Toward Transformative Gender Justice: Listening to Gender Non-Binary Individuals' Experiences of School (AERA 2018 Roundtable Paper) (original) (raw)
Related papers
Educators in Training: An Evaluation of Trainings to Promote Gender Inclusive Schools
2017
Gender-affirming educational practices are crucial for transgender and gender expansive youth, who are disproportionately at risk for a host of negative academic and health outcomes. Yet few educators receive training on gender inclusive practices. This cross-sectional, descriptive study examines survey data from school administrators, teachers, and support staff (N=1,530) who participated in gender inclusivity professional development sessions. The survey covered three areas: (1) their beliefs regarding the need and relevance of this training, and their capacity to improve learning environments after the training; (2) their intended implementation of proactively inclusive strategies over time; and (3) suggestions for future trainings. Measures include self-reported ratings to assess beliefs, open-ended questions regarding future steps toward gender inclusion in their practice, and suggestions for future trainings. Qualitative analysis used grounded theory to identify key themes. Sc...
2020
Transgender and gender-expansive students are disproportionately at risk for a host of negative academic and health outcomes; yet, few educators receive training on gender-inclusive school practices. This descriptive study used evaluation survey data from employees (N = 1,425) across 80 schools participating in gender-inclusivity professional development sessions. Using a mixed-methods approach, we assessed educators’ beliefs about the need and relevance of the training, capacity to improve learning environments, intended implementation of strategies, and suggestions for future trainings. We examined outcomes using descriptive statistics and assessed the educators’ roles using regression analyses with- and without school fixed-effects. Our results showed educators wanted even more training on gender diversity and believed the professional development provided was useful and relevant. They reported having increased capacity to create a safe educational environment and discuss gender ...
We've Come a Long Way-Maybe: New Challenges for Gender Equity in Education
Teachers College Record, 2003
The purpose of this study was to examine the relationship between school-wide gender equity efforts and seventh grade girls' and boys' educational outcomes and psychological functioning. In this paper, we detail the components of the study, which included documenting that this school did in fact have a gender equitable environment; measuring students' perceptions of gender equity in their school experience, academic achievement, self-esteem, and gender ideologies; and conducting classroom observations, focus groups, and individual interviews with a subset of this sample. Our findings from these efforts yielded an unexpected and intriguing contradiction. Overwhelmingly, teachers and students reported in surveys that they perceived their school to be gender fair. Yet classroom observations and interviews with students bring into view serious differentials in how boys and girls experienced, behaved and were treated in their classrooms. The students read these differences in classroom behaviors as reflecting inherent or natural differences between boys and girls; thus, these differences were experienced as equitable. The article concludes with a discussion of how these findings raise questions about, and issue challenges for, current conceptions of gender equity in schools.
The role of schooling in constructing gendered identities
Journal of Research and …, 2007
Many research studies show that schools play an important role in constructing gendered identities of girls and boys in western contexts. In Pakistan, there are research studies on the construction of gender in textbooks but studies on the role of schools are either unreported or unavailable. To address this gap in the literature, an exploratory study was carried out in public sector schools in the urban and semi-urban areas of Karachi. The findings indicate that the inter-relationship of the structure of schools, the official curriculum, teaching and learning practices and teacher beliefs result in a gendered division of labor, gendered bodily and disciplinary regulations, gendered control of space, bodies and behavior, and teaching to perceived gender differential characteristics which serve to develop gendered identities of girls and boys.
Living in a free country in this era is still a question for women. We are thinking about women's freedom who is demanding for respect and equality is a far reaching concept need to be addressed. It is well known that the concept 'gender' is meant for both the women and men, but in our so called society women herself are legitimized as the marginalized community in terms of gender. Indian traditional societies are still the places of restrictions characterized by some form of inequalities and differences. However, social, economic and cultural differentiations in India are represented by the institutions of caste, class, religion and tribe. In a closed society it is very difficult for individuals to move upward or even downward form their class of origin as it is restricted by many factors especially dependent on their social origin. Although the women of India have made significant development during last decades entering into every fields of education and taking on the challenges of various profession. Still the masses of women remain restricted by the family norms, different socio-cultural norms, gender role discrimination, social stereotype and stigma. In the state like West Bengal the condition of girls is much deteriorating than other states, as the expenditure by state government for elementary to higher education was very nominal. Thus, unequal gender relations stunt the freedom of all individuals to develop their human capacities to their fullest. Therefore it is in the interest of both men and women to liberate human beings from existing relations of gender. According to O'Neil classroom knowledge rests on the number of assumptions that reveal its positivist ideological underpinnings. Gramsci and Foucault also argued for ideological hegemonic reproductions within school systems. This paper will largely discuss about the restructuring of gendered identities that are formed through different school practices of Budwan district, however the discussion in the paper implicitly based on the aspects of transformative literature.
THE HETERONORMATIVE CLASSROOM: QUESTIONING AND LIBERATING PRACTICES
The Teacher Educator, 2010
This article is a critical examination of the ideologies and practices that educators bring to bear on their classrooms in order to create inclusive, safe, and welcoming environments for all children, but particularly for children with gender variant behaviors and interests. Using a feminist perspective, this article offers a new conceptual lens with which to examine classroom practices that reinforce the heteronormative classroom and, as such, restrict and constrain alternate forms of gender expression. We contend that children with gender variant behaviors and interests are not an alternate or pathogenic form of masculinity or femininity, but rather a healthy expression of a gender continuum. In order to support and nurture these expressions of gender, educators must be able to interrogate their own biases and how they manifest themselves in the language, processes, and expectations in and of their classrooms. In this way, they can create learning environments in which gender is a dynamic and elaborated phenomenon where boys and girls, men and women, are encouraged to express themselves fully. As such, this article presents ways of thinking, inquiring, and embracing pedagogical practices that dismiss the views of gender as a binary system, in place of facilitating the expression of gender interests and behaviors in the most expansive and fluid ways.