Sex and Gender in Transition in US Schools: Ways Forward

Autor/inn/en	Miller, S. J.; Mayo, Cris; Lugg, Catherine A.
Titel	Sex and Gender in Transition in US Schools: Ways Forward
Quelle	In: Sex Education: Sexuality, Society and Learning, 18 (2018) 4, S.345-359 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2017.1415204
Schlagwörter	Sexual Orientation; Sexual Identity; Gender Issues; Public Policy; Social Bias; Public Schools; Educational Policy; Student Diversity; Barriers; Political Issues; Presidents; Educational Environment; Citizenship Education; Homosexuality; Student Needs; Consciousness Raising; Identification (Psychology); Activism; Literacy + Suchen Sie Ihr Suchwort? Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Geschlechterfrage; Öffentliche Ordnung; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Politischer Faktor; President; Präsident; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Homosexualität; Bewusstseinsbildung; Aktivismus; Politischer Protest; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This paper examines the current state of law and policy in relation to US transgender youth and their lived experiences. We approach this from different disciplinary backgrounds, identities, and ways of writing terms related to gender identity. We begin with an examination of the current legal climate in the USA and explore how students have pushed back against gender and sexuality norms even in a restrictive climate. Some transformations are already happening in public schools and some backlash, too, is being felt. Laws and policies in some locations are encouraging students, teachers, school leaders and community members to collaborate in making schools more educationally concerned about trans student success and teaching the school community about gender diversity. In shifting among scales and experiences of youth thinking and working on gender, we aim to emphasise youth agency and outline young people's frustrations at the obstacles related to trans, gender dissidence and sexuality. In conclusion, we point to changes that can be made in schools to help professionals understand how policy and curricular innovation can bolster the openings that trans, gender creative and gender non-binary youth are already creating, whether or not those opportunities are officially recognised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01