Understanding & Supporting Transgender Youth Number of Credits: 1* Course Instructors: Mark Busch & Jordan Mix Course Description: Transgender and gender non-conforming youth face hostile terrain in schools and communities. According to the 2007 GLSEN report titled Harsh Realities: The Experiences of Transgender Youth in Our Nation’s Schools: • Less than a fifth of transgender students said that school staff intervened most of the time or always when hearing homophobic remarks (16%) or negative remarks about someone’s gender expression (11%) • 2/3 of transgender students self unsafe in school because of their sexual orientation (69%) and how they expressed their gender (65%) • Almost half of all transgender students reported skipping class at least once in the past month because they felt unsafe or uncomfortable Transgender and gender non-conforming youth are often times ostracized from schools and communities. This class will provide an in-depth look at the experiences of transgender and gender non-conforming youth, gender identity, experiences of intersex/middlesex youth, ways schools and communities can be supportive of these youth and their families, and critical legal information when working with these students. Learning Objectives: Upon completion of this course, students will be able to: • Understand terminology surrounding transgender ism • Describe the coming out process, experiences of transgender youth, and resources available for Iowa students • Consider how to more effectively work with transgender students • Demonstrate an understanding of how to create safer learning environments and communities for transgender and gender non-conforming students • Demonstrate a knowledge of basic transgender and gender non-conforming issues including school climate, history, coming out process, and supports Resources: No texts are required to purchase in order to complete this course • The mission of Iowa Safe Schools is to provide safe, supportive and nurturing learning environments for all students. Staff of the Iowa Safe Schools are experts in the fields of bullying prevention and intervention, developing positive school climate, and advocating for underrepresented and marginalized populations. GSAs are shown to be a best practice for increasing awareness of discriminatory school policies, reducing bullying, reducing deaths by suicide, and ensuring students feel safe and support in their schools and communities. • Brill, S., & Pepper, R. (2008). The transgender child: A handbook for families and professionals. Cleis Press. This guidebook explores the unique challenges that thousands of families face every day raising their children in every city and state. Through extensive research and interviews, the authors cover gender variance from birth through college. • Teich, N. M. (2012). Transgender 101: A simple guide to a complex issue. Columbia University Press. This resource combines an accessible portrait of transgenderism with a history of transgender life and its unique experiences of discrimination. They describe the coming out process and its effect on family and friends, the relationship between sexual orientation, and gender and the differences between transsexualism and lesser-known types of transgenderism. Each chapter explains how transgender individuals handle their gender identity, how others view it within the context of non-transgender society, and how the transitioning of genders is made possible. *Course Requirements: To receive full credit for the course, participants must complete ALL assignments and respond to specific questions outlined in each assignment. Failure to complete all assignments will result in a disqualification in the course and a failing grade. Other Course Information: Getting Started • After registering for the course, you will be sent an email with the website address, password and course key you need to access your online course, along with login instructions. • Access each assignment through the course home page. All assignments will be submitted through the Moodle platform on each respective assignment page. • Please save a backup copy of all course assignments and completed work. Participation • You are not required to be present (i.e. online) specific days or times. You will work at your own pace. The course is structured in 3 Weekly Units, however all assignments will not be due until the final day of the course. • All responses will be posted online. Large documents, files, photographs or PowerPoint presentations may be attached as part of your response by using the “Submit A File” option. • You may work collaboratively and submit similar responses on all assignments except for quizzes which must be done individually. INTASC Standards that are addressed in this course: • 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. • 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. • 4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills. • 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. • 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. • 7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. • 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seeks out opportunities to grow professionally. • 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. Check the Iowa Teaching Standards that are addressed in this course: X 1. Enhance Student Achievement 5. Monitoring Student Learning 2. Content Knowledge X 6. Classroom Management X 3. Planning and Preparation X 7. Professional Growth X 4. Instructional Strategies X 8. Professional Responsibilities 2 Assignment Checklist Topic/Activity In Class Out of Class Getting to Know the Class; Additional Readings: Take the time to get to know the class 3 hours layout, read over the Help section, and review any other materials present in the class to get started. Take your time! Week 1 - Getting Started Discussion: Introductions – Participants will share a little about themselves and why they 30 2 hours decided to take this class. minutes Discussion: Terminology – Participants will review common terms used to talk about 1 hour 2 hours gender identity and transgender issues. Participants will share two new terms they’ve learned, as well as express their understanding of gender identity and performance. Discussion: Gender Unicorn – Participants will use their new terminology knowledge in 2 hour 2.5 hours tandem with the Gender Unicorn person to visualize the difference between gender expression and gender identity. Participants will then use the Gender Unicorn person to map their own gender identity and expression. Discussion: History of Trans – Before reading, participants will discuss their own history of 2 hours 2 hours hearing or learning about transgender people. Then, they will watch video segments on Two-Spirit peoples, and listen to a podcast episode to familiarize themselves with the long history of transgender identities throughout the world. Finally, participants will discuss what surprised them most about the history of transgender identities, and whether this new information has challenged ideas about the “fad” of being trans. Discussion: Gender and Child Development – Participants will read about the way children 1 hour 2.5 hours develop a sense of gender from pages 61-65 of The Transgender Child. Participants will discuss the ways in which assigned gender roles influence the way children understand and identify gender in themselves and others. Week 2 - Diving Deeper Discussion: Harsh Realities - Participants will read from the report, Harsh Realities about 1 hour 2 hours the experiences of transgender youth in schools and discuss what they found surprising about the report. Discussion: Boys Will Be Girls – Participants will watch parts 1 and 2 of a 20/20 interview 1 hour 2 hours with the family of a transgender girl, her family, and medical experts. Participants will discuss the Boys Will Be Girls videos and answer critical thinking questions related to the information presented. Discussion: Coming Out –Participants will read from pages 66-71 of The Transgender Child 1 hour 2 hours on the puberty and early adulthood section of gender development, and mental health and safety concerns that transgender teenagers face. Participants will discuss the social obstacles facing trans youth, and how they might play out in school. Discussion: Harassment, Hate Crimes, and Hostile Climates– participants will review the 1 hour 2 hours Dismantling a Culture of Violence PDF by HRC, and choose two areas of improvement that they could implement in their classrooms. Week 3 - Putting it to Work Discussion: Creating