Presentation Transcript

1. Understanding gender & homophobia in school

   To create more respectful & inclusive environments May 31, 2013 Elizabeth J. Meyer, Ph.D. California Polytechnic State University – San Luis Obispo ejmeyer@calpoly.edu (c) Elizabeth J. Meyer, 2013
2. Agenda Understanding sex, gender & sexuality What is the gender & sexuality curriculum in schools? What are the impacts? Where do we go from here? (c) Elizabeth J. Meyer, 2013
3. Sex, Gender & Sexuality Establishing a framework for deeper understanding (c) Elizabeth J. Meyer, 2013
4. Sex (medico-legal) intersex Male Female Gender Identity (sense of self) Two spirited/gender fluid/genderqueer Man Woman Gender Expression androgynous Hyper-masculine Hyper- feminine (c) Elizabeth J. Meyer, 2013 Source: Bryan, J. (2012) From the Dress up Corner to the Senior Prom. Routledge
5. Sex (medico-legal) Intersex or transsexual Male Female Gender Identity (sense of self) Man Two spirited/ gender fluid/genderqueer/ transgender / trans* Woman Gender Expression androgynous Hyper-masculine Hyper- feminine Gender norms (c) Elizabeth J. Meyer, 2013
6. Sexuality Sexual Behavior = how we act Sexual Identity = how we identify Sexual Orientation = gender we are most attracted to romantically + our own gender identity (c) Elizabeth J. Meyer, 2013
7. Sexual Behaviors Charmed circle vs. outer limits (Rubin, 1984) (c) Elizabeth J. Meyer, 2013
8. Sexual behavior exploring “Outer limits” * “Charmed Circle” Sexual Identity (sense of self) Bi/omni/pan –sexual/fluid/ free from labels/questioning/polyamorous/queer lesbian, gay Straight Sexual Orientation Heteronormativity Bi/omni/pan- sexual Attracted to people of the same-sex Attracted to people of a different sex (c) Elizabeth J. Meyer, 2013 *See: Rubin, G. (1984) Thinking Sex.
9. How are these social norms taught in schools? Discuss with a partner examples of when gender or sexuality are part of the formal or hidden curriculum at your school. (c) Elizabeth J. Meyer, 2013
10. What/Who is included or excluded in… Official curriculum Primary: families, careers, relationships, identity, love, community Secondary: literary themes- characters-authors, historical movements & figures, biology, sexuality education Extracurricular activities Which are most valued/supported? Who participates? Sports, Arts, Academic clubs Holidays & Social events: dances, parties, celebrations Policies & enforcement Dress codes/uniforms Anti-bullying & harassment Nondiscrimination (c) Elizabeth J. Meyer, 2013
11. Dominant cultural influences Heteronormativity = heterosexuality is viewed as the normal, natural, and ideal sexual orientation Patriarchy = a social system where males have more power and influence than females masculinity and maleness is more valued than femininity and femaleness Hegemonic masculinity = certain forms of masculinity are valued more than others Gender binary = females should act feminine and males should act masculine, and everyone should be one or the other (c) Elizabeth J. Meyer, 2013
12. Masculinities (Connell, 1995) (c) Elizabeth J. Meyer, 2013
13. Masculinity is constructed in relation to & against femininity Hegemonic Subordinate Men viewed as “traitors to masculinity” Gay men are most notable members of this group Aggressive Strong Competitive Heterosexual Dominant Powerful Culturally specific – can vary with how power is viewed and used (c) Elizabeth J. Meyer, 2013
14. Dominant cultural influences Heteronormativity = heterosexuality is normal, natural, and the best sexual orientation Patriarchy = masculinity has more desirable traits than femininity Gender binary = females should act feminine and males should act masculine Hegemonic masculinity = certain forms of masculinity are valued over others Eurocentrism= White, European cultures are seen as more valuable “Euroheteropatriarchy” (Valdez, 2002, p. 404) (c) Elizabeth J. Meyer, 2013
15. What Euroheteropatriarchy looks like
16. What are the impacts? How social norms are enforced: an overview of relevant research (c) Elizabeth J. Meyer, 2013
17. How often are students bullied or harassed for the following reasons? Very often/often (Harris Interactive & GLSEN 2005) (c) Elizabeth J. Meyer, 2013
18. (Harris Interactive & GLSEN 2005) (c) Elizabeth J. Meyer, 2013
19. (c) Elizabeth J. Meyer, 2013
20. % students reporting harassment based on gender non-conformity (California Safe Schools Coalition 2004) (c) Elizabeth J. Meyer, 2013
21. Harassment: Bullying: repeatedly and over time intentionally inflicts injury on another individual Cyber-bullying Gendered Harassment: behaviors that police gender norms of heterosexual masculinity and femininity Verbal, physical, psychological (Meyer 2008, 2009) (c) Elizabeth J. Meyer, 2013
22. Gendered harassment (Meyer 2006) behaviors that police the boundaries of gender norms within the binary of ‘compulsory’ heterosexual masculinity and femininity Hegemonic masculinity is significant influencing factor (c) Elizabeth J. Meyer, 2013
23. Harassment: Biased behaviors intentional or unintentional, targeted at an individual or no specific targets. Bullying: repeatedly and over time intentionally inflicts injury on another individual Gendered Cyber-bullying (Hetero) Sexual: “unwelcome behavior that has a sexual or gender component” (Reed, 1996) Quid pro quo &hostile environment (c) Elizabeth J. Meyer, 2013
24. Sexual harassment Public performance of heterosexual gender roles within patriarchal structures Demonstrations of masculinity’s dominance over femininity (c) Elizabeth J. Meyer, 2013
25. (Hetero) Sexual harassment Hope Whitsell - Florida Phoebe Prince -Massachusetts 9 year old girl – Indiana (c) Elizabeth J. Meyer, 2013
26. Harassment: Biased behaviors intentional or unintentional, targeted at an individual or no specific targets. Bullying: repeatedly and over time intentionally inflicts injury on another individual Gendered Cyber-bullying Sexual Homophobic: Insults or demeans gays, lesbians, & bisexuals (c) Elizabeth J. Meyer, 2013
27. Homophobic harassment – perceived or actual sexual orientation Lawrence King California Asher Brown Texas Brandon Bitner Pennsylvania Carl Hoover-Walker Massachussetts (c) Elizabeth J. Meyer, 2013
28. Harassment: Biased behaviors intentional or unintentional, targeted at an individual or no specific targets. Bullying: repeatedly and over time intentionally inflicts injury on another individual Gendered Cyber-bullying Sexual Homophobic GNC Harassment for Gender Non-Conformity: insults or demeans gender identities and expressions that vary from hegemonic masculinity for males and femininity for females. Also related to transphobia. (c) Elizabeth J. Meyer, 2013
29. Schools punish gender non-conformity Ceara Sturgis Mississippi Coy Mathis Colorado AdrielArocha, TX2010 11 year old boy with long hair Ohio Coy Sheppard Mississippi (c) Elizabeth J. Meyer, 2013
30. Transgender students are disproportionately targeted 89% of transgender students had been verbally harassed (e.g.,called names or threatened) in the past year at school 55% of transgender students had been physically harassed (e.g., pushed or shoved) in school in the past year 28% of transgender students had been physically assaulted in school in the past year (Greytak et al, 2009) (c) Elizabeth J. Meyer, 2013
31. Bias-related comments & staff response CSSC (2004) (c) Elizabeth J. Meyer, 2013
32. Impacts of bullying & harassment on targeted students: Poor academic performance (Sharp 1995, GLSEN 2001, CSSC 2004) Chronic absenteeism (Sharp 1995, GLSEN 2001, Coggan 2003, CSSC 2004) Emotional problems Depression & anxiety (Slee 1995, Bond 2001) Loneliness (Bond 2001) Low self-esteem (Coggan 2003, Bond 2001) Suicidal ideation (Slee 1995, GLSEN 2001) Poor physical health (Slee 1995) Substance abuse (Kosciw 2001, CSSC 2004)
33. School culture teaches social norms = “repetitions of normalcy” STATED POLICIES Zero tolerance for bullying. We value diversity and equity. Everyone’s contributions are important. CURRENT PRACTICES Homophobic bullying is accepted or ignored. Sexual harassment is publicly tolerated in schools (Timmerman, 2003). Trans youth are restricted by sex-specific dress codes and washrooms. Displays of hegemonic masculinity are socially rewarded more than other contributions. (c) Elizabeth J. Meyer, 2013
34. “Prom” (formal dances): politics of inclusion/exclusion Constance McMillen, Itawamba County School District, Mississippi, 2010 Marc Hall, Durham Catholic School Board, Ontario, 2005 (c) Elizabeth J. Meyer, 2013
35. School silence condones harassment Seth Walsh California 2010 Alana Flores, Morgan Hill School District, California 2003 Jamie Nabozny Wisconsin 1997
36. Impacts of Euroheteropatriarchy (c) Elizabeth J. Meyer, 2013

37. Where do we go from here?

    Policy Professional Training Curriculum & Pedagogy Youth leadership (c) Elizabeth J. Meyer, 2013
38. Policy Generic anti-bullying and non-discrimination policies are not effective. Policies must enumerate (list) protected groups: sexual orientation gender identity or expression Education, enforcement, and evaluation must be a part of any meaningful policy change. (c) Elizabeth J. Meyer, 2013
39. Professional Training Administration & Leadership Teacher education School Counselling Social work All professional programs should include mandatory courses that provide updated and accurate information about gender and sexual diversity issues. (c) Elizabeth J. Meyer, 2013
40. Curriculum & Pedagogy Curricular Content Include information about BGLQT people, history, and families across the curriculum Discuss diverse genders and sexualities in age appropriate ways at all grade levels Pedagogical approaches Constructivism: student centred Citizenship education: human rights & civic engagement Multicultural and Critical pedagogies: valuing difference, diversity, and inclusion (c) Elizabeth J. Meyer, 2013
41. Youth leadership Developing peer to peer workshops on bullying and harassment Discussions on gender stereotypes & sexual diversity Involving student leaders in school change Offering diversity workshops and leadership programs to support student leaders and advocates Encouraging students to question and challenge “norms” that are hurtful and limiting Supporting student-initiated groups and ideas (c) Elizabeth J. Meyer, 2013
42. Additional ideas (c) Elizabeth J. Meyer, 2013
43. Challenging normalcy and codes of masculinity Wear Pink Day Day of Silence Mix it up at Lunch No Name-Calling Week Week Spirit Day (wear purple) Ally Week (c) Elizabeth J. Meyer, 2013
44. (c) Elizabeth J. Meyer, 2013
45. To transform school cultures we must examine and reshape: how educators teach and support gendered practices in schools how schools’ formal and informal structures mandate and enforce heteronormativity & hegemonic masculinity how certain identities, cultures and traditions are recognized as more valuable and respected than others (c) Elizabeth J. Meyer, 2013
46. Thank you Elizabeth J. Meyer, Ph.D. ejmeyer@calpoly.edu http://Sites.google.com/site/lizjmeyer BLOGS: www.Psychologytoday.com/blog/gender-and-schooling Twitter: @lizjmeyer (c) Elizabeth J. Meyer, 2013
47. References Bond, L., Carlin, J. B., Thomas, L., Rubin, K., & Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. BMJ: British Medical Journal, 323(7311), 480-484. Bryan, J. (2012). From the Dress-Up Corner to the Senior Prom: Navigating Gender and Sexuality Diversity in PreK-12 Schools: Rowman & Littlefield. California Safe Schools Coalition. (2004). Consequences of harassment based on actual or perceived sexual orientation and gender non-conformity and steps for making schools safer. Davis: University of California. Coggan, C., Bennett, S., Hooper, R., & Dickinson, P. (2003). Association between bullying and mental health status in New Zealand adolescents. International Journal of Mental Health Promotion, 5(1), 16-22. Connell, R. W. (1995). Masculinities. Sydney: Allen and Unwin. GLSEN. (2001). The national school climate survey: Lesbian, gay, bisexual and transgender youth and their experiences in schools (pp. 2). New York, NY: The Gay, Lesbian, and Straight Education Network. GLSEN, & Harris Interactive. (2005). From teasing to torment: School climate in America, a survey of students and teachers. New York: Gay Lesbian and Straight Education Network. Greytak, E., Kosciw, J., & Diaz, E. (2009). Harsh Realities: The Experiences of Transgender Youth in our Nations' Schools. New York, NY: GLSEN. www.glsen.org (c) Elizabeth J. Meyer, 2013
48. References Meyer, E. J. (2006). Gendered harassment in North America: School-based interventions for reducing homophobia and heterosexism. In C. Mitchell & F. Leach (Eds.), Combating Gender Violence in and around Schools (pp. 43-50). Stoke on Trent, UK: Trentham Books. Meyer, E. J. (2008). Gendered harassment in secondary schools: Understanding teachers' (non)interventions. Gender & Education, 20(6), 555-572. Meyer, E. J. (2009). Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. New York, NY: Teachers College Press. Meyer, E. J. (2010). Gender and Sexual Diversity in Schools. New York, NY: Springer. Reed, C. A. (1996). Harassment Policies: Structural Limitations and Hidden Connections. Initiatives, 58(1), 21-26. Rubin, G. (1984/1993). Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality. In H. Abelove, M. A. Barale & D. M. Halperin (Eds.), The Lesbian and Gay Studies Reader (pp. 3-44). New York: Routledge. Sharp, S. (1995). How much does bullying hurt? The effects of bullying on the personal well being and educational progress of secondary aged students. Educational & Child Psychology, 12(2), 81-88. Slee, P. (1995). Bullying: Health concerns of Australian secondary school students. International Journal of Adolescence & Youth, 5(4), 215-224. Timmerman, G. (2003). Sexual harassment of adolescents perpetrated by teachers and peers: An exploration of the dynamics of power, culture, and gender in secondary schools. Sex Roles, 48(5-6), 231-244. Valdez, F. (1998). Beyond sexual orientation in queer legal theory: majoritarianism, multidimensionality, and responsibility in social justice scholarship or legal scholars as cultural warriors. Denver University Law Review, 75(4). (c) Elizabeth J. Meyer, 2013