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Supporting Transgender and Gender Expansive Students in BC Elementary Schools Information and Resources for Educators

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Running head: SUPPORTING TRANSGENDER STUDENTS Supporting Transgender and Gender Non-conforming Students in B.C. Elementary Schools Marie H. Doiron A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION In Educational Leadership Vancouver Island University NANAIMO, BRITISH COLUMBIA December 2017 SUPPORTING TRANSGENDER STUDENTS ii Abstract Research has illustrated that transgender and gender non-conforming students are a vulnerable population in our schools (Greytak et al., 2009; Palmer et al., 2012; Taylor & Peter, 2011a; Taylor et al., 2016b; Young, 2011). Educators do not always have the knowledge base to feel confident in their ability to support these groups of students (Garcia & Slesaransky-Poe, 2010; Payne & Smith, 2014; Slesaransky-Poe et al., 2013). Research has shown there is a need for supportive and gender inclusive policies, professional development and training for staff, and curriculum that is inclusive of the wide variety of gender expressions present in our schools (Taylor & Peter, 2011b; Taylor et al., 2016b; Snapp et al., 2015; Kennedy & Hellen, 2010). Current resources developed to support transgender students tend to have a primarily high school focus and lack specific information about British Columbia laws, policies, or curriculum (Anti- Defamation League, 2014; Bowers & Lopez, 2012; Maheu, Hillyard, & Jenkins, 2012, Orr & Baum, 2015; Wells, Roberts, & Allan, 2012). The primary purpose of this project is to create a resource manual to help elementary schools in British Columbia support and welcome the transgender and gender non-conforming students who are in schools throughout the province. Keywords: transgender, gender non-conforming, gender expansive, gender identity, elementary, resource, heteronormativity, social transition SUPPORTING TRANSGENDER STUDENTS iii Acknowledgements I would like to start by thanking Dr. Judy Halbert and Dr. Linda Kaiser. Thank you both for encouraging me to stay involved with the Networks of Inquiry and Innovation and to always say “yes”! Your constructive feedback and timely questions have fostered my curiosity and have inspired me to continue my journey along the spiral. I am also grateful that my journey allowed me to learn from, and be challenged and inspired by, Dr. Paige Fisher and Dr. Neil Smith. Thank you both for helping me to think more deeply about what kind of educator and leader I truly aspire to be. I learned from the content you asked me to explore and reflect on, but I also learned from how you modeled ways to make learning more engaging and effective in every session you presented. I am hugely grateful to Dr. Scott Priestman for your patience and encouragement as you pushed my thinking with your questions and helped me to refine and edit my writing. Scott, your feedback often spurred me on to find the answers to questions I had not even thought to ask and I thank you for helping me to think about my topic in so many different ways. Thank you to my CIEL 3 colleagues for all of your coaching and advice. I truly learned something from each and every one of you. Thanks as well to the district and school staff that I have the honour of working with. Thank you to Norma Hart for all of the books we’ve shared and to Charlotte Brown for being my learning coach during my first year inquiry. Finally, thank you to Mary (pseudonym) for opening my eyes and showing me a new perspective on life. I know that you will make your mark on the world just as you have left your mark on me. SUPPORTING TRANSGENDER STUDENTS iv Dedication I dedicate this work to my supportive husband, Kenneth, and my two wonderful children, Tyler and Kyle. Thank you for your understanding when I had to spend time on this project instead of spending time with you. Thank you for being my cheerleaders and for keeping me motivated. I love you all. This work is also dedicated to my friend Fran who never let me give up and who was always there to listen or to lend a helping hand. Stutwiniitscw. My life is better for knowing you. Finally, thank you to my parents, Hope and Dunc whom I love forever and always. To my mom, thank you for always believing in me and for all you have sacrificed for me. To my dad, thank you for your words of wisdom as we talked about my project during the countless hours at your bedside. I know how important it was to you that I finish this work even when your passing made it so much less important to me. I know you will be watching as I cross the stage. I hope I have made you proud. SUPPORTING TRANSGENDER STUDENTS v Table of Contents Abstract ..................................................................................................................................... ii Acknowledgements ................................................................................................................. iii Dedication ................................................................................................................................. iv Table of Contents ...................................................................................................................... v Chapter One: Introduction ...................................................................................................... 1 My Connection to the Problem ................................................................................................... 1 Purpose of the Project ................................................................................................................. 3 Justification ................................................................................................................................. 4 Definition of Terms..................................................................................................................... 6 Overview ..................................................................................................................................... 8 Chapter Two: Literature Review .......................................................................................... 10 Introduction ............................................................................................................................... 10 Transgender Child Development .............................................................................................. 10 School Experiences of Transgender and Gender Non-conforming Students ........................... 16 Overall Safety in School and Educational Outcomes ..................................................... 18 Verbal Harassment .......................................................................................................... 20 Physical Harassment and Assault ................................................................................... 22 Other Types of Harassment ............................................................................................ 22 School Engagement ........................................................................................................ 23 Resources and Supports .................................................................................................. 25 Educator Beliefs and Misconceptions ....................................................................................... 28 Beliefs ............................................................................................................................. 28 SUPPORTING TRANSGENDER STUDENTS vi Inhibiting Factors ............................................................................................................ 33 Myths and Misconceptions ............................................................................................. 37 Transgender Rights in Canada and British Columbia ............................................................... 39 Canadian Law ................................................................................................................. 39 British Columbia Law ..................................................................................................... 42 British Columbia Education Policies .............................................................................. 42 Ways Schools Can Support Transgender Students ................................................................... 52 Policies ............................................................................................................................ 52 Curriculum ...................................................................................................................... 63 A Closer Look at British Columbia Curriculum ................................................... 69 Professional Development .............................................................................................. 76 Undergraduate and Graduate Level Training ....................................................... 77 Staff Training and Professional Development ...................................................... 82 Individual Training and Professional Development ............................................. 86 Conclusion ................................................................................................................................ 87 Chapter Three: Bridging the Literature and My Resource Guide .................................... 89 Introduction ..................................................................................................................... 89 Why is a Resource Guide Needed? ................................................................................
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