School experiences of transgender and gender diverse students in Australia

Jones, Tiffany; Smith, Elizabeth; Ward, Roz; Dixon, Jennifer M.; Hillier, Lynne; Mitchell, Anne

doi:10.1080/14681811.2015.1080678

Cited by 192 publications

(144 citation statements)

References 26 publications

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“…27 Participants who received no teaching staff support were significantly more likely to drop out of school (23 vs 5% with staff support) and hide at lunchtime (50 vs 23%). They were also at an increased risk of experiencing bullying by mobile phone (27 vs 8%), written abuse (27 vs 11%) and discriminatory language from friends (62 vs 31%).…”

Section: Social Support Makes a Differencementioning

confidence: 95%

“…[19][20][21][22][23][24] There is, nevertheless, an emerging body of sociology of education work focused specifically on TGD student experiences. 14,[25][26][27] Improving educational attainment A University of New England Partnerships-funded study of 273 Female-to-Male (FtM) transgender Australians aged 16-64 years showed transgender people did not precisely follow the broader population's educational attainment patterns. 21 A greater portion had completed post-secondary schooling compared with the general Australian population (69% vs 57% 28 ), mirroring other studies finding that generally transgender people were well educated.…”

Section: Australian Research On Tgd Studentsmentioning

confidence: 99%

“…27 The survey participants represented every school system in Australia; 47% attended Government schools, 19% vocational education and other secondary provision institutions, 18% Christian, 10% general private and 6% 'other', including distance or home schooling. One-quarter of TGD students avoided their schools because they felt unable to conform to their school's dominant gender stereotypes, including 50% of respondents enrolled in Christian schools.…”

Section: Redressing the Lack Of Appropriate Sex Educationmentioning

confidence: 99%

“…The beyondblue study further explored TGD students' engagement in activism. 27 Most (91%) survey respondents had performed at least one action for transgender rights; the majority had 'liked' a social media site dedicated to activism (83%), signed petitions (80%) and improved peoples' understanding through conversations (70%) and attended rallies or marches (52%). However, some had achieved even more independent or leading roles as activists: having created activist blogs (30%), written to members of Parliament (22%), created online videos (20%), given speeches at rallies or marches (10%) or even co-organised rallies or marches (9%).…”

Section: Activism Improved Resilience and Wellbeingmentioning

confidence: 99%

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Evidence affirming school supports for Australian transgender and gender diverse students

Jones

2017

Sex. Health

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Abstract. Background: The United Nations (UN) and related UN bodies have recognised transgender and gender diverse (TGD) students' rights at the global level to full equitable access to education, and specifically sexuality education, repeatedly. Methods: This article explores the available support for this equal access in Australia. It discusses TGD student rights in a range of Australian laws and education policies. Results: It shows how the inclusion of TGD students, particularly in sexuality education, is reinforced in the current Australian National Curricula. Finally, it considers research on Australian TGD students' educational attainment, experiences of transphobic abuse and violence, and experiences in contexts where they do and do not have staff (and other) support. It also shows that contrary to the picture of TGD students as victims leading inherently negative lives often seen in research, this group is nevertheless capable of resilience and positive education activism, which promotes their wellbeing and social outcomes. Conclusion: It argues for a shift from harmful approaches of victimising TGD students or treating them only as victims, towards celebrating the contributions of these students to their schools and societies.

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Section: Social Support Makes a Differencementioning

confidence: 95%

Section: Australian Research On Tgd Studentsmentioning

confidence: 99%

Section: Redressing the Lack Of Appropriate Sex Educationmentioning

confidence: 99%

Section: Activism Improved Resilience and Wellbeingmentioning

confidence: 99%

See 2 more Smart Citations

Evidence affirming school supports for Australian transgender and gender diverse students

Jones

2017

Sex. Health

Self Cite

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“…As an Australian sociologist whose research is focused on lesbian, gay, bisexual, transgender, and intersex (LGBTI) policy issues, I have been part of this international movement in an advisory capacity with various United Nations (UN) organisations, international governments and non-government organisations. In 2011 the UN Secretary-General Ban Ki Moon called transphobic bullying in schools globally "a moral outrage, a grave violation to human rights and a public health crisis" [2] underscoring the widespread personal and physical consequences to transgender students from the discrimination and violence they are subjected to in schools around the world [3][4][5][6]. The UN started to prioritise education rights issues around gender identity; 200 UN Member States convened for "Stop Bullying-Ending Violence and Discrimination Based on Sexual Orientation and Gender Identity" and the Born free and equal policy [7] was released.…”

Section: Introductionmentioning

confidence: 99%

Researching and Working for Transgender Youth: Contexts, Problems and Solutions

Jones

2016

Social Sciences

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Abstract:In May 2016, two events epitomized the complexities of working for global transgender youth rights. First, United Nations Educational Scientific and Cultural Organisation (UNESCO) hosted a ministerial event in which education ministers from around the world released a call to action for protection of students on the basis of their gender identity and expression in schools. Second, the United Nations (UN) hosted an event celebrating the family, attended by conservative ministers and activists who mobilized family protectionist discourse against transgender students. This article contemplates, in light of transgender activist Raewyn Connell's Southern Theory contributions, the complexity of global research and work for transgender youth. It considers key informant interviews with 50 stakeholders in the global push for transgender student rights in education, including members of government and non-government organisations, and academics from Northern and Southern countries. Problems in aiding transgender youth at the global level included safety concerns, the impacts of conservative advocates and media backlash (within family and national protectionist discourses), cultural complexities hampering engagement and translation, dissemination hindrances pertaining to established publishing biases, and financial and collaboration barriers. Solutions including virtual work; multi-level leadership; alliance-building; representation; visibility of transgender youth citizenship and family membership; and legal, financial and capacity-building aid are considered.

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Sexuality Education

Allen¹

2020

Companion to Sexuality Studies

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School experiences of transgender and gender diverse students in Australia

Cited by 192 publications

References 26 publications

Evidence affirming school supports for Australian transgender and gender diverse students

Evidence affirming school supports for Australian transgender and gender diverse students

Researching and Working for Transgender Youth: Contexts, Problems and Solutions

Sexuality Education

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