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Purpose: We characterize trans-inclusive social and structural educational programming at Association of American Medical Colleges-affiliated U.S. allopathic medical and Council on Education for Public Health-accredited schools of public health using responses from deans and administrators. Methods: Between December 2019 and February 2020, the Public Health and Medical Schools Transgender-Inclusive Educational Programming Study surveyed deans, administrators, and students via email about trans-inclusive social and structural educational programming strategies at their institution. Evaluated social programming included training topics, social events, and direct communications. Assessed structural strategies included admissions, policies, and mentorship. Descriptive statistics were performed for all variables while stratifying by medical versus public health schools. Bivariate analyses were used to examine differences between strata and chi-square or Fisher's exact tests, accordingly, to analyze programming strategies. Results: Of 335 deans and administrators contacted, 65 completed the survey (19% response rate) and 55.4% were from public health. Most were deans (87.7%), from public institutions (69.2%), between 51 and 59 years old (44.6%), and were ciswomen (63.5%). Comparisons of medical versus public health schools demonstrated significant differences in trans-inclusive strategies such as gender competency training (58.6% vs. 36.1%); trans-inclusive lectures (44.8% vs. 30.6%); honoring trans students' names in-person (75.9% vs. 61.1%); and goals to increase trans representation as researchers (37.5% vs. 26.7%). Conclusions: Policies aimed at creating trans-inclusive environments in these institutions should focus on bolstering affirming structural programming, encouraging prospective trans applicants, mentoring trans students' research ambitions, and consistently using students' lived names, pronouns, and gender markers in all documentation and communications. [ABSTRACT FROM AUTHOR]

Sex education in American public schools has long been the subject of controversy. Although debates over the inclusion of sex education in schools now focus on students' access to comprehensive curricula that includes the experiences of queer and transgender students, sex education in the United States has long maintained its roots in the institutional promotion of "sexual purity." Through an exploration of the latest attacks on comprehensive sex education, particularly in the context of reinvigorated "Don't Say Gay and Trans" legislation, this Article postulates that a novel interpretation of Title IX of the Education Amendments of 1972 is needed that requires education policymakers to incorporate the experiences and needs of queer and transgender students in sex education curricula. This Article examines the application of the Supreme Court's Bostock v. Clayton County decision to Title IX and argues that the prohibition against discrimination in education on the basis of sexual orientation and gender identity raises a plausible Title IX challenge to non-inclusive sex education curricula. By first offering a brief historical overview of public sex education curricula in the United States, this Article contextualizes the present need for comprehensive sex education as an impactful resource for students, as well as the unique sexual health challenges faced by queer and trans adolescents. This Article then outlines the important changes to Title IX in the wake of the Bostock decision, President Biden's 2021 Executive Order implementing Bostock, and subsequent appellate case law. Most importantly, this Article will highlight the potential for Title IX claims to be brought against public schools, districts, and states that offer non-comprehensive sex education curricula that excludes content relating to the unique needs of queer and trans students. This Article concludes by addressing potential challenges to such an interpretation of Title IX in the context of sex education curricula and will underscore the important policy ramifications of incorporating the experiences and needs of queer and trans students in educational dialogues surrounding sexual health. [ABSTRACT FROM AUTHOR]

Despite significant and increasing numbers of students studying internationally, there are few data about the experiences of study abroad for various marginalized students, including transgender and gender expansive (TGE) students. Therefore, 15 TGE adults from the United States were interviewed about navigating gender and culture during undergraduate study abroad programs. Interviews were analyzed using consensual qualitative research (CQR). Participants shared how they benefited from international study and navigated intersecting social identities, including gender, which was complex and nuanced. They discussed how they actively managed issues of disclosure and its consequences, explored their identities and the influence of their social setting, and dealt with anticipated, deliberate, and unintentional harm from others. Relationships and community were priorities for participants when studying internationally; they explained how they determined whether to invest in relationships or not. Participants also clarified what their relationships looked like during study abroad, as well as unique considerations that arose from their marginalized identities. These findings can help inform the development of more inclusive, safe, and satisfying study abroad experiences for all students, especially TGE individuals; implications for future research and study abroad interventions are provided. [ABSTRACT FROM AUTHOR]

The article discusses the experiences of a queer student named Jonathen in a rural high school and explores the challenges faced by LGBTQ+ individuals in such communities, in the U.S.. It highlights the impact of heterosexism, gender norms, and the lack of queer representation in rural areas. It also proposes the idea of a book club focused on queer literature as a means to foster understanding, provide support, and stimulate critical conversations among students.

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Transgender youth in the United States need support in public schools (Kosciw et al., 2020). This growing population experiences bullying, discrimination, and violence at higher rates than their cisgender counterparts, and this has negative impacts on their educational success and mental health (Garthe et al., 2022; GLSEN, 2021; Goldblum et al., 2012; Johns et al., 2019; Jones, 2018; Sausa, 2005). State and federal non-discrimination policies affect the degree to which transgender students feel safe (Fields & Wotipka, 2022). Yet, research shows that non-discrimination laws are ultimately limited in their impact, and schools need to establish their own policies and practices to support transgender youth (Meyer & Keenan, 2018; Roberts & Marx, 2018; Spade, 2015). A total of 42 peer-reviewed journal articles were identified that address how to best support transgender students in secondary public schools. These articles were analyzed, and four major themes emerged as successful interventions: professional development for teachers, transgender-inclusive school policies, gay-straight alliances, and trans visibility in the curriculum. Drawing on Meyer's (2003) and Testa et al.'s (2015) adaptation of minority stress theory, this review shows how schools have the potential to act as a buffer against minority stress for transgender youth. Suggestions for further studies based on gaps include a push for more intersectional research and research centered on school practices that currently work for transgender students. [ABSTRACT FROM AUTHOR]

As adolescent gender identity has expanded to encompass non-binary forms of gender identity in contemporary social contexts, scholars in music education have begun to examine the music learning experiences of transgender students and the role of the music teacher in fostering an environment that is affirming to gender-diversity. Anecdotal observations of choral music practices in schools in the United States have indicated some changes occurring in the naming of ensembles, the categories used to describe voicing of choral music, the gender terminology used by choral directors during instruction, and program policies and procedures. The purpose of this study was to examine school choral directors' experiences with gender-inclusive instructional practices and their level of confidence in teaching transgender students. A survey consisting of 39 items including questions regarding experience teaching singers who identify as transgender, gender-inclusive instructional practices, and level of confidence in teaching students who identify as transgender was developed for this study. Participants were choral directors (N = 227) with experience teaching in secondary schools in the United States. Results indicated that a majority of participants currently engaged in gender-inclusive teaching practices and had moderate confidence in the use of these approaches. Participants reported high confidence in the use of gender-inclusive language and low confidence regarding the impact of medical and non-medical interventions on the singing voice. Results also revealed that choral directors who engaged in formal training experiences reported higher levels of confidence in their ability to teach a singer who identified as transgender. [ABSTRACT FROM AUTHOR]

Trans youth experience discrimination and marginalization in their homes, communities, and schools. Professional school counselors (PSCs) are positioned to support and advocate for trans youth as dictated by professional standards. However, an extensive review of literature revealed a lack of confidence and competence in counselors working with trans youth and their families. Further, there is a dearth of literature that addresses factors leading to increased school counselor competence with trans students. The current study uses a cross-sectional survey design to contribute to the extant literature and explore how PSCs in the United States work with students in the K–12 public school system. Results from multiple regression analyses indicate that PSCs who have had postgraduate training and report personal and professional experiences with trans students are more competent in working with trans students. Implications for PSCs and school counselor education programs are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation's schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals. [ABSTRACT FROM AUTHOR]

With the purpose of furthering lesbian, gay, bisexual, transgender, queer, questioning, and allies/agender/asexual (LGBTQA) dialogue in music education and to improve choral instruction for trans(gender) students, this multiple narrative case study explores the experiences of trans students in secondary school choral music programs in the United States. The emergent research design employed narrative and ethnographic techniques to honor and highlight voices of the three participants. The connection or lack thereof between voice and gender identity was different for each student. The policies of the students' school districts, school officials, choral programs, and state music organizations shaped and influenced the participants as they navigated their trans identity within the high school choral context. Mentors (including teachers) and other "important others" helped these students as they traversed their gender journeys. From this research, it emerges that schools and choral programs can make policy changes to better serve trans youth, and more professional development and incorporation of (trans)gender issues is necessary for choral music educators. [ABSTRACT FROM AUTHOR]

The article discusses the court case Whitaker v. Kenosha Unified School District No. 1 Board of Education, on the issue involving high school junior Ashton "Ash" Whitaker who was not permitted to use the boys' bathroom because of his status as a transgender student. Topics discussed include overview of the case, requirements for a plaintiff to pursue a preliminary injunction, definition of the Title IV claim in the U.S. and the district court's decision to grant Ash the preliminary injunction.

Researchers have concluded that policy implementation is a process of mutual adaptation between policies and implementers. Our study draws attention to that relationship, especially with respect to policies that challenge assumptions about sex, gender, and sexuality. We focus on how six administrators in one United States school district understood 'the work' of bringing the district's Guidelines for Supporting Transgender and Gender Nonconforming Students into practice. Our analysis of interview data focused these questions: How do administrators describe their motivation and commitment to engage in the work? What puzzles of practice do participants name? How do they talk about the work of implementation? What does that work mean/involve in everyday practice? What were their roles? We found that implementation was locally defined and enacted; participants' sense-making, their roles in enacting the Guidelines, and the puzzles they negotiated were influenced by their unique contexts. We share examples of diverse cases in an effort to create policy knowledge. [ABSTRACT FROM AUTHOR]

The recent federal guidance and litigation on transgender students have increased public awareness of the legal rights of transgender students. Title IX regulations have long permitted school districts to segregate male and female students in separate but comparable toilet, shower, and locker room facilities, but the legal issue presented by transgender students is how to gain access to facilities that match their gender identity. This case examines the nuances of accommodating transgender student needs, while examining the legal requirements for schools, and the practical implications of these requirements. [ABSTRACT FROM AUTHOR]

Typically, high schools offer separate teams for boys and girls, but the increasing number of young people openly identifying as transgender ("trans") has complicated this sex-segregated approach. High school athletic associations across the country have adopted varied regulations regarding the eligibility of trans athletes: restrictive policies require trans students to compete on teams corresponding to their sex at birth without exception; fully inclusive policies allow all trans students to compete on teams consistent with their gender identity; and partially inclusive policies permit trans boys to play on all-boy teams without restriction but require trans girls to undergo specific medical interventions before playing on all-girl teams. Plaintiffs challenging these policies will likely rely on Title IX of the Educational Amendments Act and the Equal Protection Clause of the Fourteenth Amendment. Under either claim, a high school athletic association would need to establish that classifying trans students by their sex assigned at birth rather than their gender identity-or vice versa-furthers a legitimate government interest. Restrictive policies fail rational basis review because forcing female-to-male (FTM) trans boys to compete against girls ironically undermines notions of fair play. Additionally, male-to-female (MTF) trans girls who have undergone a year of cross-gender hormone treatments enjoy no significant competitive edge over their cisgender girl peers. Fully inclusive policies are constitutionally valid because creating a welcoming educational environment for trans students is a legitimate state objective and an athletic policy that allows trans players to compete on teams consistent with their gender identity is rationally related to that goal. Finally, partially inclusive policies, which require MTF trans girls to undergo a year of hormone therapy before competing on all-girl teams, are valid because a state athletic association may rationally determine that, without medical intervention, trans girls have a competitive advantage and may endanger fellow female players. Although partially inclusive athletic policies are legally permissible, high school athletic associations should pursue fully inclusive models that validate the dignity of trans students. [ABSTRACT FROM AUTHOR]

In June of 2015, the U.S. Supreme Court ruled that the Constitution guarantees a right to same-sex marriage under both the Due Process Clause and the Equal Protection Clause of the Fourteenth Amendment.1 This decision has undoubtedly had a positive effect on the lives of LGBT people. Moreover, in recent years, LGBT case law and legislation has evolved in ways that significantly impact the everyday experiences of students and employees in the K-12 context. However, uncertainties remain and the fight for full equality continues. Understanding the legal landscape is crucial to being an effective advocate for change. While this article does not cover the entire range of legal issues impacting LGBT students and school personnel, it examines specific legal issues recently addressed by courts, the U.S. Department of Education, and legislators--bullying and harassment, student speech, access for transgender students and employment-related issues. [ABSTRACT FROM AUTHOR]

This article analyzes the arguments presented in recent federal court appeals concerning the rights of transgender students in America's public schools. Specifically, the applicability of Title IX and the Equal Protection Clause of the US Constitution to the rights of transgender students is examined. [ABSTRACT FROM PUBLISHER]

In the 1940s and 1950s, the administrative state served as a powerful engine of discrimination against homosexuals, with agency officials routinely implementing anti-gay policies that reinforced gays' and lesbians' subordinate social and legal status. By the mid-1980s, however, many bureaucrats had become incidental allies, subverting statutory bans on gay and lesbian foster and adoptive parenting and promoting gay-inclusive curricula in public schools. This Article asks how and why this shift happened, finding the answer not in legal doctrine or legislative enactments, but in scientific developments that influenced the decisions of social workers and other bureaucrats working in the administrative state. This phenomenon continues today, with educators resisting laws that limit transgender students' bathroom access. By uncovering this bureaucratic resistance, this Article demonstrates the administrative state's dynamism and that bureaucracy can be an important site of legal change. Because bureaucrats are charged with enforcing legislation, their actions also have significant normative implications, raising separation of powers and democratic legitimacy concerns. However, the very structure of administrative bureaucracies creates conflict between the branches, as civil servants are hired for their professional knowledge and abilities, yet are also responsible for complying with legislative mandates that may contradict that expertise. This Article argues that bureaucratic resistance is inevitable, can be legitimate, and may be desirable. [ABSTRACT FROM AUTHOR]

Schools are gendered cultural sites that leave little room for gender transgressions, let alone affirmation of a transgender child. This article examines how U.S. educators made meaning of teaching transgender students after attending professional development about transgender identity. Participants resisted gender-affirming pedagogy and fixated on the logistics of accommodating transgender students and keeping them safe. The authors argue that educators' failure to make structural changes is indicative of narrow interpretations of gender-inclusive schooling. [ABSTRACT FROM AUTHOR]

Increased visibility of transgender children requires elementary school professionals to take on issues of gender diversity, sex and sexuality, which are considered taboo in elementary school spaces. School professionals who have worked with transgender children were interviewed about their experience with these students, perceptions of their school's success in supporting them, and recommendations for information and resources needed by schools to provide support. Findings indicate that fear and anxiety are common educator responses to the presence of a transgender child and the disruption of the gender binary, and these emotions are limiting the possibilities for schools to affirm transgender identity. [ABSTRACT FROM PUBLISHER]

The article analyzes the case of transgender Susan Doe who was not allowed by the Orono Middle School to use the girls' restroom, and instead provided her with a separate restroom, under the Title IX of Education Amendments of 1972 of the U.S. It notes that transgender students have a right to use the bathroom appropriate to their gender identity under Title IX. It also emphasizes that transgender students have certain rights based on the U.S. Constitution that may provide relief.

The article offers the author's view on the support and recruitment of transgender students in the U.S. She mentions the significance for professionals of student affairs to have knowledge on the types of students living, working and learning on schools for enhancing their experiences. She also notes the aim of eliminating the stain of otherness and bringing such students in from their marginalization.

Sue Rankin and Genny Beemyn report on results from the first large-scale study of transgender diversity; they describe the gender identity development processes of transsexual, cross-dressing, and genderqueer individuals and suggest ways that colleges and universities can disrupt binary gender systems. [ABSTRACT FROM AUTHOR]

The article offers a brief history of the formation of National Council of Teachers of English's (NCTE) Assembly on Gay and Lesbian Academic Issues Awareness (AGLAIA) in the U.S. NCTE Lesbian and Gay Caucus was first formed in 1974 but decided to change it to an assembly to give it a greater visibility and voice in NCTE. AGLAIA was then changed to NCTE Gay-Straight Educator's Alliance and added T to LGB to welcome transgender teachers and students.

The article focuses on Title IX of the Equal Opportunity in Education Act to prevent the bullying of transgender students in schools in the U.S. It mentions that lesbian, gay, bisexual, and transgender (LGBT) students are more subjected to both verbal and physical harassment than heterosexual or cisgender. It offers information on the expansion of liability under Title IX's peer sexual harassment doctrine to match the Title VII hostile work environment case law.

The article discusses the equal protection claims which can be brought by the transgender school children in the U.S. It presents a hypothetical case of a sixteen-year-old teen in an attempt to illustrate the nature of gender-identity discrimination experienced by American transgender students and to show the application of equal protection theories. Moreover, it explores the present state of the country's law resulting from sex discrimination claims.

Although there has been very little research conducted on the experiences of transgender college students, the reports which do exist indicated an overall lack of access and support on campuses across the country. A fairly strong nationwide student movement has grown in response to these concerns, focused on addressing specific obstacles transgender students face in higher education. The institutions which have experienced the most challenge and student activism concerning transgender issues are women's colleges. Smith College has been in the media as an example of the opposing opinions about whether or not transgender students, specifically students who identify as female-to-male, belong at women's colleges. As this issue continues to grow, it will become vitally important that student affairs professionals and people who work in higher education become aware of the unique experiences and needs of transgender students. [ABSTRACT FROM AUTHOR]

An African-American student named Jamal adopts the nickname "Jay" when he runs for the student government association. A transgender sophomore dresses impeccably in suits and ties, even for biology lab. Yoshino (2006) described these actions as covering, where an individual masks one's own recognized marginalized identity in order to gain acceptance within the dominant identity. The authors-a gay African-American and a heterosexual Latino-are both male student affairs professionals at predominately White institutions (PWIs). They will each look at the subtle and covert ways student affairs professionals reproduce pressures to cover and offer ways to understand the impact of conforming to the majority culture. [ABSTRACT FROM AUTHOR]

In this article the author discusses the different ways for an institution and universities to achieve a more transgender friendly environment in the U.S. It has been cited that quality customer service is important which can be done by being respectful, and showing courtesy. School offices needs to recognize the legally changed name by the transgender student.

Purpose ? This research explores the extent to which expectations of discrimination affect American undergraduate officers in gay, lesbian, bisexual, and transgendered (GLBT) groups. Design/methodology/approach ? Using structured interviewing, I conducted both phone and face-to-face interviews without gay and lesbian student officers in GLBT student organizations on campuses all across the USA. I specifically wished to discover their expectations relating to discrimination and information about their job seeking behaviors through analysis of the participants? detailed oral descriptions of their viewpoints and experiences. Findings ? Overall, the data reveal that when students search for professional positions they often expect discrimination, but many will not let that fear force them back into the closet. It is interesting to note that while some students fear discrimination and hide their sexual orientation and leadership activities in GLBT groups on their rÚsumÚs, many state that they will be out at work and risk discrimination in the long run because being true to themselves is worth the risk. Research limitations/implications ? The main limitation of this study relates to data collection and the resultant small sample. Additionally, this study is limited to the exploration of the conditions in the US labor market and perception of American students. Practical implications ? The findings of this study help us to understand the choices facing gay and lesbian students as they make hard decisions about how much to reveal about themselves in their search for employment. Originality/value ? For gay and lesbian job candidates there can be severe penalties for disclosing their orientation; therefore, decisions whether and how to identify one's self on a rÚsumÚ and during interviews are extremely important. [ABSTRACT FROM AUTHOR]

The article focuses on college-campus life in the United States and gender-exclusive policies that isolate and marginalize transgender and gender-variant students. Obstacles that challenge transgender college students in the areas of health care, residence halls, bathrooms, locker rooms, records and documents, public inclusion, and programming, training, and support are mentioned. Policy changes made at Cornell University, New York University, Ohio State University, University of California-Riverside, and others include providing their health and counseling centers' staff with training sessions on transgender issues. Sarah Lawrence College offers "all gender" housing on campus. In 2004, a Queer Action Campaign at the University of Chicago succeeded in getting gender-free bathrooms in two campus buildings. Some colleges have broadened their identification-card policies to include transgender and transitioning transsexual students. Student advocacy for trans-supportive policies through LGBT groups is recommended.

The article discusses a qualitative study that focuses on the experiences of transgender college students and their social visibility on campuses in the United States. Many of the self-identified transgender undergraduate and graduate students perceive hostility on campus and say that colleges lack resources for transgender issues. The survey was constructed to cover six areas, including opinion/value questions, background/demographic questions, knowledge questions, as well as feeling and sensory questions. Both undergraduate and graduate students agreed that staff and faculty need to be educated on trans-related issues, and the importance of counseling services was emphasized.

The article is a case study that focuses on transgender identity and the gender binary system in the United States. Research methods include an adaptation of the D'Augelli lifespan model of sexual orientation identity development and interviews with two transgender-identified college students from a public midwestern university. The interview questions were based on the six processes of D'Augelli's framework which includes recognizing one's gender, coming out, and developing a transgender identity, as well as social and political networks.

Focuses on several issues faced by the Harvey Milk High School in New York City concerning homesexuals and transgender teenagers. History of the school; Arguments against the constitutionality of Harvey Milk High School; Arguments from proponents of Harvey Milk.

Discusses issues on mixed-sex university housing policies in the U.S. as of June 2004. Background on diversity and multicultural awareness in higher education; Impact of same-sex roommate pairings on transgender students; Reasons behind the failure to standardize mixed-sex housing in college and university campuses.

Reports developments related to education in the U.S. Elimination of racial stereotyping against Native Americas within an educational setting; Protection given to transgender and gender non-conforming students at the Denver Public School System; Backdrop of a strike by Yale University clerical, maintenance and dining hall employees.

Reports on the results of a survey on institutional practices and resources for gay, lesbian, bisexual and transgender students and staff in the U.S. Domestic partner benefits; Campus support; Sexual orientation; Participation in regularly scheduled events highlighting important issues to the gay community.