Sex and gender in transition in US schools: ways forward

Miller, sj; Mayo, Cris; Lugg, Catherine A.

doi:10.1080/14681811.2017.1415204

Cited by 21 publications

(23 citation statements)

References 20 publications

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“…School-based anti-trans discrimination targeting trans pupils of all ages is apparent in a number of surveys, with trans pupils prevented from using their name or pronoun at school, and forced to use inappropriately gendered facilities (Kosciw et al, , 2018. Harm is compounded when schools enable trans children to be drawn into public debates on whether schools should actively discriminate against trans pupils (Herriot et al, 2018;Miller et al, 2018;Sinclair-Palm and Gilbert, 2018).…”

Section: Discrimination and Violencementioning

confidence: 99%

“…Curricula remain cis-dominated (Miller et al, 2018) with trans identities nearly invisible (Miller, 2016a). Many children do not see any representations of trans people at school (Mitchell et al, 2014;Peter et al, 2016).…”

Section: From School Panic To Affirmation and Representationmentioning

confidence: 99%

“…An inclusive curriculum explicitly tackles the misconceptions that underpin transphobia (Meyer et al, 2016) and reinforces peer acceptance (Kosciw et al, 2012;Ryan et al, 2013), with increased peer support creating a more positive school climate for trans pupils (Kosciw et al, 2012;Jones et al, 2016). Trans representation in the classroom sends pupils a message that teachers support them, that they have a right to be safe in school (Kosciw et al, 2012;Peter et al, 2016), that they are not alone (Miller et al, 2018). A trans-affirmative curricula builds a more supportive, welcoming school climate (Peter et al, 2016;Martino and Cumming-Potvin, 2017), and improves well-being of trans pupils (Greytak et al, 2013;Kahn and Lindstrom, 2015).…”

Section: From School Panic To Affirmation and Representationmentioning

confidence: 99%

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Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Horton

2020

Front. Sociol.

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As more trans children find the confidence to make themselves known in our primary and secondary schools, school teachers and administrators look for guidance on how to best support trans pupils. This article synthesises findings from global literature on trans children in primary and secondary education (K1-12 in the US), extracting key themes and conclusions. It then examines the most recent UK school guidance documents on trans inclusion, assessing which lessons and recommendations from global literature are represented. The article highlights existing good practices in visibility and representation and in protection from violence and harassment. Several areas where additional effort is needed are identified, including action on environmental stress and cisnormativity, addressing barriers to school trans-inclusivity and institutional accountability. A number of important shifts are called for: from adaptation on request to pre-emptive change; from accommodation to a rights-based approach; from pathologisation to trans-positivity. Finally, the article raises expectations on what it means to be an ally for trans children in education.

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Section: Discrimination and Violencementioning

confidence: 99%

Section: From School Panic To Affirmation and Representationmentioning

confidence: 99%

Section: From School Panic To Affirmation and Representationmentioning

confidence: 99%

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Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Horton

2020

Front. Sociol.

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“…In this special issue, the papers all work to define 'trans' by using slightly different terms and scope. For example, in their article 'Sex and Gender in Transition in US Schools, ' Miller, Mayo and Lugg (2018) describe how both 'diversely gendered youth' and cisgender youth are 'dissatisfied with gender norms and restrictive school policies (GLSEN 2016)' and argue that 'language helps us locate and find our gender identities. ' Other articles adopt the term 'trans*' (Kwok 2018), incorporate phrases such as 'gender-creative' (Meyer and Leonardi 2018), or introduce new acronyms, like TIG (trans, intersex, gender minority) (Simons et al 2018).…”

mentioning

confidence: 99%

“…Trans youths' experiences in school are also impacted by shifting policies. Miller, Mayo, and Lugg (2018) examine the current state of law and policy in the USA to address changes that could be made in schools to help professionals with the implementation of policy and curriculum to better support the needs of trans youth. These studies also recognise the work already being done by trans students to create change on campus and to advocate for their needs.…”

mentioning

confidence: 99%

Naming new realities: supporting trans youth in education

Sinclair-Palm

Gilbert

2018

Sex Education

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As we write this introduction, trans issues in education are never far from the headlines. In the USA, the Trump administration has revoked a number of policies meant to protect trans youth from discrimination in school; in Australia, debates about the Safe Schools Coalition, an LGBTQ resource for schools, have led to the cancellation of this programme at a national level because of media-fuelled trans and homophobia; and in school districts around the world, trans students and their allies are fighting for access to equal educational opportunities, including the right to access bathrooms (toilets) and changing room facilities, play on sports teams, and use their preferred pronouns. These conflicts and campaigns are happening, in part, because an increasing number of young people are coming out as trans and are transitioning in adolescence (Rider et al. 2018). In the midst of these changes, trans youth are going to school, growing up, making and losing friends, falling in and out of love, experimenting with and claiming multiple identities, and negotiating and challenging social norms. In response, teachers, administrators, and school authorities are being called upon to develop and implement policies, practices, and curricula that can support the social, emotional, and educational development of trans students. But as many of the articles in this special issue of Sex Education document, not only do schools sometimes fail to live up to the promise to educate all students, they often actively discriminate against trans students, sacrificing their best interests to concerns from conservative parents and politicians. Fights over allowing trans students access to appropriate toilets and changing room facilities in schools are the most obvious case of schools' failure to support trans students. This special issue takes up questions about trans youth and education in these turbulent times. We are not the first to examine these concerns. Indeed, we are living at a moment when there has been a recent rise of emergent scholars, many trans or genderqueer themselves, who are putting these issues at the centre of educational research focused on equity (c.f.

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Transgender Identity

Iskander¹,

Keenan²

2021

The Palgrave Encyclopedia of Critical Perspectives on Mental Health

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Sex and gender in transition in US schools: ways forward

Cited by 21 publications

References 20 publications

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Naming new realities: supporting trans youth in education

Transgender Identity

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