READ THE PROMPT IN THE SCREENSHOT, THEN ANSWER THE FOLLOWING QUESTIONS.QUESTIONS:Timmy’s teachers from kindergarten through second grade, despite noticing that he was being teased more and more, chose not to intervene, except for quashing the teasing. Should they have done something more, such as educating students about gender identity? If so, in your opinion at what age would addressing gender identity issues be appropriate? How should Ms. Grover broach this conversation with Timmy’s parents? Timmy specified that his mom knew he had painted his fingernail. Should Ms. Grover reach out to Timmy’s mother, specifically, unsure about whether his father knew about the situation? How would you, if you were Timmy’s teacher, have responded to the teasing Timothy was experiencing? How would you have reached out to Timmy, mindful not to draw unwanted attention to him? Case Study 3 - Timmy's Gender NonconformityTimmy, a student in Ms. Grover's third-grade class at Sully Elementary School, was often teased by classmates because he displayed what theyinterpreted as "girl" qualities. Ms. Grover had been warned of this situation by Mr. Franks and Ms. Puterio, Timmy's kindergarten and second-grade teachers. Ever since his kindergarten year at the school, teachers and administrators noticed that Timmy preferred to play with girls, wasnoticeably uncomfortable interacting with boys, and much preferred stereotypical "girl" toys and books.Mr. Franks noted that, as a kindergartner, Timmy gravitated toward the play station with a chest full of costumes. He especially liked a princessgown and tiara kept in the chest. At that time, the children didn't seem to care much. They occasionally remarked about those being girls' clothes,toys, or books, but Mr. Franks always quickly said that all the clothes, toys, and books in the room were for everybody. He was a little worriedthat Timmy's parents might disapprove of this approach, but his mother, who always picked him up from school and often saw him playing withother girls or carrying around a doll, never said a word about it.Timmy's first and second-grade teachers handled the situation similarly but noticed the teasing intensifying. Ms. Puterio noticed the same thingand, like Mr. Franks, was always quick to defend Timmy. She also saw, to her disappointment, that several of the girls who had been friendlywith Timmy began to nudge him out of their social circles and join in on the teasing. She tried to speak with the girls about this, urging them tobe nice to Timmy, but it didn't help. Timmy, who was not very outspoken, did not seem upset about losing friends. Nothing escalated into aphysical altercation, so Ms. Puterio did not worry much about it. She knew, though, that the teaching would become fiercer as Timmy grew older,and somebody would need to intervene more seriously.One day, a few months into the school year, Ms. Grover noticed several students standing around Timmy's desk, pointing and laughing. "What'sgoing on back there?" she inquired."Timmy's a girl!" one of the students shouted, eliciting attention and laughter from around the classroom."He painted his fingernails like a girl," another student said, giggling."It's just one nail, " Timmy muttered softly, bending forward and hiding his face in his arms crossed on the desk before him.Approaching Timmy's desk, Ms. Grover saw that the pinky nail on his left hand was painted white. "Everybody, take your seats. There will be noteasing in this classroom. We are who we are, and we respect one another."As the students sat, Ms. Grover knelt beside Timmy's desk and whispered, "Do your parents know you painted your fingernail?""My mom knows," he whispered back, tears in his eyes. "She only would let me paint one."Ms. Grover felt conflicted. On the one hand, she knew children could be brutal with each other over gender identity and that most bullying atschool happens beyond the earshot of teachers. She did not quite understand what was happening with Timmy, but she wanted him to expresshimself in whatever felt right. She also knew that she and the other teachers could not protect Timmy from the increasingly harsh bullying hewould have to endure, especially when he started middle school.Part of her wanted to urge Timmy's parents to convince him to try to fit in a little better at a school to refuse to allow him to come to schoolwith nail polish, to make him cut his hair a little shorter, and maybe even to help him try to make friends with some of the boys in his class.Another part of her wanted to figure out a way to create a safe environment for Timmy exactly as Timmy wanted to be. Still, she knew that wouldtake a school-wide team effort from every adult in the building, and she was not sure everybody would be on board. She also figured she neededto find some educational way to address what was going on with her students despite not fully understanding it herself and to do so withoutfurther alienating Timmy.

Answered: READ THE PROMPT IN THE SCREENSHOT, THEN…

Ciccarelli: Psychology_5 (5th Edition)

5th Edition

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:Saundra K. Ciccarelli, J. Noland White

Chapter1: The Science Of Psychology

Section: Chapter Questions

Problem 1TY

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Related questions

Question

READ THE PROMPT IN THE SCREENSHOT, THEN ANSWER THE FOLLOWING QUESTIONS.

QUESTIONS:

Timmy’s teachers from kindergarten through second grade, despite noticing that he was being teased more and more, chose not to intervene, except for quashing the teasing. Should they have done something more, such as educating students about gender identity? If so, in your opinion at what age would addressing gender identity issues be appropriate?

How should Ms. Grover broach this conversation with Timmy’s parents? Timmy specified that his mom knew he had painted his fingernail. Should Ms. Grover reach out to Timmy’s mother, specifically, unsure about whether his father knew about the situation?

How would you, if you were Timmy’s teacher, have responded to the teasing Timothy was experiencing? How would you have reached out to Timmy, mindful not to draw unwanted attention to him?

Case Study 3 - Timmy's Gender Nonconformity
Timmy, a student in Ms. Grover's third-grade class at Sully Elementary School, was often teased by classmates because he displayed what they
interpreted as "girl" qualities. Ms. Grover had been warned of this situation by Mr. Franks and Ms. Puterio, Timmy's kindergarten and second-
grade teachers. Ever since his kindergarten year at the school, teachers and administrators noticed that Timmy preferred to play with girls, was
noticeably uncomfortable interacting with boys, and much preferred stereotypical "girl" toys and books.
Mr. Franks noted that, as a kindergartner, Timmy gravitated toward the play station with a chest full of costumes. He especially liked a princess
gown and tiara kept in the chest. At that time, the children didn't seem to care much. They occasionally remarked about those being girls' clothes,
toys, or books, but Mr. Franks always quickly said that all the clothes, toys, and books in the room were for everybody. He was a little worried
that Timmy's parents might disapprove of this approach, but his mother, who always picked him up from school and often saw him playing with
other girls or carrying around a doll, never said a word about it.
Timmy's first and second-grade teachers handled the situation similarly but noticed the teasing intensifying. Ms. Puterio noticed the same thing
and, like Mr. Franks, was always quick to defend Timmy. She also saw, to her disappointment, that several of the girls who had been friendly
with Timmy began to nudge him out of their social circles and join in on the teasing. She tried to speak with the girls about this, urging them to
be nice to Timmy, but it didn't help. Timmy, who was not very outspoken, did not seem upset about losing friends. Nothing escalated into a
physical altercation, so Ms. Puterio did not worry much about it. She knew, though, that the teaching would become fiercer as Timmy grew older,
and somebody would need to intervene more seriously.
One day, a few months into the school year, Ms. Grover noticed several students standing around Timmy's desk, pointing and laughing. "What's
going on back there?" she inquired.
"Timmy's a girl!" one of the students shouted, eliciting attention and laughter from around the classroom.
"He painted his fingernails like a girl," another student said, giggling.
"It's just one nail, " Timmy muttered softly, bending forward and hiding his face in his arms crossed on the desk before him.
Approaching Timmy's desk, Ms. Grover saw that the pinky nail on his left hand was painted white. "Everybody, take your seats. There will be no
teasing in this classroom. We are who we are, and we respect one another."
As the students sat, Ms. Grover knelt beside Timmy's desk and whispered, "Do your parents know you painted your fingernail?"
"My mom knows," he whispered back, tears in his eyes. "She only would let me paint one."
Ms. Grover felt conflicted. On the one hand, she knew children could be brutal with each other over gender identity and that most bullying at
school happens beyond the earshot of teachers. She did not quite understand what was happening with Timmy, but she wanted him to express
himself in whatever felt right. She also knew that she and the other teachers could not protect Timmy from the increasingly harsh bullying he
would have to endure, especially when he started middle school.
Part of her wanted to urge Timmy's parents to convince him to try to fit in a little better at a school to refuse to allow him to come to school
with nail polish, to make him cut his hair a little shorter, and maybe even to help him try to make friends with some of the boys in his class.
Another part of her wanted to figure out a way to create a safe environment for Timmy exactly as Timmy wanted to be. Still, she knew that would
take a school-wide team effort from every adult in the building, and she was not sure everybody would be on board. She also figured she needed
to find some educational way to address what was going on with her students despite not fully understanding it herself and to do so without
further alienating Timmy.

Expert Solution

Step 1

Gender refers to the social and cultural roles that are associated with a particular gender. Gender identity refers to how a person experiences their gender and this can be anywhere on the gender spectrum. Gender expression refers to how an individual presents themselves to society. Sometimes this may be different from the gender identity of the person.