Schauffler Library: Trans-Inclusive Education: a guide for teachers and advisors: Classroom tips

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Necessary practices for supporting trans students
This 20 page powerpoint presentation was prepared by the diector of the Stonewall Center at the University of Umass Amherst. It is an example of a campus-wide traning around trans-inclusivity. The workshop helps educators comply to all state laws, offers suggestions for teachers, and covers the university policies. Parts of this tranining are relevant to a braoder audeince, such as suggestions for addressing students and asking about pronouns. Administrators at Northfield Mount Hermon might consider organizing a training of this sort.
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Beemyn, G. (2017). Necessary Practices for Supporting Trans Students [PowerPoint
slides]. Retrieved July 24, 2017, from https://www.umass.edu/stonewall/
sites/default/files/faculty_spring_17.pdf website: https://www.umass.edu/
stonewall/sites/default/files/faculty_spring_17.pdf
Schools in transition: A guide for supporting transgender students in K-12 schools
This 68 page guide is available online in full-text by the Human Rights Campaign (HRC). The HRC is a well known non-profit that advocates and lobbies for LGBT rights. The guide goes over the legal responsibilities of teachers and administrators and covers how to respect students’ pronouns, suggestions for making classrooms more inclusive for trans students, and specific considerations that affect trans youth in high school. There is also a section on how to work with unsupportive parents, a tool that might be particularly helpful for advisors.This guide is geared towards lower and upper school teachers and administrators.
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Orr, A., Esq, & Baum, J., M.S. (2015). Schools in transition: A guide for supporting transgender students in k-12 schools (B. Sherouse, Ph.D., Ed.).
Retrieved from http://www.hrc.org/resources/
schools-in-transition-a-guide-for-supporting-transgender-students-in-k-12-s
Trans* Allly Workbook
The Trans* Ally Workbook is a 37 page booklet, available in print and in ebook. The booklet has a table of contents to ease browsing, references at the back for more information, and a glossary of terms. The text is illustrated to help give examples. This source names some of the reasons people give for not respecting trans people's pronouns as well as excercises and reflections. The book is specifically geared towards the LGBTQ+ community but is accessible to a broader audience.
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Shlasko, D., & Hofius, K. (2014). Trans* Ally Workbook (S. Argetsinger, Comp.) [PDF].
Developing Allies to Transgender and Gender-Nonconforming Youth: Training for Counselors and Educators
This article analyzes two workshops that provide resources to teachers on supporting trans students. The article discusses pedagogical strategies and helps teachers develop skills. The article includes responses from the workshop participants and the outcomes of their training. This source offers practical tools that teachers can apply in their own classrooms.
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Cass, K., & Meier, S. C. (2014). Developing allies to transgender and gender- nonconforming youth: Training for counselors and educators. Journal of LGBT Youth. Retrieved from LGBT Life with Full Text database. (Accession No.
10.1080/19361653.2014.840764)
Why Trans* Students Matter
“Why Trans* students matter” is an interview with Z Nicolazzo, an assistant professor at Northern Illinois University. Nicolazzo is trans* and uses ze/hir pronouns. The interviewer uses these pronouns throughout the text, providing a model for how they are used grammatically. Nicolazzo covers why trans* is sometimes written with an asterix, what ze learned from advising trans* youth and, the importance of trans-inclusive policies whether or not the number of trans* students on campus can be quantified.
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Nicolazzo, Z. (2017, February 23). Why Trans* students matter (Interview by L.
Gardner) [Transcript]. Retrieved July 24, 2017, from The Chronicle of Higher Education website: https://shar.es/1TfoOG
Tampons in men’s rooms? It’s just a small part of ‘menstrual equity,’ campus activists say
This article from the Chronicle of Higher Education covers a growing trend on college campuses that goes a step beyond gender neutral bathrooms: placing menstrual products in the men's bathrooms. This step helps make the campus more accessible to trans men and highlights the fact that not only women menstruate. The article interviews trans students and puts the trend in the larger national context of what is called “menstrual equality.” Though this article discusses efforts on college campuses, the suggestions are relevant to a boarding high school environment.
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Arriaga, A. (2017). Tampons in men's rooms? It's just a small part of "menstral Eeuality," campus activist say. The Chronicle of Higher Education, May(16). Retrieved from https://shar.es/1Tfo2B
Translating Research into Practice: Trans Youth Recommendations for Improving School Systems
This source is a qualitative study that covers the experience of 24 trans youth in Philadelphia. The text includes many direct quotes from the students and presents their recommendations for high school administrators and educators. The study focuses on trans youth of color, a population that faces high risk of violence, discrimination, and homelessness.Though the study was conducted in 2005, the research is still applicable today.
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Sausa, L. (2005). Translating research into practice: Trans youth recommendations for improving school systems. Journal of Gay & Lesbian Issues in Education, 3(1), 15-28. http://dx.doi.org/10.1300/J367v03n01_04

How to Support Transgender and Non-Binary Students

GLSEN (2017, November 13). 'How to Support Transgender Students [Video file]. Retrieved from https://www.glsen.org/supporting-trans-and-gnc-students
National Student Council members James, Kian, and Katie describe trans identity, their school experiences, and how schools can support trans students. Learn more at glsen.org/trans

GLSEN (2017, November 13). 'How to Support Transgender Students [Video file]. Retrieved from https://www.glsen.org/supporting-trans-and-gnc-students

National Student Council members Katie, Marisa, and Ezra describe non-binary identity, their school experiences, and how schools can support non-binary students. Learn more at glsen.org/trans

Trans-Inclusive Education: a guide for teachers and advisors: Classroom tips

Articles

How to Support Transgender and Non-Binary Students

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