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Y Y Transgender and Gender- Nonconformity 101.

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Presentation on theme: "Y Y Transgender and Gender- Nonconformity 101."— Presentation transcript:

1 Y Y Transgender and Gender- Nonconformity 101

2   9 out of 10 LGBQGV students experience harassment during school   84.6 % of LGBGV students reported being verbally harassed   40.1% reported being physically harassed   18.8% reported being physically assaulted at school in the past year because of their sexual orientation For Trans youth 100% experience harassment over 50% reported being physically harassed 25% reported being physically assaulted at school in the past year because of their sexual orientation or gender expression 61% reported feeling unsafe at school because of their sexual orientation and reported avoiding places like school bathrooms and locker rooms Kosciw, Greytak, Diaz, & Bartkiewicz, 2010 Alarming stats for LGBQTGV youth

3 Relational Bullying   Nine in ten experienced some sort of relational aggression   89% reported being the target of rumors or lies   92% felt deliberately excluded or “left out” by other students Material Bullying 67% reporting their property (e.g., car, clothing, or books) was stolen or deliberately damaged at school Cyber-digital bullying 62% compared to 52% of LGB

4   almost half (47%) of transgender students reported skipping a class at least once in the past month   46% reported missing at least one day because they felt threatened   29.1% of LGB students reported missing a class at least once   30.0% LGB missed at least one day of school in the past month because of safety concerns   GPAs of students were lower for those who were more frequently harassed   LGBTGV are two to five times more likely to attempt suicide than heterosexual students* School-related consequences for both groups

5   59% of transgender students heard teachers or other staff make negative comments about a student’s gender expression   33% heard school staff make homophobic, sexist, or otherwise negative remarks about someone’s gender expression   Less than a fifth (16%) of transgender students said that school staff intervened either most of the time or always after witnessing abuse of a student’s gender expression   47% of the time teachers and other school staff did not intervene at all, ever   Among other student identity groups, 60.4% reported hearing homophobic remarks from teachers or other school staff   41.4% of the time teachers and staff did not intervene when witnessing bullying of students based on sexuality or gender presentation. Teachers “Responses”

6 1996, Lambda Legal, an LGBT legal advocacy group, took the case, Nabozny v. Podlesny to a federal appeals court, which—for the first time in U.S. history—ruled that public schools can be held accountable for ignoring, tolerating, and/or failing to prevent or stop the abuse of homosexuals.* Nabozny v. Podlesny (not to fret)


8 996% of students who were open about their identities and orientations also enjoyed higher levels of psychological well- being* SO, What can we learn from all of this? What helps LGBTGV students?

9 Looking Ahead into Bullying Reform Bullying could be extinct if it were… (1). Legislatively bound and if every school in the country had a systems-based anti-bullying program in place; (2). Possible for all schools to implement an anti-bullying curriculum in which students took anti-bullying classes every year during their pre-K-16 preparation; (3). Possible to have a federally appointed official to serve as a "Minister of anti-bullying” who studies and reviews successful models of anti-bullying programs for use in local systems (based on models such as those found in the U.K., and Sweden); (4). Fund anti-bullying programs at the federal level and reward states and schools that show reductions in bullying; and (5). Possible to tie anti-bullying into preventative mental health and health care screenings so that prevention/intervention becomes a standard aspect of our citizenry’s annual check-ups. *

10 References Kosciw, J., Greytak, E., Diaz, E. & Bartkiewicz, M. (2010). The 2009 national school climate survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN. Lamda Legal. Retrieved December 15, 2009 from nabozny-v-podlesny.html. Miller, s. (2012). Mythology of the Norm: Disrupting the Culture of Bullying in Schools. English Journal, 101(6), 107-109. Siebers, T. (2008). Disability theory. Michigan: University of Michigan press. Sue, D.W. (Ed.). (2010). Microaggressions and marginality: Manifestation, dynamics, and impact. Hoboken: Wiley.

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