Understanding Anti-Transgender Violence and Ending the Crisis
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Hrc-Coming-Out-Resource-Guide.Pdf
G T Being brave doesn’t mean that you’re not scared. It means that if you are scared, you do the thing you’re afraid of anyway. Coming out and living openly as a lesbian, gay, bisexual, transgender or supportive straight person is an act of bravery and authenticity. Whether it’s for the first time ever, or for the first time today, coming out may be the most important thing you will do all day. Talk about it. TABLE OF CONTENTS 2 Welcome 3 Being Open with Yourself 4 Deciding to Tell Others 6 Making a Coming Out Plan 8 Having the Conversations 10 The Coming Out Continuum 12 Telling Family Members 14 Living Openly on Your Terms 15 Ten Things Every American Ought to Know 16 Reference: Glossary of Terms 18 Reference: Myths & Facts About LGBT People 19 Reference: Additional Resources 21 A Message From HRC President Joe Solmonese There is no one right or wrong way to come out. It’s a lifelong process of being ever more open and true with yourself and others — done in your own way and in your own time. WELCOME esbian, gay, bisexual and transgender Americans Lare sons and daughters, doctors and lawyers, teachers and construction workers. We serve in Congress, protect our country on the front lines and contribute to the well-being of the nation at every level. In all that diversity, we have one thing in common: We each make deeply personal decisions to be open about who we are with ourselves and others — even when it isn’t easy. -
Homophobia and Transphobia Illumination Project Curriculum
Homophobia and Transphobia Illumination Project Curriculum Andrew S. Forshee, Ph.D., Early Education & Family Studies Portland Community College Portland, Oregon INTRODUCTION Homophobia and transphobia are complicated topics that touch on core identity issues. Most people tend to conflate sexual orientation with gender identity, thus confusing two social distinctions. Understanding the differences between these concepts provides an opportunity to build personal knowledge, enhance skills in allyship, and effect positive social change. GROUND RULES (1015 minutes) Materials: chart paper, markers, tape. Due to the nature of the topic area, it is essential to develop ground rules for each student to follow. Ask students to offer some rules for participation in the postperformance workshop (i.e., what would help them participate to their fullest). Attempt to obtain a group consensus before adopting them as the official “social contract” of the group. Useful guidelines include the following (Bonner Curriculum, 2009; Hardiman, Jackson, & Griffin, 2007): Respect each viewpoint, opinion, and experience. Use “I” statements – avoid speaking in generalities. The conversations in the class are confidential (do not share information outside of class). Set own boundaries for sharing. Share air time. Listen respectfully. No blaming or scapegoating. Focus on own learning. Reference to PCC Student Rights and Responsibilities: http://www.pcc.edu/about/policy/studentrights/studentrights.pdf DEFINING THE CONCEPTS (see Appendix A for specific exercise) An active “toolkit” of terminology helps support the ongoing dialogue, questioning, and understanding about issues of homophobia and transphobia. Clear definitions also provide a context and platform for discussion. Homophobia: a psychological term originally developed by Weinberg (1973) to define an irrational hatred, anxiety, and or fear of homosexuality. -
Outher Stories
A Guide for Reporting on LGBT People in Texas OUTHER Una guía para asistir en el S STORIES N reportaje sobre personas LGBT en Tejas in ENGLISH pg 3-20 en ESPAÑOL pg 21-38 GLAAD extends its thanks to Comcast NBC Universal for generously underwriting the Southern Stories initiative. Additional support provided by Tawani Foundation, The Gill Foundation, and B.W. Bastian Foundation. GLAAD extiende su agradecimiento a Comcast NBC Universal por su apoyo generoso de la iniciativa Southern Stories. Apoyo adicional fue proporcionado por Tawani Foundation, The Gill Foundation y B.W. Bastian Foundation. Cover photos courtesy of (from top left): Equality Texas, Lou Weaver, Monica Roberts, LULAC Council 4871, Equality Texas, Katie Sprinkle GLAAD Southern Stories A Guide for Reporting on LGBT People in Texas Getting Started 4 Terms and Definitions 5 Texas' LGBT History 6 When GLAAD’s 2015 Accelerating Acceptance report In Focus: Houston and HERO revealed levels of discomfort towards the LGBT 12 community are as high as 43% in America—and spike to 61% in the U.S. South—we knew we had to act. Now in its second year, this ongoing study by GLAAD and our partners at The Harris Poll of Americans' attitudes towards the LGBT community Best Practices in HERO Coverage shows that while comfort levels may be rising, more 13 than half of Southerners believe their peers remain uncomfortable around LGBT people in various day- to-day situations, such as seeing a same-sex couple holding hands or learning a family member is LGBT. To accelerate LGBT acceptance in the U.S. -
Public Opinion and Discourse on the Intersection of LGBT Issues and Race the Opportunity Agenda
Opinion Research & Media Content Analysis Public Opinion and Discourse on the Intersection of LGBT Issues and Race The Opportunity Agenda Acknowledgments This research was conducted by Loren Siegel (Executive Summary, What Americans Think about LGBT People, Rights and Issues: A Meta-Analysis of Recent Public Opinion, and Coverage of LGBT Issues in African American Print and Online News Media: An Analysis of Media Content); Elena Shore, Editor/Latino Media Monitor of New America Media (Coverage of LGBT Issues in Latino Print and Online News Media: An Analysis of Media Content); and Cheryl Contee, Austen Levihn- Coon, Kelly Rand, Adriana Dakin, and Catherine Saddlemire of Fission Strategy (Online Discourse about LGBT Issues in African American and Latino Communities: An Analysis of Web 2.0 Content). Loren Siegel acted as Editor-at-Large of the report, with assistance from staff of The Opportunity Agenda. Christopher Moore designed the report. The Opportunity Agenda’s research on the intersection of LGBT rights and racial justice is funded by the Arcus Foundation. The statements made and views expressed are those of The Opportunity Agenda. Special thanks to those who contributed to this project, including Sharda Sekaran, Shareeza Bhola, Rashad Robinson, Kenyon Farrow, Juan Battle, Sharon Lettman, Donna Payne, and Urvashi Vaid. About The Opportunity Agenda The Opportunity Agenda was founded in 2004 with the mission of building the national will to expand opportunity in America. Focused on moving hearts, minds, and policy over time, the organization works with social justice groups, leaders, and movements to advance solutions that expand opportunity for everyone. Through active partnerships, The Opportunity Agenda synthesizes and translates research on barriers to opportunity and corresponding solutions; uses communications and media to understand and influence public opinion; and identifies and advocates for policies that improve people’s lives. -
Skills Identification Workshop
______________________________________________________________________________ Office of Career Services, A1120 (708) 235-3974 Fax (708) 534-1173 www.govst.edu/careerservices LGBTQ Career Resource Guide Out & Equal Workplace Advocates - http://www.outandequal.org/chicagoland Out & Equal Chicagoland Regional Affiliate works with leading Chicago area companies and organizations to promote LGBT workplace equality. The Affiliate offers learning opportunities around workplace and community issues and facilitates networking and connections that enhance business opportunities and the career aspirations of LGBT employees. Out & Equal’s LGBTCareerLink - http://outandequal.org/lgbtcareerlink LGBTCareerLink is a free Out & Equal service for job seekers that offers advanced job search options with inclusive employers, allows for increased exposure of one’s resume, and one can create email alerts when new jobs are posted. OUT for WORK - http://www.outforwork.com/ OUT for WORK is focused on the success of LGBTQ students, primarily in the development and implementation of career plans and opportunities. OUT for WORK’s programs, resources, and services provide assistance to students in the cultivation and enhancement of skills to explore career options, master job search techniques and strategies, and research employment opportunities. Human Rights Campaign - http://www.hrc.org/ Human Rights Campaign is the largest civil rights organization working to achieve equality for lesbian, gay, bisexual and transgender Americans. The Human Rights Campaign represents a force of nationwide supporters, all committed to making HRC's vision a reality. Human Rights Campaign advocates on behalf of LGBT Americans, mobilizes grassroots actions in the community, and educates about LGBT issues. Human Rights Campaign Corporate Equality Index - http://www.hrc.org/corporate-equality-index/ Human Rights Campaign Foundation’s Corporate Equality Index is the national benchmarking tool on corporate policies and practices related to LGBT employees. -
Media Reference Guide
media reference guide NINTH EDITION | AUGUST 2014 GLAAD MEDIA REFERENCE GUIDE / 1 GLAAD MEDIA CONTACTS National & Local News Media Sports Media [email protected] [email protected] Entertainment Media Religious Media [email protected] [email protected] Spanish-Language Media GLAAD Spokesperson Inquiries [email protected] [email protected] Transgender Media [email protected] glaad.org/mrg 2 / GLAAD MEDIA REFERENCE GUIDE TABLE OF CONTENTS INTRODUCTION FAIR, ACCURATE & INCLUSIVE 4 GLOSSARY OF TERMS / LANGUAGE LESBIAN / GAY / BISEXUAL 5 TERMS TO AVOID 9 TRANSGENDER 12 AP & NEW YORK TIMES STYLE 21 IN FOCUS COVERING THE BISEXUAL COMMUNITY 25 COVERING THE TRANSGENDER COMMUNITY 27 MARRIAGE 32 LGBT PARENTING 36 RELIGION & FAITH 40 HATE CRIMES 42 COVERING CRIMES WHEN THE ACCUSED IS LGBT 45 HIV, AIDS & THE LGBT COMMUNITY 47 “EX-GAYS” & “CONVERSION THERAPY” 46 LGBT PEOPLE IN SPORTS 51 DIRECTORY OF COMMUNITY RESOURCES 54 GLAAD MEDIA REFERENCE GUIDE / 3 INTRODUCTION Fair, Accurate & Inclusive Fair, accurate and inclusive news media coverage has played an important role in expanding public awareness and understanding of lesbian, gay, bisexual and transgender (LGBT) lives. However, many reporters, editors and producers continue to face challenges covering these issues in a complex, often rhetorically charged, climate. Media coverage of LGBT people has become increasingly multi-dimensional, reflecting both the diversity of our community and the growing visibility of our families and our relationships. As a result, reporting that remains mired in simplistic, predictable “pro-gay”/”anti-gay” dualisms does a disservice to readers seeking information on the diversity of opinion and experience within our community. Misinformation and misconceptions about our lives can be corrected when journalists diligently research the facts and expose the myths (such as pernicious claims that gay people are more likely to sexually abuse children) that often are used against us. -
LGBTQ Glossary of Terms Adapted from the Human Rights Campaign, July 2016, with Some Definitions from Gender Wiki
LGBTQ Glossary of Terms Adapted from the Human Rights Campaign, July 2016, with some definitions from Gender Wiki. Please use the list of living language as a reference resource, but know that no list can be inclusive of all LGBTQ-related terms or encompass all definitions of identities and experiences. General Terms Ally | A person who is not LGBTQ but actively shows support and consistently promotes equality. Closeted | Describes an LGBTQ person who has not disclosed their sexual orientation or gender identity. Coming out | The process in which a person first acknowledges, accepts and appreciates their sexual orientation or gender identity and begins to share that with others. LGBTQ | An acronym for “lesbian, gay, bisexual, transgender and queer.” Living openly | A state in which LGBTQ people are comfortably out about their sexual orientation or gender identity – where and when it feels appropriate to them. Outing | Exposing someone’s lesbian, gay, bisexual or transgender identity to others without their permission. Outing someone can have serious repercussions on employment, economic stability, personal safety or religious or family situations. Queer | A term people often use to express fluid identities and orientations. Often used interchangeably with "LGBTQ." **Some people do not use this term because of its history as a slur. Allies should be especially thoughtful when using the word “queer.” Questioning | A term used to describe people who are in the process of exploring their sexual orientation or gender identity. * | Some people use an asterisk (*) to indicate expansiveness, such as with trans*. Many people feel the * is not a symbol of inclusion, but rather marginalization. -
Tapestry! PFLAG's Diversity Outreach Program Celebrating Black History Month and Remembering Bayard Rustin February 19, 2010
P O Box 12732 Olympia, WA 98508-2732 email: [email protected] website: http://www.pflag-olympia.org Tapestry! PFLAG's Diversity Outreach Program Celebrating Black History Month and remembering Bayard Rustin February 19, 2010 In July 2009 PFLAG-Olympia was chosen to participate in PFLAG National’s new diversity outreach pilot program. In September 2009 we had an excellent full-day training here in Olympia "PFLAG Tapestry" which asked: How do we interweave our stories and collaborate to move equality forward? It included sections on self-awareness, cultural competence, outreach and coalition-building, developing an inclusive, collaborative chapter structure and more. It was lead by PFLAG’s Western Field & Policy Manager Cesar Hernandez, with PFLAG’s Executive Director Jody Huckaby also in attendance. Because we recognize that we need to do a better job of welcoming and celebrating communities of color here, PFLAG-Olympia is creating the main part of this project to focus on outreach to and education about African- American LGBTQ people and their families. We screened the inspirational powerful film "Brother Outsider: The Life of Bayard Rustin" at our February PFLAG meeting. Then three screenings of the film will be held in February in local venues: The Evergreen State College, River Ridge High School, and South Puget Sound Community College. The film follows the life of this gay civil rights activist who was called an American Gandhi. Rustin was a member of the Religious Society of Friends (Quakers) and was a staff member of the Fellowship of Reconciliation (FOR). Historian John D’Emilio calls Rustin the “lost prophet” of the civil rights movement. -
Echoes of Imperialism in LGBT Activism
354 Echoes of Empire generated a late nineteenth century politics of imperial Victorian feminism that saw the rescue of distant global sisters as a means towards improving the condition of women in the imperial metropolis. Both temporal contexts present a bewildering array of tendencies: contemporary Western LGBT activism is a deeply divided space, some of whose constituents are complicit in imperial ventures even as others are deeply antagonistic to them. The past is no less complicated a space, so full of Echoes of Imperialism in LGBT Activism contradictory tendencies that it is difficult to regard our ‘postcolonial’ age as self- evidently more progressive or reflexive than times gone by. Rahul Rao The construction of a global discourse of LGBT rights and a politics of LGBT solidarity6 has been empowering for many of its participants. But it has not been an entirely benign development, free from questions of power and hierarchy. Struggles against heteronormativity within Western societies have tended to be marked by a fundamental tension between what might be described as a liberal politics of inclusion or assimilation into the mainstream – marked by such priorities as the At least one early critical reaction to the emergence of the term ‘postcolonial’, right to marry or to serve in the military – and a more radical queer politics that expressed disquiet about its ‘premature1 celebration of the pastness of colonialism’.2 seeks to challenge the very basis of institutions that are seen as oppressive, rather Writing in 1992 and citing the -
Transfeminist Perspectives in and Beyond Transgender and Gender Studies
Transfeminist Perspectives Edited by ANNE ENKE Transfeminist Perspectives in and beyond Transgender and Gender Studies TEMPLE UNIVERSITY PRESS Philadelphia TEMPLE UNIVERSITY PRESS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2012 by Temple University All rights reserved Published 2012 Library of Congress Cataloging-in-Publication Data Transfeminist perspectives in and beyond transgender and gender studies / edited by Anne Enke. p. cm. Includes bibliographical references and index. ISBN 978-1-4399-0746-7 (cloth : alk. paper) ISBN 978-1-4399-0747-4 (pbk. : alk. paper) ISBN 978-1-4399-0748-1 (e-book) 1. Women’s studies. 2. Feminism. 3. Transgenderism. 4. Transsexualism. I. Enke, Anne, 1964– HQ1180.T72 2012 305.4—dc23 2011043061 Th e paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 2 4 6 8 9 7 5 3 1 Contents Acknowledgments vii Introduction: Transfeminist Perspectives 1 A. Finn Enke Note on Terms and Concepts 16 A. Finn Enke PART I “This Much Knowledge”: Flexible Epistemologies 1 Gender/Sovereignty 23 Vic Muñoz 2 “Do Th ese Earrings Make Me Look Dumb?” Diversity, Privilege, and Heteronormative Perceptions of Competence within the Academy 34 Kate Forbes 3 Trans. Panic. Some Th oughts toward a Th eory of Feminist Fundamentalism 45 Bobby Noble 4 Th e Education of Little Cis: Cisgender and the Discipline of Opposing Bodies 60 A. Finn Enke PART II Categorical Insuffi ciencies and “Impossible People” 5 College Transitions: Recommended Policies for Trans Students and Employees 81 Clark A. -
Gender Differences in Bystander Responses to Male Violence
Gender Differences in Bystander Responses to Male Violence Against a Transwoman Julia Deacon, Phoebe Maxwell, Katrina Saylor, Madeline Reichler, & Jennifer Katz, Dept of Psychology Introduction Method Results When a man acts aggressively towards a woman Participants and Procedure Those assigned to the “tranny” condition perceived the in public, bystanders (i.e., third party witnesses) Undergraduate, heterosexual, cisgender students victim as trans (M = 5.16) more than those assigned to may intervene to promote safety. (N = 107) responded to a scenario of severe male the “slut” condition (M = 2.30), t(104) = 7.82, p < .001. violence against a woman (Chabot et al., 2009). Not all bystanders show prosocial responses to They were randomly assigned to one of two A 2 (type of slur) x 2 (gender) ANOVA was conducted men’s physical violence against women. For conditions in which the victim was slurred as with intent to intervene as the DV. There was a instance, male bystanders are less likely than either a “tranny” or “slut.” significant effect of type of slur, F (1, 103) = 6.27, p = .01. female bystanders to intend to intervene in Across bystander gender, intervention was lower for the helpful ways (Chabot et al., 2009; West & Manipulation trans victim/”tranny” (M = 5.36) than the cis victim/ Wandrei, 2002), although not all studies find this It is a Saturday afternoon. You’re at the mall, “slut” (M = 5.57). There was also a main effect of gender, difference (e.g., Palmer et al., 2016). sitting at a table in the nearly empty food court F (1, 103) = 5.51, p = .02. -
Exploring Homophobia and Transphobia in Primary Schools in Ireland Aoife Neary Sandra Irwin-Gowran Eileen Mcevoy Contents
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Limerick Institutional Repository Exploring Homophobia and Transphobia in Primary Schools in Ireland Aoife Neary Sandra Irwin-Gowran Eileen McEvoy Contents Acknowledgements 01 Contact Details 01 Glossary of Key Terms 02 Summary of Key Findings 04 Introduction 05 Methodology 08 Key Finding 1 09 Key Finding 2 13 Key Finding 3 15 Key Finding 4 19 Key Finding 5 22 Concluding Words and Future Directions 25 Exploring Homophobia and Transphobia in Primary Schools in Ireland Contents Acknowledgements Acknowledgements 01 Thank you to all of the school leaders, teachers and parents who gave so generously of your time, effort and Contact Details 01 reflections. This study would not have been possible without you. Glossary of Key Terms 02 Thank you to the Irish Research Council ‘New Foundations: Engaging Civic Society’ strand for funding this study and enabling this valuable collaboration between the School of Education at the University of Limerick Summary of Key Findings 04 and the Gay and Lesbian Equality Network (GLEN). Introduction 05 Methodology 08 Key Finding 1 09 Contact Details Key Finding 2 13 For further information about this report, please contact the Principal Investigator: Key Finding 3 15 Dr Aoife Neary, Lecturer in Sociology of Education, School of Education, Key Finding 4 19 University of Limerick, Castletroy, Limerick. Email: [email protected] Key Finding 5 22 Tel: +353 (0)61-202075 Concluding Words and Future Directions 25 Web: http://www.ul.ie/soedu/node/971 For more information about the research partner, the Gay and Lesbian Equality Network (GLEN), please contact: Email: [email protected] Tel: +353 (1) 672 8650 Web: www.glen.ie The LGBT Helpline offers support to LGBT people and their families.