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K-12 Ally 2017
Transcript of K-12 Ally 2017
Explore the framework for understanding sex assigned at birth, gender identity, gender expression, and sexual identity
Learn common terminology used in the LGBTQ community
Recognize the impact of discrimination on the LGBTQ community and the individual
Understand the unique needs and obstacles faced by the LGBTQ students
Learn ways to become an ally by creating an inclusive place in the classroom
& GENDER EXPRESSION
Male Assigned at Birth (MAAB)
Female Assigned at Birth (FAAB)
Traditional view of sex assigned at birth, gender identity, gender expression, and sexual identity
Alternative view of sex assigned at birth, gender identity, gender expression, and sexual identity
Where do we go from here?
What is an Ally?
An individual with the awareness, knowledge, and/or skills to confront injustice and advocate for equality while supporting all persons, regardless of perceived or actual sexual identity, gender expression, and/or gender identity, who are experiencing discrimination.
University of Oklahoma
Sex Assigned at Birth
: Our biological packaging, typically categorized as male, female, or intersex, that has a number of indicators, including chromosomal structure, gonads, hormones, internal reproductive organs, and external genitalia.
: A person whose combination of chromosomes, hormones, gonads, internal reproductive organs, and/or external genitalia differs from one of the two expected patterns, and whose biological sex a doctor has a difficult time categorizing as either male or female.
: A person’s innate, deeply felt psychological identification as a man, woman, or somewhere on the spectrum, which may or may not correspond to their sex assigned at birth.
: A broad term for those who do not match society's expectations regarding gender.
Not all, but some, who identify as transgender will hormonally and/or surgically change their bodies to match their gender identity.
: A person whose gender identity is neither man nor woman, and/or is blurring the gender lines. This identity is usually related to or in reaction to the rejection of social construction of gender, gender stereotypes, and the gender binary system.
Describes someone whose assigned sex at birth, as male or female, is congruent with the individual’s gender identity, as a man or woman.
refers to a person's ability to be accepted by others, at a glance, as either a cisgender man or cisgender woman, and who do not reveal their assigned sex at birth.
: the ways in which a person externally communicates gender identity in terms of clothing, hair, behavior, voice, interests, etc. A person’s gender expression may or may not be consistent with socially prescribed gender roles and may or may not reflect gender identity. Gender expression is also not an indication of sexual identity.
The perception of others' identities may lead to incorrect assumptions and continued marginalization.
: A self-identification, such as lesbian, straight, bi, gay, etc., that refers to the gender(s) of those to whom we are sexually, romantically, emotionally, intellectually, and/or spiritually attracted.
: A self-identification of some men who are attracted sexually, romantically, intellectually, emotionally, and/or spiritually to some other men.
: A self-identification of some women who are attracted sexually, romantically, intellectually, emotionally, and/or spiritually to some other women.
: A self-identification of some whose attractions, sexually, romantically, intellectually, emotionally, and/or spiritually, are not limited to one gender.
Bisexual is often used as an umbrella term for nonmonosexual identities. It is an open and inclusive word that describes a diverse group of people with a wide variety of experiences around same-gender and different-gender attractions.
Pan-, Poly-, Omni-, Ambisexual
: Identities that fall under the bisexual umbrella. Self-identifications of some people whose attraction to other people is not limited to a particular gender identity or set of gender identities. They are used by some interchangeably with bisexual, as any term can include attraction beyond the man-woman gender binary.
: A self-identification & umbrella term that has been reclaimed, as it embraces a matrix of sexual and gender identities.
Queer can be used as a personal identifier for sexual or gender identity.
- negative attitudes and feelings that devalue lesbian, gay, bisexual, etc. identities and people - this can also be internalized
- negative attitudes and feelings that devalue those who are gender variant and/or the inability to deal with gender ambiguity - this can also be internalized
- a systematic and cultural advantage of unearned benefits, rights, and immunities that are given to certain groups, but generally at the expense of another group in society
Challenge when heterosexism, homonegativity, and transnegativity are present
Understand your privilege - speak up, but not over
Educate and stay educated
Confront - Don't hesitate to handle a situation in the moment
Delegate - Recognize your limitations and refer to appropriate and knowledgeable professionals
Advocate for change
Recognize where discrimination can manifest across the institution
Follow up on complaints of harassment and mandatory reporting
Be visibly supportive
Use inclusive language - Understand terms and use them correctly
Integrate LGBTQ issues or examples into your curriculum (word problems, current events, books, etc.)
Don't think it's too early to send an age-appropriate message about acceptance.
Display your ally sign, button, and T-shirt
Research your district's non-discrimination policy
Know LGBTQ resources on and off campus
You're not perfect - own your mistakes and apologize when you make them
Anthony D'Augelli - 1994
Model of Lesbian, Gay, and Bisexual Identity Development
An individual's journey
A realization that one's feelings and attractions are not heterosexual
Exiting Heterosexual Identity
A sense of personal, socio-affectional stability that effectively summarizes thoughts, feelings and desires
One must also challenge internalized myths about what it means to be gay, lesbian, or bisexual
Developing a personal identity status must be done in relationship with others who can confirm ideas about what it means to be non-heterosexual
Developing a Personal
Lesbian, Gay, or Bisexual Identity
The process of coming out and identifying to one's self as either lesbian, gay, or bisexual
Creating a support network of people who know and accept one's sexual identity
Developing a Social
Lesbian, Gay, or Bisexual Identity
Becoming a Lesbian, Gay, or Bisexual Offspring
Disclosing one's identity to parents and redefining one's relationship after such disclosure
Developing a Lesbian, Gay, or Bisexual Intimacy Status
This is a more complex process than achieving an intimate heterosexual relationship because of the invisibility of lesbian, gay, and bisexual couples in our society and lack of social scripts
Entering a Lesbian, Gay, or Bisexual Community
Making various degrees of commitment to social and political action.
You're an elementary school teacher working with your first grade class students on an assignment. Everyone is drawing and coloring pictures of their families and sharing a story about them. One girl, Katie, comes up to the front of the class and talks about having two mommies who got married last year. Katie's parents have already spoken to you about their family before the beginning of the semester, and express concern that Katie might be teased in class. They decided to move to this school district because they thought it would be the most accepting in Oklahoma.
After Katie shares her picture and story, a few students speak up and say, "I thought you had to have a mommy and a daddy!" and "That's not how it works!"
You're a high school English teacher and your students are working on group projects to present different chapters of a novel you're all reading for the course. So far this semester, you've had really great, thoughtful discussions about the material. You try to weave current events issues into the curriculum and the novels you're reading so that students can see those connections, and it appears to work really well with the students in your class. You notice a few groups are getting a little distracted and one group is talking about doing poorly on a test from an algebra class. You overhear, "that's so gay!" from someone in the group, but you aren't sure who said it. Most of the students turn around and look toward that group, but it seems like everyone heard the outburst.
You're a high school principal and everyone has come to school wearing nice clothes for the yearbook pictures. You work in a socially conservative district in a small town, and many of the students come from families who own farms and work in agriculture. One students who identifies as female regularly comes to school with more masculine presentation, and is wearing a shirt and tie for her yearbook picture. You overhear other administrators and teachers debating about approaching the student. One vice principal mentions that the dress code policy code be used to send the student home (even though the outfit is not violating the specific policy) and one counselor says, "she must be going through some phase. She'll really regret this picture when she looks back at her yearbook. Do her parents know about this?"
You're a non-tenured teacher in a socially conservative district in a public high school in Oklahoma. You've gotten close with some students since beginning your job at the school and they regard you as a safe person with whom to bring up LGBTQ issues. One day they approach you and ask you to sponsor the Gay-Straight Alliance. The school had one a few years ago, but some students and the sponsoring teacher experienced verbal harassment for supporting the group. Some posters advertising meetings were torn down too and eventually the group disbanded. Several years ago, you had heard about a drama teacher losing their job because she allowed students to perform a play with LGBTQ themes. Your students are interested in reviving the group and ask for your help.
Another teacher uses your classroom during your planning period and you've observed some things going on in the classroom. You and this teacher are both tenured, have been teaching at the school for roughly the same amount of time, and you have a decent working relationship.
A student, who openly identifies as transgender, has had some difficulty getting some of the faculty to use their appropriate name and pronouns, and the teacher who uses your classroom seems particularly difficult. You've overheard several instances where the instructor implies that the student is, "just making it up" or "being overly dramatic".
firstname.lastname@example.org - 405.325.4929 - OMU, 247
Bliss Brown, Program Coordinator
Kathy Fahl, Director
Dr. Megan Sibbett, WGS
an umbrella term for a spectrum where one might not experience sexual attraction. An asexual person can find someone visually attractive (aesthetic attraction), have a romantic, emotional, intellectual, and/or spiritual attraction, and even fall in love, but these feelings might not have a sexual dimension.
Ace, demisexual, gray-sexual/gray-asexual