dysphoria is useful only insomuch as it allows individuals to obtain necessary gender-related supports. The authors’ choice to include this chapter in this book reflects a compromise, motivated by the need for educating both autism and gender specialists in this common co-occurrence.

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Distractions and Defractions: Using Parental Rights to Fight Against the Educational Rights of Transgender, Nonbinary, and Gender Diverse Students

Educational Policy ◽

10.1177/0895904820983033 ◽

2020 ◽

pp. 089590482098303

Author(s):

Cris Mayo

Keyword(s):

Healthcare Access ◽

Self Determination ◽

Parental Rights ◽

Diverse Students ◽

Educational Rights ◽

Policy Debates ◽

Gender Diverse ◽

Youth Rights ◽

And Gender ◽

Religiously Based

In recent years, conservative advocates have obscured their transphobia by framing their concerns as religiously-based parental rights claims. They have advocated for limitations on youth rights to gender identity self-determination. This article examines policy debates over transgender-inclusive practices in schools, including conservative demands for parental notification and limitations on healthcare access for transgender youth. I suggest that schools ought to be more concerned with children’s or students’ rights to help enable diverse students to flourish and become who they are in supportive schools. This shift would move schools away from the distractions of conservative parental rights claims and re-focus them instead on the needs of students.

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A Guide for Supporting Trans and Gender Diverse Students

PsycEXTRA Dataset ◽

10.1037/e506912021-001 ◽

2019 ◽

Keyword(s):

Diverse Students ◽

Gender Diverse ◽

And Gender

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Listening to Transgender and Gender Diverse Students on Christian College Campuses

Journal of Religion and Health ◽

10.1007/s10943-021-01425-0 ◽

2021 ◽

Author(s):

Mark A. Yarhouse ◽

Janet B. Dean ◽

Stephen P. Stratton ◽

Heather Keefe ◽

Michael Lastoria

Keyword(s):

College Campuses ◽

Christian College ◽

Diverse Students ◽

Gender Diverse ◽

And Gender

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Epistemic Injustice and Judicial Discourse on Transgender Rights in India: Uncovering Temporal Pluralism

Journal of Human Values ◽

10.1177/0971685819890186 ◽

2020 ◽

Vol 26 (1) ◽

pp. 30-49

Author(s):

Dipika Jain ◽

Kimberly M. Rhoten

Keyword(s):

Gender Diversity ◽

Case Law ◽

Epistemic Injustice ◽

Sex And Gender ◽

Self Identity ◽

Gender Binary ◽

Gender Diverse ◽

The Everyday ◽

Judicial Discourse ◽

And Gender

This article examines how efforts at legal legibility acquisition by gender diverse litigants result in problematic (e.g., narratives counter to self-identity) and, at times, erroneous discourses on sex and gender that homogenize the litigants themselves. When gender diverse persons approach the court with a rights claim, the narrative they present must necessarily limit itself to a normative discourse that the court may understand and, therefore, engage with. Consequently, the everyday lived experiences of gender diverse persons are often deliberately erased from the narrative as litigants mould themselves into the pre-existing normative legal categories of gender and sex. As a result of such mechanisms, the article finds that gender diverse litigants face epistemic injustice in the courts as their legal legibility is constructed within a constraining gender binary paradigm of judicial discourse. The article explores the trajectory of transgender rights in India, through an analysis of case law prior to and post the landmark NALSA decision, to understand how the approach to transgender rights and identities has been shaped by and shapes, in turn, normative conceptions of gender. The article argues for the incorporation of temporal pluralism into the law that would allow courts to hear gender diverse litigant accounts premised on contemporary gender diversity beyond the binary (rather than incontestable prior understandings based in past precedent), which would better account for such social injustices.

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Gender identity: Exploring struggles & school support among New Zealand senior secondary students

10.26686/wgtn.17139743 ◽

2021 ◽

Author(s):

◽

Krishn Chandra

Keyword(s):

New Zealand ◽

Secondary Schools ◽

Secondary Students ◽

Gender Diversity ◽

Research Approach ◽

Diverse Students ◽

Structured Interviews ◽

Gender Diverse ◽

Senior Secondary ◽

Academic And Social Experiences

<p>This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity is a classification of individuals who do not see themselves as just male or female. LGBTQIA [lesbians, gays, bisexual, transgender and Queer] has been an acronym used to describe individuals of alternative lifestyles. The main objective of this study was to investigate in-depth to understand the positive and negative experiences of gender diverse students in New Zealand Secondary schools. A qualitative research approach was utilised and pragmatics as the research paradigm, as the focus was on the experiences of the learners and view of the teachers. Semi-structured interviews were used as this is regarded as a process of in-depth inquiry which has generated detailed descriptions. The outcomes of this research have been in line with the current and existing literature related to the experiences of gender diverse students in secondary schools in New Zealand. A review of existing literature indicates that gender diverse students are subjected to negative academic and social experiences such as verbal slurs, emotional harassment and abuse. Further, the disengagement of the curriculum and the support of the teachers in schools. The positive indication of this research was the support of the heterosexual students and teachers in the school however, there is a need for more support. It is recommended from this research that the school needs to provide professional development for its teachers and design their curriculum to create equality in the school.</p>

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Gender identity: Exploring struggles & school support among New Zealand senior secondary students

10.26686/wgtn.17139743.v1 ◽

2021 ◽

Author(s):

◽

Krishn Chandra

Keyword(s):

New Zealand ◽

Secondary Schools ◽

Secondary Students ◽

Gender Diversity ◽

Research Approach ◽

Diverse Students ◽

Structured Interviews ◽

Gender Diverse ◽

Senior Secondary ◽

Academic And Social Experiences

<p>This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity is a classification of individuals who do not see themselves as just male or female. LGBTQIA [lesbians, gays, bisexual, transgender and Queer] has been an acronym used to describe individuals of alternative lifestyles. The main objective of this study was to investigate in-depth to understand the positive and negative experiences of gender diverse students in New Zealand Secondary schools. A qualitative research approach was utilised and pragmatics as the research paradigm, as the focus was on the experiences of the learners and view of the teachers. Semi-structured interviews were used as this is regarded as a process of in-depth inquiry which has generated detailed descriptions. The outcomes of this research have been in line with the current and existing literature related to the experiences of gender diverse students in secondary schools in New Zealand. A review of existing literature indicates that gender diverse students are subjected to negative academic and social experiences such as verbal slurs, emotional harassment and abuse. Further, the disengagement of the curriculum and the support of the teachers in schools. The positive indication of this research was the support of the heterosexual students and teachers in the school however, there is a need for more support. It is recommended from this research that the school needs to provide professional development for its teachers and design their curriculum to create equality in the school.</p>

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RESPONSE: SEX & GENDER DIVERSITY, AND THE LIMITATIONS OF LEGAL IDENTIFICATION

UniSA Student Law Review ◽

10.21913/uslrunisaslr.v1i0.1264 ◽

2015 ◽

Vol 1 ◽

Author(s):

Theodore Bennett

Keyword(s):

Gender Diversity ◽

Legal Regulation ◽

Sex And Gender ◽

Transgender People ◽

Fine Detail ◽

Gender Diverse ◽

Key Issues ◽

And Gender ◽

Legal Identification ◽

Insight Into

This comment expands on three key issues raised by the argument put forward in on the article by Ashleigh Bagshaw in this volume entitled ‘Exploring the Implications of Gender Identification for Transgender People under Australian Law’. It points out that sex and gender diversity goes beyond transsexualism and explores the need to factor this insight into any future legal developments. It notes that the implications of any change to marriage law could be profound for sex and gender diverse people, and considers how change should best proceed. It concludes that the debates about the fine detail of legal regulation in this area beg the question of whether law should even be in the business of identifying and recording people’s sex/gender in the first place.

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