Shakespeare in Transition: Pedagogies of Transgender Justice and Performance

Teaching Social Justice Through Shakespeare ◽

10.3366/edinburgh/9781474455589.003.0003 ◽

2019 ◽

pp. 36-45

Author(s):

Sawyer Kemp

Keyword(s):

Gender Nonconformity ◽

Gender Nonconforming ◽

Trans People ◽

Education And Outreach ◽

And Performance ◽

And Gender

As the rhetoric of gender and trans theory has made its way into Shakespeare studies, critics and practitioners increasingly reach for “trans” as a lens through which to read and produce Shakespeare. This chapter points out that although both Shakespearean performance and criticism rely on the rhetoric of trans people and their bodies, actual trans people and bodies are predominantly absent from discourse and performance. This essay looks to readings of the “transgender” in Shakespeare as a way of grappling with both historicist and presentist methodologies, asking us to look beyond “the pants” of cross-dressed heroines to more subtle signifiers of gender nonconformity. The essay then tracks some ways in which education and outreach departments can engage trans and gender-nonconforming communities at the level of production.

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Trans Voices Speak: Suggestions from Trans Educators about Working with Trans Students

Music Educators Journal ◽

10.1177/00274321211038481 ◽

2021 ◽

Vol 108 (1) ◽

pp. 50-56

Author(s):

Christopher Cayari ◽

Felix A. Graham ◽

Emma Joy Jampole ◽

Jared O’Leary

Keyword(s):

Identity Development ◽

Music Education ◽

Music Educators ◽

Gender Nonconforming ◽

The Past ◽

Music Making ◽

Trans People ◽

The Social ◽

And Gender ◽

Music Classrooms

The social climate in the past decade has seen a rise in visibility of trans students in music classrooms and ensembles, leading to a need for scholarship on how to serve this growing population. Literature is being published to address this topic; however, the lack of scholarship by trans educators might lead many music educators to conclusions and practices that can be, at the very least, discouraging to some trans students and may disrupt their learning experiences. This article was written by four educators who identify as part of the trans community (a genderfluid and gender-nonconforming individual, a trans man, a trans woman, and a gender-nonbinary person) to fill this gap in the literature by illuminating some of the pitfalls inherent in the lack of discussion on (and by) trans people in music education. In addition, this article provides five actionable suggestions for working with trans students: (1) Learn about the trans community, (2) inspect your language and biases, (3) represent the diversity of trans people in your teaching, (4) promote healthy music-making and identity development, and (5) model allyship.

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Gender Nonconforming Individuals and Business Education: A Systematic Review of the Literature

Journal of Management Education ◽

10.1177/1052562920962149 ◽

2020 ◽

pp. 105256292096214

Author(s):

Susan C. Graham ◽

Amy J. MacFarlane

Keyword(s):

Business Education ◽

Gender Nonconformity ◽

Business Practices ◽

Business Programs ◽

Gender Nonconforming ◽

Business Educators ◽

Gender Inclusion ◽

The Status ◽

And Gender ◽

Future Work

Our understanding of gender is evolving from a binary system to a continuum whereby gender is fluid, multifaceted, and individually defined or expressed. Businesses, through owners, employees, and customers, as well as company policies and practices, play a role in the acceptance and inclusion of gender nonconforming individuals. One group with a responsibility in relation to gender inclusion is the business education system—undergraduate and graduate business programs that deliver business curriculum, shape business practices, research business issues, and produce business leaders. The purpose of this study is to examine the peer-reviewed literature to identify if and how the interpretation of genders, one that includes gender nonconforming individuals, exists in business education research. While 17 articles were found that cover topics within this general area, an overall lack of academic literature examining business education and gender nonconformity may leave business educators ill-equipped to include gender nonconforming individuals and topics in their classrooms. This work may inform business educators regarding the status of business education in relation to the evolving understanding of gender and identify areas for future work to help ensure that business educators are equipped with the knowledge to enable full gender inclusion in the business classroom.

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Gender-Based Violence Against Transgender People in the United States: A Call for Research and Programming

Trauma Violence & Abuse ◽

10.1177/1524838018757749 ◽

2018 ◽

Vol 21 (2) ◽

pp. 227-241 ◽

Cited By ~ 24

Author(s):

Andrea L. Wirtz ◽

Tonia C. Poteat ◽

Mannat Malik ◽

Nancy Glass

Keyword(s):

United States ◽

Social Stigma ◽

The United States ◽

Gender Nonconformity ◽

Future Research ◽

Gender Based Violence ◽

Transgender People ◽

Gender Nonconforming ◽

Gender Based ◽

And Gender

Gender-based violence (GBV) is an umbrella term for any harm that is perpetrated against a person’s will and that results from power inequalities based on gender roles. Most global estimates of GBV implicitly refer only to the experiences of cisgender, heterosexually identified women, which often comes at the exclusion of transgender and gender nonconforming (trans) populations. Those who perpetrate violence against trans populations often target gender nonconformity, gender expression or identity, and perceived sexual orientation and thus these forms of violence should be considered within broader discussions of GBV. Nascent epidemiologic research suggests a high burden of GBV among trans populations, with an estimated prevalence that ranges from 7% to 89% among trans populations and subpopulations. Further, 165 trans persons have been reported murdered in the United States between 2008 and 2016. GBV is associated with multiple poor health outcomes and has been broadly posited as a component of syndemics, a term used to describe an interaction of diseases with underlying social forces, concomitant with limited prevention and response programs. The interaction of social stigma, inadequate laws, and punitive policies as well as a lack of effective GBV programs limits access to and use of GBV prevention and response programs among trans populations. This commentary summarizes the current body of research on GBV among trans populations and highlights areas for future research, intervention, and policy.

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Male Homosexuality and Gender-Nonconforming Expression

Pleasure in the News ◽

10.5622/illinois/9780252043222.003.0006 ◽

2020 ◽

pp. 132-159

Author(s):

Kim T. Gallon

Keyword(s):

African American ◽

News Coverage ◽

Gender Nonconformity ◽

Gender And Sexuality ◽

Black Press ◽

Black Communities ◽

Gender Nonconforming ◽

Negative Images ◽

Female Impersonators ◽

And Gender

Chapter 5 details how Black Press news coverage produced a black public sexual sphere that allowed readers to debate homosexuality and gender-noncomforming expression’s position in early-twentieth-century black communities. As the Black Press worked to transform negative images of blackness, they held homosexual life and gender-nonconformity up as a spectacle that could not seamlessly fit into notions of African American respectability. Nonetheless, regular coverage in the Black Press proved that editors believed that readers enjoyed reading articles and viewing images about female impersonators and gay men. In presenting readers’ responses to this coverage, chapter 5 draws attention to instances of contest and negotiation between diverse African American readers as they struggled to understand the intersections between race, gender, and sexuality.

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Gender and Gender Identity Development Among Young Trans People in North America

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1549 ◽

2021 ◽

Author(s):

Julia Sinclair-Palm

Keyword(s):

North America ◽

Identity Development ◽

Gender Identity ◽

Children And Youth ◽

Gender Nonconforming ◽

Trans People ◽

Medical Discourses ◽

And Gender ◽

Trans Youth ◽

The Way

When children are born, they are typically assigned a sex, male or female, based on the appearance of external genitalia. The gender of the newborn is assumed based on the assigned sex. Researchers debate the origins of gender and whether gender is largely biologically based or socially constructed. Sociologists tend to argue that children learn about their gender from their parents and experiences at school through a process known as gender role socialization, whereas medical discourses argue that one’s gender should be aligned with one’s assigned sex. Schools are one of the first sites outside the home where researchers have studied the way gender nonconforming and trans children and youth face discrimination and harassment. Education research about trans youth documents the need for trans youth to have a voice in school policies and practices. Trans adults offer a wide range of theories about gender and critique traditional models of gender for their failure to capture the complexity, fluidity, and diversity of gender experiences and identities. Trans youth have yet to enter these conversations and their gender, access to treatment and services, and rights are often determined by medical discourses about gender and gender identity development. In the 21st century, the parents and families of trans youth are beginning to play an important role in advocating for and supporting the needs of their trans child. Trans identity development models are shaped by theories about gender and are often designed as a stage model. In 2004, Aaron Devor created the first trans identity development model based on the CASS model that Viviane Cass developed in 1979. Scholars have critiqued these models for their rigid conceptualization of gender, the linear structure of stages in these models, and the lack of recognition of the role race, class, disability, and sexuality have in the complexity of gender. Scholars have also remarked on the way these models were developed for trans adults and fail to conceptualize trans youth. Theories about gender and gender identity development have shaped gender models used in the treatment of gender nonconforming children. The gender affirmative model takes a progressive approach to this treatment, allowing children and youth to be experts on their gender and to be supported in socially transitioning at any age. Research about gender and gender identity development among trans youth in North America is increasingly recognizing the need to center the voices and needs of young trans people.

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Disparities for LGBTQ and Gender Nonconforming Adolescents

10.1542/9781610024730-disparities ◽

2021 ◽

pp. 4-13

Author(s):

Laura Baams

Keyword(s):

Physical Abuse ◽

Odds Ratio ◽

Latent Class ◽

Childhood Adversity ◽

Gender Nonconformity ◽

Student Survey ◽

Cross Sectional ◽

Gender Nonconforming ◽

Minority Adolescents ◽

And Gender

OBJECTIVES To identify patterns of childhood adversity in a sample of adolescents and assess disparities in these experiences for lesbian, gay, bisexual, transgender, and questioning adolescents and by level of gender nonconformity. METHOD By using the cross-sectional, statewide, anonymous 2016 Minnesota Student Survey, 81 885 students were included in the current study (50.59% male; mean age = 15.51). Participants were enrolled in grades 9 and 11 in a total of 348 schools. RESULTS Four patterns of childhood adversity were identified with sex-stratified latent class analyses (entropy = 0.833 males; 0.833 females), ranging from relatively low levels of abuse (85.3% males; 80.1% females) to polyvictimization (0.84% males; 1.98% females). A regression analysis showed that compared with heterosexual adolescents, gay, lesbian, bisexual, and questioning adolescents were more likely to be classified into profiles characterized by polyvictimization (odds ratio [OR] 1.81–7.53) and psychological and/ or physical abuse (OR 1.29–3.12), than no or low adversity. Similarly, compared with nontransgender adolescents, transgender adolescents were more likely to be classified into profiles characterized by patterns of polyvictimization (OR 1.49–2.91) and psychological and/or physical abuse (OR 1.23–1.96). A higher level of gender nonconformity predicted a higher likelihood of being classified into each adversity profile compared with the no or low adversity profile (OR 1.14–1.45). CONCLUSIONS Sexual minority adolescents and adolescents with high levels of gender nonconformity are vulnerable to experience adversity. The disparities for lesbian, gay, bisexual, transgender, and questioning adolescents and adolescents with high gender nonconformity highlight the variation in patterns of childhood adversity that these youth are at risk of experiencing. The findings reveal the need for further research on the benefits and harm of screening for childhood adversity by physicians and pediatricians.

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Midwestern Misfits

Youth & Society ◽

10.1177/0044118x17697885 ◽

2017 ◽

Vol 51 (3) ◽

pp. 318-338 ◽

Cited By ~ 2

Author(s):

S. Alexandra Marshall ◽

M. Kathryn Allison

Keyword(s):

School Climate ◽

Ecological Model ◽

Common Factor ◽

The United States ◽

Qualitative Inquiry ◽

Gender Nonconformity ◽

Gender Nonconforming ◽

Homophobic Bullying ◽

And Gender ◽

Context Shapes

Perceived sexual and gender minority (SGM) youth experience more bullying in schools than their heteronormative peers. The social ecological model offers a framework for exploring the phenomenon of homophobic bullying. This study aimed to describe experiences of victimized youth. Using critical qualitative inquiry, youth ( N = 16) of ages 15 to 20 who self-identified as having been bullied for being perceived to be SGM and who resided in a Midwestern state in the United States were interviewed in-person or online. Thematic analysis revealed that gender nonconformity was a common factor in being bullied. Subthemes are as follows: the sociocultural context shapes school climate; victimized youth felt a perception of being seen as deviant; and, victimized youth react to victimization differently. Findings indicate that bullying for gender nonconformity is a sociocultural issue. Improving the school climate for gender nonconforming youth is still needed. Implementing supportive programs and protective policies at the broader socioecological levels can help.

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