Reading Response (2): The Transgender Student's School Experience

Bowers, G., & Lopez, W. (2013). Which Way to the Restroom? - Respecting the Rights of Transgender Youth in the School System: A North American Perspective. Education Law Journal, 22(3), 243.

1. What are the major ideas in the article?
This article examines transgender experience with regard to specific school experience, discussing issues such as bathrooms, change rooms, curricula, and athletics. Bowers & Lopez explore legal precedents and court proceedings regarding constitution-based transgender student rights in the U.S.A. as well as parts of Canada. They find that, “the issue of transgender student rights is emergent and complex” (p. 265). Precedents are still yet to be set in some places, and in the process of being appealed over and over again in others. Bowers & Lopez reiterate that any accomodations made for a transgender student should always originate from the student themselves, and not from a school board or a council meeting.

2. What serious questions/issues does the reading raise regarding gender and sexuality and young people?
As an educator, I am admittedly anxious about introducing gender nonbinary and transgender materials and ideas into my classroom for the sole reason of fear of backlash from parents, administration, and even other students. Some people may believe that merely exposing students to these ideas “corrupts” them and gives them the “idea” of being transgender; however, Bowers & Lopez observe that, “it is generally understood that gender identity develops in the brain and is most likely determined before a child is born. It is a misconception that children choose to feel like a girl or a boy” (p. 245). I believe this delineation between predetermination and choice is important to make, especially in a school setting.

3. In what ways does this article reinforce, extend, challenge, or oppose your own views on gender and sexuality study/research/practice?
The sheer amount of legal cases concerning transgender student rights underway in both the U.S.A. and Canada is overwhelming. I never realized the omnipresence of these cases, and the multiplicity of case rulings.

4. What do you take away from the reading in terms of your own gender inclusive practice as a future educator?
This article highlights for me the fact that there are still standards to be set in the area of transgender student rights. There are no right answers about how to accommodate them, nor is there one particular best practice to adopt when a transgender student is present in the school. It seems to me the most important factor in transgender rights is open and honest communication between all parties involved: student, teacher, administration, parents, the student body. Everyone needs to know what is expected of them and what is appropriate in the context of a transgender identity – which is something many people have no experience with.  

McGuire, J. K., Anderson, C. R., Toomey, R. B., & Russell, S. T. (2010). School climate for transgender youth: A mixed method investigation of student experiences and school responses. Journal of Youth and Adolescence, 39(10), 1175-1188.

1. What are the major ideas in the article?
Schools are unsafe environments for transgender students because of harassment not only from students, but directly from teachers as well. McGuire et al. find that teachers and school personnel need to intervene when they see harassment occurring; teachers must refrain from engaging in harassment of transgender students; and all school personnel must encourage and actively promote a safe environment for all students. McGuire et al. explain that one of the commonalities between the experiences of transgender students was the value of having a trusting relationship with an adult at the school who advocated for them improved their experience immensely: “We find that being attached to an adult at school was associated with feelings of safety” (p. 1187).

2. What serious questions/issues does the reading raise regarding gender and sexuality and young people?
A troubling finding in the study is that of an attribution bias in transgender students. While transgender students reported hostile school climates in general, they seemingly downplayed the harassment they experienced themselves, both the amount and the importance. McGuire et al. posit that, “a bias of this nature indicates a deeper concern that transgender youth have come to accept the harassment they encounter on some level” (p. 1182). Youth of any gender should never downplay or dismiss discrimination – this serves as a reminder of how important it is for teachers to step in when they see harassment occurring, in order to model to the students just how reprehensible and unacceptable it is.

3. In what ways does this article reinforce, extend, challenge, or oppose your own views on gender and sexuality study/research/practice?
I had never thought that harassment of transgender students in school could manifest in the teachers. I suppose this is a naive perspective, but I would think that teachers have the respect and maturity to not participate in demeaning their students. McGuire et al. observe that, “when teachers engage in harassment of students, they send a clear message to transgender youth that they will not reduce the harassment of other students, and they model to other students that harassment is acceptable” (p. 1186). This demonstrates how important it is that teachers not participate in harassment; their participation not only hurts the transgender student, but it encourages that behaviour, and normalizes it for all the students who observe it.

4. What do you take away from the reading in terms of your own gender inclusive practice as a future educator?
Students view teachers as authority figures, and want them on their side when it comes to gender inclusive practice. As the article states, “Participants were optimistic about the role that teachers could play in improving school climates. Youth believed that if teachers would intervene more, school climates would improve” (p. 1183). This underscores the importance of not only supporting transgender students in their gender identity, but doing so in an overt manner; supporting your students is as important as showing you support them. This can be achieved through actively participating in or organizing a GSA, stopping harassment or bullying when you see it, and encouraging students to identify simply as themselves.