Inclusive Programming: Gender Variance Considerations In order to be inclusive and to create safe spaces for all girls, it is important to understand gender variance. Gender variance refers to gender being a spectrum, and reframes gender outside of the common binary concept of “boy” or “girl.” Gender identity refers to an individual’s internal sense of self as ‘male,’ ‘female,’ a blend of both, or neither. It explores how individuals perceive themselves and what they call themselves and is different from sex, which is biological and includes physical attributes such as sex chromosomes, gonads, sex hormones, internal reproductive structures, and external genitalia1. For many, gender identity and anatomical sex matches societal expectations for males and females. There are also many individuals whose gender identity does not match their anatomical sex, and others whose gender identity conflicts with societal expectations. There are a variety of identities and expressions that exist on a continuum, all of which should be viewed as normal. It is critical in any youth-­‐serving program to understand gender variance, in order to provide spaces of inclusion and acceptance for all youth. When operating a program intended and marketed solely for girls, it is important to allow youth to self-­‐identify as girls. This means welcoming transgender girls and girls who fall anywhere on the gender spectrum and identify as female. To create a safe space for girls, however they identify, consider the suggestions in the Program and Meetings section of the Girls Group Mentoring Toolkit (link). Some additional considerations to ensure that you are providing a safe, nurturing, and inclusive environment include: • Being aware of the language and words used. For example, don’t assume that someone has a “boyfriend,” but rather, discuss healthy relationships and partners. • Expanding your language to include “some girls” instead of “all girls.” • Acknowledging that gender variant youth exist and that expressing various gender identities is an acceptable way of living. • Do not wait until a gender variant youth comes forward to address the issue – by the time they come forward, they may have been struggling on their own for some time. • Developing program and organizational policies to include participants of all gender identities and add ‘gender identity’ to all non-­‐discrimination policies. • When harassment and violence are observed and/or reported, act immediately and create an environment where disrespect of any kind will not be ignored. • Creating group goals that respect all participants, affirm gender identity, and demonstrate that the group is a safe space where everyone is valued. • Making it clear where youth can go, and who they can talk to if they experience discrimination, harassment or abuse – including anonymous reporting. • Including inclusive language on all forms, posters, printed material, and web/social media sites. • Publicizing to all youth and staff the location of the single occupancy washrooms, and remove the gender signs on the doors. • Prioritizing Ally training for all staff and mentors. • Expanding teaching and discussions to include body-­‐positive message for all girls. • Incorporating diversity-­‐positive activities and activities that expand and challenge traditional gender expectations and norms. • Connecting with LGBTQ Centres and programs to integrate community events and information. 1
Gender Spectrum (2014). Understanding Gender. Retrieved online: https://www.genderspectrum.org/understanding-­‐gender It’s important to take the time to ask yourself a few questions about: (a) your own gender story and biases and (b) how inclusive your organization and program currently are. Based on that information, you can identify strengths and set goals to ensure that all youth are included in your programming. Some questions to consider include: -­‐ What is your gender story? Have you experienced limitations because of gender norms? Do you have any gender biases?2 -­‐ How do your programs demonstrate acceptance and rights of all girls? -­‐ How do you define ‘girls’? -­‐ What girls are included in your programs? What girls may not be? -­‐ Do your programs normally attract youth who are gender variant? Why or why not? -­‐ How do you use pronouns (he, she) in your communication, and how might that affect youth? -­‐ Do you ask participants in your program which pronoun they prefer to be called? When requesting information about participants, do you allow them to choose an answer other than ‘male’ or ‘female’? -­‐ Do the visuals, resources, books, and language your organizations presents communicate a non-­‐
binary understanding of gender? 2 -­‐ Does your staff and volunteer team reflect gender diversity? Have they ever received gender diversity training? -­‐ Does your program outreach strategy include specific efforts to include participants who may not fit within typical identities and roles (for example, promotion through inclusive program partners)? To explore this further, consider completing an “Inclusion Audit” of your organization and your materials. Examples of this type of audit are below: Improving Emotional and Behavioral Outcomes for LGBT Children/Youth: A Strategic Planning Tool American Institutes for Research http://www.tapartnership.org/docs/LGBT_improved_supports_tool.pdf LGBT Inclusion Audit Out for Health: A Partner of Planned Parenthood http://www.outforhealth.org/files/all/out_for_health_lgbt_inclusion_audit.pdf Quick Organization Audit: LGBT Visibility and Inclusion National Online Resource Center on Violence Against Women http://www.vawnet.org/summary.php?doc_id=3816&find_type=web_sum_GC Sexuality & Gender Identity Organisational Audit Queensland Association for Healthy Communities Inc. http://healthycommunities.mobi/files/shared/docs/service-­‐provider-­‐audit-­‐form-­‐no-­‐but.pdf “Our children are who they are, despite what gender was assigned to them at birth”1. All youth have a right and a desire to be included, acknowledged, supported, and appreciated. Girls Group Mentoring Programs have a tremendous opportunity to provide a safe and supportive space for youth, regardless of whether or not they fall into traditional gender norms and roles. 2
Kilman, C. (2013). The Gender Spectrum. Teaching Tolerance: Blogs & Articles Number 44, Summer 2013. Retrieved online: http://www.tolerance.org/gender-­‐spectrum Additional Resources Ensuring Access to Mentoring Programs for LGBTQ Youth The William Institute This paper summarizes research showing that LGBTQ youth would benefit from access to mentoring programs and makes recommendations for youth mentoring programs. http://williamsinstitute.law.ucla.edu/wp-­‐content/uploads/Access-­‐to-­‐Youth-­‐Mentoring-­‐Programs.pdf Gender Identity in Schools Public Health Agency of Canada A Resources that provides answers to some of the most common questions that educators, parents/caregivers, school administrators, and health professionals may have about gender identity in the Canadian school context. http://librarypdf.catie.ca/pdf/ATI-­‐20000s/26289E.pdf How to be a Trans Ally! GenderQueer Chicago Some dos and don’ts created by trans folks for trans allies. http://genderqueerchicago.blogspot.ca/2009/10/how-­‐to-­‐be-­‐trans-­‐ally.html Institute for Sexual Minority Studies and Services Shares research and resources for students, educators, and families. www.ismss.ualberta.ca My GSA.ca: Safe and Caring Schools – A Resource for Equity and Inclusion in Manitoba Schools A resource to support further understanding about Gay-­‐Straight Alliances and how to talk about and create one in a school setting. http://www.edu.gov.mb.ca/k12/safe_schools/mygsa/full_doc.pdf Opening the door to the inclusion of transgender people: The nine keys to making lesbian, gay, bisexual and transgender organizations fully transgender-­‐inclusive. The National Gay and Lesbian Task Force Policy Institute A guide that provides practical ideas for how organizations can take steps to provide a more welcoming environment for transgender people, including the challenges and opportunities that arise in doing so. http://www.thetaskforce.org/downloads/reports/reports/opening_the_door.pdf Safe Zone Poster Safe Schools Coalition This poster can be printed and displayed to demonstrate a safe and welcoming space to all. http://www.safeschoolscoalition.org/SafeZone_SafeSchoolsCoalition.pdf Sexual Orientation & Gender Identity -­‐ Resources for teachers, students, and families. Edmonton Public Schools https://sites.google.com/a/epsb.ca/sexual-­‐orientation-­‐gender-­‐identity-­‐sogi/home Shout Out Against Homophobia, Biphobia, Transphobia and Heterosexism Rainbow Resource Centre An informative and encouraging booklet that shares information about sexual orientation and gender identity for youth. It explores some of the challenges, provides resources, and encourages youth that they are not alone. Free to download. http://orders.catie.ca/product_info.php?cPath=14_55&products_id=25806 The Society for Safe and Caring Schools and Communities Resources for youth and counsellors about LGBTQ youth. http://resources.safeandcaring.ca/resource-­‐diversity/