Changing the narrative in schools: Addressing systemic barriers and stereotypes that prevent gender and sexual diverse youth from thriving

Abstract

Schools are no different than other political and cultural institutions that have at their foundations assumptions and policies based on stereotypes, hegemonic masculinity, binary notions of gender, and heteronormativity. When these foundations are questioned or challenged, resistance and disruption can occur. While there is evidence of greater acceptance of gender and sexual diversity (GSD) in schools, school professionals are often called upon to address the needs of GSD youth, as school environments may contain systemic barriers that prevent these youth from thriving.Addressing the needs of GSD youth can be complicated by other intersecting identities including race, religion, culture, disability, immigration status, and so forth. This special issue of PITS explores gender and sexual diversity, LGBTQ +identity, and the intersectionality of GSD with other identities that have historically struggled with marginalization and bias. An advocacy stance is proposed that focuses on the unique strengths and resilience of GSD youth to change the narrative from one of clinicalization of GSD youth to one of adaptability and empowerment. The articles in this special issue focus on barriers at multiple levels that impact GSD youth, from systemic barriers in educational contexts to those in the classroom, curriculum, extracurricular activities, and sports. Changing the narrative of GSD youth means focusing on stories of youth empowerment, advocacy, and healthy GSD development,

Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

“…The university provides a conducive environment for promoting inclusive education and fostering an understanding of gender diversity [1] . Training university students in awareness of transgender and genderdiverse (TGD) individuals will not only contribute to the development of a more inclusive university community but also prepare students to become more conscious and respectful citizens in society at large [2] .…”

“…The main objective of the research has been to assess the satisfaction and motivation of university students, as well as to understand their attitudes towards TGD individuals. The research questions posed were: (1) To what extent is the academic satisfaction of university students influenced after participating in a cooperative learning program based on a video game? ;…”

Queering School Leadership Preparation Curricula for Gender Justice in Public Schooling

“…However, assumptions about parental perspectives concerning gender and sexuality diversity curricula are cited as the central influence of education policies and practices, and the parent subject that policymakers seem to center and be obligated to are believed to be opposed to gender inclusive educational material and who are ultra conservatives who espouse heteronormative values (Cumming-Potvin & Martino, 2014; Ferfolja & Ullman, 2017, 2020; Thompson, 2020). These policy actions impede inclusive gender curriculum development that could support students and school officials who are gender and sexuality diverse (McCabe & Anhalt, 2022; O’Malley & Long, 2017; Payne & Smith, 2014). Education leadership is charged with the responsibility of designing safe and more equitable school climates for all students.…”