A Guide for Transgender and Gender Nonconforming Students KNOW YOUR RIGHTS: a GUIDE for TRANSGENDER and GENDER NONCONFORMING STUDENTS
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
Claim Your Rights Bullying, Harassment, and Discrimination of Lgbt Students Should Be Reported!
CLAIM YOUR RIGHTS BULLYING, HARASSMENT, AND DISCRIMINATION OF LGBT STUDENTS SHOULD BE REPORTED! Have you or someone you know experienced lesbian, gay, bisexual, transgender, or queer (LGBTQ)-based bullying, harassment, or discrimination in school? You are not alone. Approximately 85% of high school students report being harassed in school because of their real or perceived sexual orientation, 64% of students report being harassed because of their real or perceived gender identity, and 31% of LGBT students report being harassed for their perceived gender expression. Even more troubling: only 18% of LGBT students report that their schools have policies which offer comprehensive protections. Clearly, many school communities are in desperate need for a way to address LGBTQ-based bullying, harassment, or discrimination. Without adequate statewide protections, what can we—the stakeholders in school communities across the nation—do about protecting the rights of all students subject to bullying, harassment, and discrimination based on real or perceived sexual orientation, gender identity, or gender expression? Take Action If you have experienced school-based bullying, harassment, or discrimination, file a complaint with the Office for Civil Rights (OCR) at the U.S. Education Department today. Things to know about filing a complaint: You are entitled to file a claim. Nearly every public school receives some level of federal funding and is therefore protected under Title IX, which entitles you to file a bullying, harassment, or discrimination claim with OCR. Time is of the essence. A complaint must be filed within 180 days of when the bullying, harassment, or discrimination occurred. Your confidentiality is assured. -
Preventing and Responding to Sexual Misconduct: Building a Climate of Safety and Respect at Yale
Preventing and Responding to Sexual Misconduct: Building a Climate of Safety and Respect at Yale rev. 8/17 1 yale resources SHARE: Information, Advocacy, and Support Yale Police Department sharecenter.yale.edu your.yale.edu/community/public-safety/police/ 203.432.2000 (24-hr availability) sensitive-crimes-support Professional, expert help for people who have experienced 203.432.4400 (24-hr availability) sexual misconduct and their friends and family Sworn police officers; Sensitive Crimes & Support Coordinates medical treatment, evidence collection Coordinator Assists with contacting police and/or initiating a complaint Conducts criminal investigations Will only share information if you wish, except in situations Provides services to victims, such as safety planning and of imminent harm assistance in obtaining a protective order Will consult without requiring a police report to be filed University-Wide Committee on Sexual Misconduct Reports information to the University Title IX Coordinator uwc.yale.edu 203.432.4449 (9 am–5 pm weekdays) Title IX Coordinators Yale’s internal disciplinary committee for cases of sexual provost.yale.edu/title-ix/coordinators misconduct 203.432.6854 (9 am – 5 pm weekdays) Members include faculty, staff, and students; supported by See page 29 for Title IX coordinators’ contact information professional, impartial fact-finders University Title IX Coordinator; deputy coordinators assigned Complainants can discuss options and seek resolution, to Yale College, the Graduate School, each professional remedies, and -
Harsh Realities: the Experiences of Transgender Youth in Our Nation’S Schools
Harsh Realities The Experiences of Transgender Youth in Our Nation’s Schools A Report from the Gay, Lesbian and Straight Education Network www.glsen.org Harsh Realities The Experiences of Transgender Youth in Our Nation’s Schools by Emily A. Greytak, M.S.Ed. Joseph G. Kosciw, Ph.D. Elizabeth M. Diaz National Headquarters 90 Broad Street, 2nd floor New York, NY 10004 Ph: 212-727-0135 Fax: 212-727-0254 DC Policy Office 1012 14th Street, NW, Suite 1105 Washington, DC 20005 Ph: 202-347-7780 Fax: 202-347-7781 [email protected] www.glsen.org © 2009 Gay, Lesbian and Straight Education Network ISBN 1-934092-06-4 When referencing this document, we recommend the following citation: Greytak, E. A., Kosciw, J. G., and Diaz, E. M. (2009). Harsh Realities: The Experiences of Transgender Youth in Our Nation’s Schools. New York: GLSEN. The Gay, Lesbian and Straight Education Network is the leading national education organization focused on ensuring safe schools for all lesbian, gay, bisexual and transgender students. Established nationally in 1995, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. Cover photography: Kevin Dooley under Creative Commons license www.flickr.com/photos/pagedooley/2418019609/ Inside photography: Ilene Perlman Inside photographs are of past and present members of GLSEN’s National Student Leadership Team. The Team is comprised of a diverse group students across the United States; students in the photographs may or may not identify as transgender. Graphic design: Adam Fredericks Electronic versions of this report and all other GLSEN research reports are available at www.glsen. -
OUT of the PAST Teachers’Guide
OUT OF THE PAST Teachers’Guide A publication of GLSEN, the Gay, Lesbian and Straight Education Network Page 1 Out of the Past Teachers’ Guide Table of Contents Why LGBT History? 2 Goals and Objectives 3 Why Out of the Past? 3 Using Out of the Past 4 Historical Segments of Out of the Past: Michael Wigglesworth 7 Sarah Orne Jewett 10 Henry Gerber 12 Bayard Rustin 15 Barbara Gittings 18 Kelli Peterson 21 OTP Glossary 24 Bibliography 25 Out of the Past Honors and Awards 26 ©1999 GLSEN Page 2 Out of the Past Teachers’ Guide Why LGBT History? It is commonly thought that Lesbian, Gay, Bisexual, and Transgendered (LGBT) history is only for LGBT people. This is a false assumption. In out current age of a continually expanding communication network, a given individual will inevitably e interacting with thousands of people, many of them of other nationalities, of other races, and many of them LGBT. Thus, it is crucial for all people to understand the past and possible contributions of all others. There is no room in our society for bigotry, for prejudiced views, or for the simple omission of any group from public knowledge. In acknowledging LGBT history, one teaches respect for all people, regardless of race, gender, nationality, or sexual orientation. By recognizing the accomplishments of LGBT people in our common history, we are also recognizing that LGBT history affects all of us. The people presented here are not amazing because they are LGBT, but because they accomplished great feats of intellect and action. These accomplishments are amplified when we consider the amount of energy these people were required to expend fighting for recognition in a society which refused to accept their contributions because of their sexuality, or fighting their own fear and self-condemnation, as in the case of Michael Wigglesworth and countless others. -
CIAC Reference Guide for Transgender Policy
Reference Guide for Transgender Policy CIAC Transgender Policy Page 54 – Article IX - Rules of Eligibility and Control for Boys and Girls High School Athletics in Connecticut: Section B. Transgender Participation The CIAC is committed to providing transgender student-athletes with equal opportunities to participate in CIAC athletic programs consistent with their gender identity. Hence, this policy addresses eligibility determinations for students who have a gender identity that is different from the gender listed on their official birth certificates. The CIAC has concluded that it would be fundamentally unjust and contrary to applicable state and federal law to preclude a student from participation on a gender specific sports team that is consistent with the public gender identity of that student for all other purposes. Therefore, for purposes of sports participation, the CIAC shall defer to the determination of the student and his or her local school regarding gender identification. In this regard, the school district shall determine a student’s eligibility to participate in a CIAC gender specific sports team based on the gender identification of that student in current school records and daily life activities in the school and community at the time that sports eligibility is determined for a particular season. Accordingly, when a school district submits a roster to the CIAC, it is verifying that it has determined that the students listed on a gender specific sports team are entitled to participate on that team due to their gender identity and that the school district has determined that the expression of the student’s gender identity is bona fide and not for the purpose of gaining an unfair advantage in competitive athletics. -
Title IX: How We Got It and What a Difference It Made
Cleveland State Law Review Volume 55 Issue 4 Article 4 2007 Title IX: How We Got It and What a Difference it Made Bernice Resnick Sandler Follow this and additional works at: https://engagedscholarship.csuohio.edu/clevstlrev Part of the Education Law Commons, and the Law and Gender Commons How does access to this work benefit ou?y Let us know! Recommended Citation Bernice Resnick Sandler, Title IX: How We Got It and What a Difference it Made, 55 Clev. St. L. Rev. 473 (2007) available at https://engagedscholarship.csuohio.edu/clevstlrev/vol55/iss4/4 This Article is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Cleveland State Law Review by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. TITLE IX: HOW WE GOT IT AND WHAT A DIFFERENCE IT MADE* BERNICE RESNICK SANDLER† I. HISTORICAL BACKGROUND ................................................. 473 II. OTHER TITLE IX ISSUES ...................................................... 484 III. WHAT TITLE IX HAS ACCOMPLISHED ................................. 486 IV. WHAT STILL NEEDS TO BE DONE........................................ 487 I. HISTORICAL BACKGROUND At the end of the 1960s, the women’s movement is only a few years old. There is little awareness of sex discrimination throughout the nation. The words “sexism” and “sexist” have not yet been invented, nor the words “sexual harassment” or “date rape.” Even the words “sex discrimination” have only just entered the lexicon with the passage of the Civil Rights Act of 1964. There is not much interest in women’s issues except from a few women, a few small women’s groups, and a few men of good will, and some negative members of the press. -
True Colors Resource Guide
bois M gender-neutral M t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian polyamorousBirls queer Femme queer bisexual GAY GrrlsAsexual bisexual GAY bi-curious bi-curious QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bois bois gender-neutral M gender-neutralLOVEM gender-neutral t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch Birls polyamorousBirls polyamorousBirls queer Femme queer Femme Asexual bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious transsexual QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bi-confident pansexualtranssexual bois M gender-neutral gender-neutral M t t F F ALLY Lesbian INTERSEX butch INTERSEXALLY Birls polyamorousBirls queer Femme queer bisexual Asexual GAY GrrlsAsexual bisexual bi-curious bi-curious transsexual QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bois bois LOVE gender-neutral M gender-neutral t F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch polyamorousBirls polyamorousBirls queer Femme queer Femme bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bi-confident pansexualtranssexual bois bois M gender-neutral M gender-neutral t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch polyamorousBirls polyamorousBirls queer Femme queer Femme bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious QUEstioningtransgender bi-confident -
Research Brief
RESEARCH BRIEF THE EXPERIENCES OF LGBT STUDENTS IN SCHOOL ATHLETICS For students in general, participation in sports and physical activity at school has been shown to have positive effects on their physical health, self-esteem, and sense of connectedness to their schools. Involvement in extracurricular sports has also been shown to have academic benefits, both directly through school policies requiring athletes to maintain minimum GPA’s and indirectly by strengthening students’ identification with their school communities.1 Unfortunately, some re- search suggests that lesbian, gay, bisexual, and transgender (LGBT) students may not have access to the benefits of par- ticipating in school athletics because they may be less likely than their non-LGBT peers to attend Physical Education (P.E.) classes or play on a sports team.2 Using data from GLSEN’s 2011 National School Climate Survey, this brief exam- ines LGBT students’ experiences in school athletics, including the benefits of their involvement and the barriers to their participation. FACT: Physical Education classes were unsafe environments for many LGBT students. As with most secondary students in the U.S.,3 most (73.0%) LGBT students took a P.E. or gym class at school in the past year. Unfortunately, many LGBT students had been harassed or assaulted while attending these classes. More than half of LGBT students who took a P.E. class were bullied or harassed during P.E. because of their sexual orientation (52.8%) or gender expression (50.9%; see Figure 1). Figure 1. LGBT Students' Experiences of Bullying and Perhaps given these experiences of victim- Harassment in P.E. -
Transgender Guidance Frequently Asked Questions
Guidance on Civil Rights Protections and Supports for Transgender Students Frequently Asked Questions CONNECTICUT STATE DEPARTMENT OF EDUCATION September 2017 Civil Rights Protections & Supports for Transgender Students: Frequently Asked Questions Contents Introduction to Resources .................................................................................................................... 1 Legal Responsibilities and Civil Rights Protections .......................................................................... 2 Single-Sex Facilities and Activities ...................................................................................................... 6 Student Data and Records .................................................................................................................... 8 Understanding Gender Identity ......................................................................................................... 10 Civil Rights Protections & Supports for Transgender Students: Frequently Asked Questions 1 Introduction to Resources n February 23, 2017, Governor Dannel P. Malloy and Commissioner Dianna R. Wentzell jointly issued a memorandum to Connecticut Superintendents of Schools reaffirming the State of OConnecticut’s unwavering commitment to provide every student in Connecticut with access to a high quality education in a safe, supportive, inclusive and welcoming environment. On the same day, the Governor issued Executive Order No. 56, directing the State Department of Education (“SDE”), in consultation with -
Expressive Ends: Understanding Conversion Therapy Bans
5 GEORGE - EXPRESSIVE ENDS - 793-853 (DO NOT DELETE) 3/24/2017 3:34 PM EXPRESSIVE ENDS: UNDERSTANDING CONVERSION THERAPY BANS Marie-Amélie George* ABSTRACT .................................................................................................. 794 INTRODUCTION .......................................................................................... 794 I. THE RELIGIOUS PRACTICE OF CONVERSION THERAPY .......................... 801 A. From Medicine to Morality ..................................................... 801 1. Moving Out of the Medical Mainstream ............................ 801 2. Countering Conversion Therapy’s Proponents ................. 805 B. Conversion Therapy in Practice .............................................. 810 1. Religious and Sexual Conversion ...................................... 810 2. Treatment Methods ............................................................ 817 II. EXPRESSIVE ENDS ................................................................................. 821 A. Attacking Conversion Therapy of All Kinds ............................ 822 1. Disarming the Opposition .................................................. 822 2. Expressive Function ........................................................... 825 B. Attacking Antigay Legal Rhetoric ............................................ 830 1. Historical Arguments ......................................................... 831 2. Contemporary Battles ........................................................ 839 III. MOVEMENT IMPLICATIONS ................................................................. -
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. -
Equality Act
FACT SHEET EQUALITY ACT The Equality Act amends the Civil Rights Act of 1964 and other civil rights laws to establish explicit federal nondiscrimination protections for LGBTQ+ people in housing, employment, public education, credit, public spaces, federally funded programs, and jury service. It also prohibits discrimination against women for the first time in public spaces and federal programs, and prohibits racial and religious discrimination in public spaces not covered by current law. In June of 2020, the Supreme Court ruled in Bostock v. Clayton County that Title VII, the federal law prohibiting sex discrimination in employment, includes discrimination on the basis of sexual orientation or gender identity. In early 2021, President Biden issued Executive Orders directing the Department to Education to apply these same protections in education settings under Title IX. Yet today only 17 states, the District of Columbia, and Puerto Rico have clear laws that protect students from discrimination based on both their sexual orientation and gender identity. Under the Equality Act, LGBTQ+ students and educators in every state and territory of the US will have clear, guaranteed nondiscrimination protections, regardless of any future court rulings or actions by future Administrations. Specifically the Equality Act would protect LGBTQ+ students and educators by spelling out the following protections: • Codifying the Bostock decision to ensure clear, lasting nondiscrimination protections on the basis of sexual orientation or gender identity for students and educators. • Prohibiting discrimination based on a student or educator’s perceived sexual orientation or gender identity, regardless of if they actually identify as LGBTQ+. • Prohibiting discrimination based on the sexual orientation or gender identity of those a student or educator associates with, for example if a student has LGBTQ+ parents.