Creative Writing

Watch the documentary, ‘Growing Up Trans’ by Frontline PBS (Links to an external

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Watch the documentary, ‘Growing Up Trans’ by Frontline PBS (Links to an external site.).

Upload a 2-4 minute video starting a dialogue where you can share your thoughts, feelings, and opinions associated with these (and other) topics we have covered over the three weeks. Highlight any new take-away points and suggested strategies for approaching gender diversity, identity, and expression in your school, community, or home country. Synthesize what you have learned from this documentary with Week 3 topics on identity, power and empowerment, privilege, and social change.
Consider some or all of the following questions in your response:
1. In what ways do you empathize, sympathize, or identify with any of the subjects (Daniel, Ariel, Alex, John, Lia) or their families in this documentary? What part of their story resonated with you, or gave you a deeper understanding of the issues the trans community faces?
2. After watching, have you considered the ways in which societal expectations might conflict with your view of yourself? How do societal expectations for your gender identity or sexual orientation in your home country or elsewhere align with your own self-identity? How might this compare with any perceived societal expectations in the documentary?
3. Toward the end of your video, reflect on different ways that you can:
Make yourself more approachable and available to gender nonconforming transgender individuals
Foster an inclusive environment in your school or community
Reduce bias and discrimination in your school or community
Strengthen anti-bullying efforts that make trans and other underrepresented individuals feel more connected to their schools and communities
Communicate with your local, state, or federal law and policy makers to help educate them and/or the public on gender nonconforming or trans issues
Promote and model respect and support for gender nonconforming and transgender students, i.e. using gender-inclusive language.
Additional resources that may assist with Question 3 above:
Best Practices for Schools, Classrooms, and Curricula
Examples of Policies and Emerging Practices for Supporting Transgender Students (U.S. Department of Education)
Bullying and LGBT Youth (U.S. Department of Health & Human Services)
Best Practices for Creating an LGBT-inclusive Climate (Teaching Tolerance, A Project of the Southern
Poverty Law Center)
Supporting Transgender and Gender Diverse Students in Schools (American Psychological Association,
Division of School Psychology)
Gender Inclusive School FAQs (National Association of School Psychologists [NASP])
Gender Inclusive Toolkit (Gender Spectrum)
Schools in Transition Practical guidance and field-tested tips to parents, educators, administrators, and
community members on planning and supporting a transgender student through a transition at school
(Human Rights Campaign)
Transgender Model District Policy (GLSEN)
“Welcoming Schools” project (Human Right’s Campaign)
LGBTQ Youth Inclusivity Toolkit (Michigan Organization on Adolescent Sexual Health [MOASH])
Thinking About Gender
Breaking Through the Binary: Gender Explained Using Continuums (see the TEDx talk)
Understanding Gender and Gender Across the Grades (Gender Spectrum)
Know the Difference: Sex? Sexual Orientation? Gender Identity? Gender Expression? (Teaching
Tolerance, A Project of the Southern Poverty Law Center) Impact on Students
Lesbian, Gay, Bisexual, and Transgender Health: Youth (Centers for Disease Control [CDC])
Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ
Youth (GLSEN) [includes youth of color exclusion stats]
Understanding School Safety and the Intersections of Race, Ethnicity, and Sexual Orientation
(California Safe Schools Coalition)

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