1. Gender What? Tips for Supporting Gender Identities in the Classroom Avery Viehmann, Fall 2015 Professional Development Day

2. Terms and definitions Sex: Biological marker of secondary sex characteristics; determined by chromosomes, hormones. Sex is assigned at birth by doctors and parents. Gender: Identity category related to a spectrum of femininity and masculinity; influenced by (but not determined by) socialization Gender expression: How an individual chooses to perform their gender identity (outward appearance: dress, mannerisms, activities) Gender-variant: Gender expression that does not meet a society’s expectations for gender roles Transgender: An individual whose gender identity does not match their biological sex; may or may not outwardly express this identity

3. Terms and definitions, cont. Genderqueer/two-spirit/gender non-conforming/agender: Identity category that falls somewhere in the middle of the feminine/masculine spectrum (or not at all) Intersex: A variation of sex characteristics (genitals, chromosomes) that do not match the categories male or female Queer: Umbrella term used by LGBT individuals to indicate their non-conformity to standards of sexuality and/or gender

4. Assumptions I don’t have any transgender/gender variant students in my classroom. Trans students should be treated just like anyone else. They don’t need special consideration. I don’t teach gender studies! I always treat my students fairly.

5. Challenges Trans/Gender non-conforming People Face Preferred name is not on record Preferred name does not match ID, or IDs don’t match Being misgendered Discrimination for housing, jobs, government aid Psychological harm due to dysphoria, abuse, discrimination, lack of access to services Threats of physical harm

6. What you can do in general Respect preferred name, pronoun, gender expression/presentation. Do not question their choice. Never assume gender identity or sexual orientation based on appearance or behavior. Use gender-inclusive language (“they/them” not “he or she”). Respect boundaries and privacy. Never “out” trans individual to anyone else.

7. What you can do in general, cont. Correct others when they misgender the individual. Ask how you can support the individual. Recognize you will make mistakes; seek to correct them, but do not make it about you.

8. What you can do in the classroom Include gender identity in your anti-oppressive classroom practices Recognize and challenge transphobia: model behaviors Misgendering; assumption of gender roles/identity; binary gendered language; making jokes or mocking gender, sexual identity Assume ignorance; explain why transphobic behaviors are harmful Challenge the gender binary; not everyone fits female/male categories Attend Safe Zones training at Highline (contact Josh Magallanes for info; dates TBA)

9. What you can do in the classroom, cont. Teach students to speak up: “upstander” vs. “bystander” Ask students their preferred names and gender pronouns the first day of class Make sure students know their resources on campus and in the community On campus: Counseling Services, Queer Straight Alliance In the community: Trans Lifeline; Seattle Counseling Service; Northwest Network; Lambert House; Gay City Include gender connections in the classroom where possible

10. In short... Yes, treat gender non-conforming students “just like everyone else”: with compassion, respect, and consideration for their identities. Don’t just assume you treat students fairly; make efforts to cultivate an environment that actively seeks to eliminate oppression.