Educ 5420 portfolio activity unit 6

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Nov 24, 2024

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This week's readings examined a variety of topics related to gender and sexuality. I will identify one (1) takeaway message (or educational implication ) for each of the readings that are part of the reading assignment section for this unit in my report, along with a discussion of how I expect to use it in my work with adolescents. The first piece by Carrie Paechter (2005), examines the constructing of masculinity and femininity as well as the power relationships that underpin related cultural behavior. It's interesting how gender identity is intrinsically ambiguous—it never tells you enough about a person to simply label them as male or female. This topic taught me that young boys and girls view the classroom differently due to gender differences. Furthermore, gender issues in the classroom are complicated phenomena that require investigation in both urban and rural settings, as well as public and private educational institutions. Therefore, I believe that teachers' roles should be to assess each student individually, irrespective of gender or socioeconomic background, and to pay close attention to the different ways that children express themselves in order to help them fully comprehend who they are. It's also critical that students realize identity crises are normal and that their professors are there to help them through them. Moreover, classroom discussions are a useful tool for reassuring children that it may take some time to accept their femininity and masculinity and easing their concerns about pressure from their families and communities. My main objective as a teacher is to create a gender-inclusive school climate that protects children and young people from trauma, prejudice, bullying, and ultimately, bad health outcomes. When raised in a supportive environment, transgender and gender creative children can lead happy, healthy, and confident lives (Fraser Health, 2021.p1). The second takeaway outcome is from the study Sexual development of identity among gay, lesbian, and bisexual youths: consistency and change throughout time by Rosario,

Schrimshaw, Hunter, and Braun (2006). The writers investigate the relationship between the development of young people's sexual identities and their status as sexual minorities. I learned that based just on the sight of someone's genital parts, the public shouldn't draw hasty judgments or assume anything about their sexual orientation. Instead, how someone interacts with others as feminine or masculine should define their sexual orientation (Rosario,2006). "Before assuming and consistently self-identifying as GLB, many GLB youths may go through a period of sexual questioning, experimentation, and conflict" (p.6). Moreover, "It takes time for sexual identity formation." As a result, I've learned that, as a teacher, I should never presume anything about a student's sexual orientation and that it's critical to combat homophobia by giving LGBT subjects a high priority in the curriculum. Savin-Williams (2018) provides current information and terminology for a population that was previously labeled as LGBT adolescents. It will teach you more about the process by which young people who identify as sexual minorities create their identities. It made it very evident to me how to relate to LGBT adolescents, who need the teacher's encouragement when they decide to break out of their shells. This made it easier for me to understand what being gay entails. As a result, teachers should create a gender-inclusive environment in the classroom so that people feel comfortable and confident coming out. The first step is to break the dichotomy and assist students in realizing that the world is no longer binary. Joel Baum, senior director of professional development for Gender Spectrum, states that "despite a seismic shift in how youth perceive gender, there still is a very strong binary culture that most of our teachers grew up in" (McKibben,2018, p.1). Teachers ought to push women to participate more actively in class discussions in order to challenge stereotypes such as "aggressive male" and "passive female."

The fourth takeaway message originates from Bird, J. (2017)'s TED talk, in which a young transgender person talks about what it's like to be transgender. His talk has given me a greater awareness of the difficulties faced by transgender persons. I've learned how much more there is to learn about the transgender people and how much we still don't know from this instructive and entertaining experience. Regretfully, it is difficult and considered disrespectful to indicate that someone is transgender where I reside. Therefore, I believe that fostering in the boys and girls an open attitude toward the diverse gender roles that exist in our society is the first step in creating global citizens who value variety. Teachers should therefore set an example for how to support transgender people and fight for them by being proactive rather than passive. Teachers may also have to oppose prom date or dress code regulations. Speak up against legislation that impacts their students and get in touch with their legislators. Advocate for their students, as they might not be able to advocate for themselves. (Bijack,2018, p.2). Teachers may have a positive influence on transgender students by learning more about LGBTQ history, not making homophobic or transphobic remarks to our kids, and not shunned because we don't agree with some part of their identities. We also need to keep in mind that our words and deeds affect how our students view themselves and interact with others. All of the readings for this unit have increased my awareness of the role that gender and sexual identity play in defining a person's personality. In addition, these topics need to be covered in our curricula to help adolescents overcome any challenges they may face in developing their sexual identities. In conclusion, this paper has made me realize that young boys and girls see the adolescent classroom differently because it is a gendered setting. Males dominate classroom interactions and view it as a platform to display their masculinity in a variety of ways. These

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include arriving late, disrupting topics, requesting an early termination, and deflecting the teacher's attention from the primary subject. I think it's crucial to stress that gender issues in the classroom constitute complicated phenomena that require research in both public and private educational settings as well as in rural and metropolitan areas. References Bijack, J. (2018) 6 ways teachers can support trans students. https://www.glaad.org/amp/revamp- supporting-your-trans-students Bird, J. [TED]. (2017). How to talk (and listen) to transgender people | Jackson Bird [Video file]. Retrieved from https://www.youtube.com/watch?v=HbQZ7jAvgoI Carrie, P. (2005 ) academic researcher from Nottingham Trent University: https://typeset.io/authors/carrie-paechter-3xtmlom0mv?papers_page=12 Fraser Health, 2021. (2021) Gender and sexual identity in schools. https://www.fraserhealth.ca/health-topics-a-to-z/school-health/sex-education-and- sexualidentity/gender-and-sexual-identity-in-schools#.YoVhoqjMI2w McKibben, S. (2018) Creating a gender-inclusive classroom. https://www.ascd.org/el/articles/creating-a-gender-inclusive-classroom

Rosario, M., Schrimshaw, E. W., Hunter, J., & Braun, L. (2006). Sexual identity development among gay, lesbian, and bisexual youths: Consistency and change over time. Journal of Sex Research, 43(1), 46–58. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3215279/ Savin-Williams, (2018) Conditional Families and Lesbian, Gay, Bisexual, Transgender, and Queer Youth Homelessness: Gender, Sexuality, Family Instability, and Rejection, https://scite.ai/reports/conditional-families-and-lesbian-gay-2NX5NPY

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