CPS Schools Project: The Erasure Of Sex And The Silencing Of Girls

The Crown Prosecution Service has devised lesson plans for pupils aged 11-16 to teach them awareness of hate crimes towards lesbian, gay, bisexual and transgender pupils. The CPS Schools Project is a free educational resource pack developed with the help of Gendered Intelligence, Stonewall and the Ministry of Justice and includes dramatised scenarios, a power point and a full teaching pack from which we have taken the quotes below. It includes extensive training in both recognising, and understanding sentencing guidelines for hate crimes, together with role-play scenarios where pupils can play the part of police arresting someone on hate crime charges.

Although we agree with the aim of raising awareness of homophobic bullying and its impact on targeted pupils, the issue is not so simple when it comes to defining ‘transgender hate crime.’ Accepting and respecting someone as gay or lesbian is not the same as accepting that a boy is a girl.

Being forced to accept and agree with another person’s personal identity when it contradicts biological reality has particularly serious implications for girls. Sex-segregated facilities are established as part of basic safeguarding policies, specifically to protect girls in situations where they are physically vulnerable. To suddenly say that a boy is female does not change the fact that he is male.

Trans activists will insist that there have been no recorded incidents of ‘transwomen’ assaulting women in public toilets or changing rooms. Of course that is not true, but the point is irrelevant anyway: this guidance gives any man or boy an easy means to access girls’ private spaces, based only on his own self-declared ‘gender identity’ which nobody is allowed to challenge.

Under the guise of protecting ‘LGBT’ pupils, the CPS schools project is in reality the thinly disguised promotion of a trans activist agenda; explicitly in regard to male rights to access female spaces, together with the enforcement of a blanket ‘affirmation only’ response to trans-identified young people. The obfuscating definition of ‘lesbian’ (quoted below) also implicitly supports the manipulation of young lesbians to accept males as sexual partners or be seen as ‘transphobic.’ This teaching resource takes that agenda into schools.

We have analysed the document to show exactly what messages girls will be getting from these lessons; use of bold is ours and our comments are in italics.

 

Article continues at CPS Schools Project: The Erasure Of Sex And The Silencing Of Girls – Transgender Trend

A middle school protest against mixed bathrooms

Purple Sage

From KTVL news:

“Students from Hedrick Middle School took a stand Monday against the directive from the Obama administration saying public schools must allow transgender students to use bathrooms according to their chosen gender identity.

The students tell News10 they are protesting the fact that some male students are using this as a chance to go into the female bathrooms.

“I feel like they were just using it more to their benefit of just kind of being perverts more rather than actually using it because they were uncomfortable with going into the bathroom of birth,” student Grace Milligan said.

The students’ parents were also present.

“They came home and one of our girls was crying and didn’t feel safe because she didn’t feel safe going into the girl’s bathroom or locker room,” parent Renee Molder said.”

Please do click on the link because there is a video. The video…

View original post 250 more words

Obama administration advisory on application of ‘gender identity’ in schools

Here you go: it’s nearly everything bad you feared.  A clear example of the Obama administration taking the cheapest, easiest option to make itself look progressive, since the ‘collateral damage’ is chiefly a group fewest people are willing to defend: female children. We will run further commentary on this, but for now, here are the pdf and text versions.

 

DOJ and DOE joint advisory colleague-201605-title-ix-transgender

 

This is the html version of the file http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201605-title-ix-transgender.pdf.
Google automatically generates html versions of documents as we crawl the web.

 

U.S. Department of Justice                                                                    U.S. Department of Education

Civil Rights Division                                                                                                                    Office for Civil Rights

 

Dear Colleague Letter on Transgender Students

Notice of Language Assistance

If you have difficulty understanding English, you may, free of charge, request language assistance services for this Department information by calling 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), or email us at: Ed.Language.Assistance@ed.gov.
May 13, 2016

 

Dear Colleague:

Schools across the country strive to create and sustain inclusive, supportive, safe, and nondiscriminatory communities for all students. In recent years, we have received an increasing number of questions from parents, teachers, principals, and school superintendents about civil rights protections for transgender students. Title IX of the Education Amendments of 1972 (Title IX) and its implementing regulations prohibit sex discrimination in educational programs and activities operated by recipients of Federal financial assistance.1 This prohibition encompasses discrimination based on a student’s gender identity, including discrimination based on a student’s transgender status. This letter summarizes a school’s Title IX obligations regarding transgender students and explains how the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ) evaluate a school’s compliance with these obligations.

ED and DOJ (the Departments) have determined that this letter is significant guidance.2 This guidance does not add requirements to applicable law, but provides information and examples to inform recipients about how the Departments evaluate whether covered entities are complying with their legal obligations. If you have questions or are interested in commenting on this guidance, please contact ED at ocr@ed.gov or 800-421-3481 (TDD 800-877-8339); or DOJ at education@usdoj.gov or 877-292-3804 (TTY: 800-514-0383).

Accompanying this letter is a separate document from ED’s Office of Elementary and Secondary Education, Examples of Policies and Emerging Practices for Supporting Transgender Students. The examples in that document are taken from policies that school districts, state education agencies, and high school athletics associations around the country have adopted to help ensure that transgender students enjoy a supportive and nondiscriminatory school environment. Schools are encouraged to consult that document for practical ways to meet Title IX’s requirements.3

 

Terminology

• Gender identity refers to an individual’s internal sense of gender. A person’s gender identity may be different from or the same as the person’s sex assigned at birth.

• Sex assigned at birth refers to the sex designation recorded on an infant’s birth certificate should such a record be provided at birth.

• Transgender describes those individuals whose gender identity is different from the sex they were assigned at birth. A transgender male is someone who identifies as male but was assigned the sex of female at birth; a transgender female is someone who identifies as female but was assigned the sex of male at birth.

• Gender transition refers to the process in which transgender individuals begin asserting the sex that corresponds to their gender identity instead of the sex they were assigned at birth. During gender transition, individuals begin to live and identify as the sex consistent with their gender identity and may dress differently, adopt a new name, and use pronouns consistent with their gender identity. Transgender individuals may undergo gender transition at any stage of their lives, and gender transition can happen swiftly or over a long duration of time.

 

 Compliance with Title IX

As a condition of receiving Federal funds, a school agrees that it will not exclude, separate, deny benefits to, or otherwise treat differently on the basis of sex any person in its educational programs or activities unless expressly authorized to do so under Title IX or its implementing regulations.4 The Departments treat a student’s gender identity as the student’s sex for purposes of Title IX and its implementing regulations. This means that a school must not treat a transgender student differently from the way it treats other students of the same gender identity. The Departments’ interpretation is consistent with courts’ and other agencies’ interpretations of Federal laws prohibiting sex discrimination.5

The Departments interpret Title IX to require that when a student or the student’s parent or guardian, as appropriate, notifies the school administration that the student will assert a gender identity that differs from previous representations or records, the school will begin treating the student consistent with the student’s gender identity. Under Title IX, there is no medical diagnosis or treatment requirement that students must meet as a prerequisite to being treated consistent with their gender identity.6 Because transgender students often are unable to obtain identification documents that reflect their gender identity (e.g., due to restrictions imposed by state or local law in their place of birth or residence),7 requiring students to produce such identification documents in order to treat them consistent with their gender identity may violate Title IX when doing so has the practical effect of limiting or denying students equal access to an educational program or activity.

A school’s Title IX obligation to ensure nondiscrimination on the basis of sex requires schools to provide transgender students equal access to educational programs and activities even in circumstances in which other students, parents, or community members raise objections or concerns. As is consistently recognized in civil rights cases, the desire to accommodate others’ discomfort cannot justify a policy that singles out and disadvantages a particular class of students.8

 

  1. Safe and Nondiscriminatory Environment

Schools have a responsibility to provide a safe and nondiscriminatory environment for all students, including transgender students. Harassment that targets a student based on gender identity, transgender status, or gender transition is harassment based on sex, and the Departments enforce Title IX accordingly.9 If sex-based harassment creates a hostile environment, the school must take prompt and effective steps to end the harassment, prevent its recurrence, and, as appropriate, remedy its effects. A school’s failure to treat students consistent with their gender identity may create or contribute to a hostile environment in violation of Title IX. For a more detailed discussion of Title IX requirements related to sex-based harassment, see guidance documents from ED’s Office for Civil Rights (OCR) that are specific to this topic.10

 

  1. Identification Documents, Names, and Pronouns

Under Title IX, a school must treat students consistent with their gender identity even if their education records or identification documents indicate a different sex. The Departments have resolved Title IX investigations with agreements committing that school staff and contractors will use pronouns and names consistent with a transgender student’s gender identity.11

 

  1. Sex-Segregated Activities and Facilities

Title IX’s implementing regulations permit a school to provide sex-segregated restrooms, locker rooms, shower facilities, housing, and athletic teams, as well as single-sex classes under certain circumstances.12

When a school provides sex-segregated activities and facilities, transgender students must be allowed to participate in such activities and access such facilities consistent with their gender identity.13

• Restrooms and Locker Rooms. A school may provide separate facilities on the basis of sex, but must allow transgender students access to such facilities consistent with their gender identity.14 A school may not require transgender students to use facilities inconsistent with their gender identity or to use individual-user facilities when other students are not required to do so. A school may, however, make individual-user options available to all students who voluntarily seek additional privacy.15

• Athletics. Title IX regulations permit a school to operate or sponsor sex-segregated athletics teams when selection for such teams is based upon competitive skill or when the activity involved is a contact sport.16 A school may not, however, adopt or adhere to requirements that rely on overly broad generalizations or stereotypes about the differences between transgender students and other students of the same sex (i.e., the same gender identity) or others’ discomfort with transgender students.17 Title IX does not prohibit age-appropriate, tailored requirements based on sound, current, and research-based medical knowledge about the impact of the students’ participation on the competitive fairness or physical safety of the sport.18

• Single-Sex Classes. Although separating students by sex in classes and activities is generally prohibited, nonvocational elementary and secondary schools may offer nonvocational single-sex classes and extracurricular activities under certain circumstances.19 When offering such classes and activities, a school must allow transgender students to participate consistent with their gender identity.

• Single-Sex Schools. Title IX does not apply to the admissions policies of certain educational institutions, including nonvocational elementary and secondary schools, and private undergraduate colleges.20 Those schools are therefore permitted under Title IX to set their own sex-based admissions policies. Nothing in Title IX prohibits a private undergraduate women’s college from admitting transgender women if it so chooses.

• Social Fraternities and Sororities. Title IX does not apply to the membership practices of social fraternities and sororities.21 Those organizations are therefore permitted under Title IX to set their own policies regarding the sex, including gender identity, of their members. Nothing in Title IX prohibits a fraternity from admitting transgender men or a sorority from admitting transgender women if it so chooses.

• Housing and Overnight Accommodations. Title IX allows a school to provide separate housing on the basis of sex.22 But a school must allow transgender students to access housing consistent with their gender identity and may not require transgender students to stay in single-occupancy accommodations or to disclose personal information when not required of other students.

Nothing in Title IX prohibits a school from honoring a student’s voluntary request for single-occupancy accommodations if it so chooses.23

• Other Sex-Specific Activities and Rules. Unless expressly authorized by Title IX or its implementing regulations, a school may not segregate or otherwise distinguish students on the basis of their sex, including gender identity, in any school activities or the application of any school rule. Likewise, a school may not discipline students or exclude them from participating in activities for appearing or behaving in a manner that is consistent with their gender identity or that does not conform to stereotypical notions of masculinity or femininity (e.g., in yearbook photographs, at school dances, or at graduation ceremonies).24

 

  1. Privacy and Education Records

 

Protecting transgender students’ privacy is critical to ensuring they are treated consistent with their gender identity. The Departments may find a Title IX violation when a school limits students’ educational rights or opportunities by failing to take reasonable steps to protect students’ privacy related to their transgender status, including their birth name or sex assigned at birth.25 Nonconsensual disclosure of personally identifiable information (PII), such as a student’s birth name or sex assigned at birth, could be harmful to or invade the privacy of transgender students and may also violate the Family Educational Rights and Privacy Act (FERPA).26 A school may maintain records with this information, but such records should be kept confidential.

• Disclosure of Personally Identifiable Information from Education Records. FERPA generally prevents the nonconsensual disclosure of PII from a student’s education records; one exception is that records may be disclosed to individual school personnel who have been determined to have a legitimate educational interest in the information.27 Even when a student has disclosed the student’s transgender status to some members of the school community, schools may not rely on this FERPA exception to disclose PII from education records to other school personnel who do not have a legitimate educational interest in the information. Inappropriately disclosing (or requiring students or their parents to disclose) PII from education records to the school community may violate FERPA and interfere with transgender students’ right under Title IX to be treated consistent with their gender identity.

• Disclosure of Directory Information. Under FERPA’s implementing regulations, a school may disclose appropriately designated directory information from a student’s education record if disclosure would not generally be considered harmful or an invasion of privacy.28 Directory information may include a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance.29 School officials may not designate students’ sex, including transgender status, as directory information because doing so could be harmful or an invasion of privacy.30 A school also must allow eligible students (i.e., students who have reached 18 years of age or are attending a postsecondary institution) or parents, as appropriate, a reasonable amount of time to request that the school not disclose a student’s directory information.31

• Amendment or Correction of Education Records. A school may receive requests to correct a student’s education records to make them consistent with the student’s gender identity.  Updating a transgender student’s education records to reflect the student’s gender identity and new name will help protect privacy and ensure personnel consistently use appropriate names and pronouns.

o Under FERPA, a school must consider the request of an eligible student or parent to amend information in the student’s education records that is inaccurate, misleading, or in violation of the student’s privacy rights.32 If the school does not amend the record, it must inform the requestor of its decision and of the right to a hearing. If, after the hearing, the school does not amend the record, it must inform the requestor of the right to insert a statement in the record with the requestor’s comments on the contested information, a statement that the requestor disagrees with the hearing decision, or both. That statement must be disclosed whenever the record to which the statement relates is disclosed.33

o Under Title IX, a school must respond to a request to amend information related to a student’s transgender status consistent with its general practices for amending other students’ records.34 If a student or parent complains about the school’s handling of such a request, the school must promptly and equitably resolve the complaint under the school’s Title IX grievance procedures.35

* * *

We appreciate the work that many schools, state agencies, and other organizations have undertaken to make educational programs and activities welcoming, safe, and inclusive for all students.

 

Sincerely,

/s/

/s/

Catherine E. Lhamon

Vanita Gupta

Assistant Secretary for Civil Rights

Principal Deputy Assistant Attorney General for Civil Rights

U.S. Department of Education

U.S. Department of Justice

 

 

 

 

 

1 20 U.S.C. §§ 1681–1688; 34 C.F.R. Pt. 106; 28 C.F.R. Pt. 54. In this letter, the term schools refers to recipients of Federal financial assistance at all educational levels, including school districts, colleges, and universities. An educational institution that is controlled by a religious organization is exempt from Title IX to the extent that compliance would not be consistent with the religious tenets of such organization. 20 U.S.C. § 1681(a)(3); 34 C.F.R.

  • 106.12(a).

2 Office of Management and Budget, Final Bulletin for Agency Good Guidance Practices, 72 Fed. Reg. 3432 (Jan. 25, 2007), www.whitehouse.gov/sites/default/files/omb/fedreg/2007/012507_good_guidance.pdf.

3 ED, Examples of Policies and Emerging Practices for Supporting Transgender Students (May 13, 2016), www.ed.gov/oese/oshs/emergingpractices.pdf. OCR also posts many of its resolution agreements in cases involving transgender students online at www.ed.gov/ocr/lgbt.html. While these agreements address fact-specific cases, and therefore do not state general policy, they identify examples of ways OCR and recipients have resolved some issues addressed in this guidance.

4 34 C.F.R. §§ 106.4, 106.31(a). For simplicity, this letter cites only to ED’s Title IX regulations. DOJ has also promulgated Title IX regulations. See 28 C.F.R. Pt. 54. For purposes of how the Title IX regulations at issue in this guidance apply to transgender individuals, DOJ interprets its regulations similarly to ED. State and local rules cannot limit or override the requirements of Federal laws. See 34 C.F.R. § 106.6(b).

See, e.g., Price Waterhouse v. Hopkins, 490 U.S. 228 (1989); Oncale v. Sundowner Offshore Servs. Inc., 523 U.S. 75,

79 (1998); G.G. v. Gloucester Cnty. Sch. Bd., No. 15-20562016 WL 1567467, at *8 (4th Cir. Apr. 19, 2016); Glenn v.

Brumby, 663 F.3d 1312, 1317 (11th Cir. 2011); Smith v. City of Salem, 378 F.3d 566, 572-75 (6th Cir. 2004); Rosa v.

Park W. Bank & Trust Co., 214 F.3d 213, 215–16 (1st Cir. 2000); Schwenk v. Hartford, 204 F.3d 1187, 1201–02 (9th

Cir. 2000); Schroer v. Billington, 577 F. Supp. 2d 293, 306-08 (D.D.C. 2008); Macy v. Dep’t of Justice, Appeal No.

012012082 (U.S. Equal Emp’t Opportunity Comm’n Apr. 20, 2012). See also U.S. Dep’t of Labor (USDOL), Training and Employment Guidance Letter No. 37-14, Update on Complying with Nondiscrimination Requirements: Discrimination Based on Gender Identity, Gender Expression and Sex Stereotyping are Prohibited Forms of Sex Discrimination in the Workforce Development System (2015), wdr.doleta.gov/directives/attach/TEGL/TEGL_37-14.pdf; USDOL, Job Corps, Directive: Job Corps Program Instruction Notice No. 14-31, Ensuring Equal Access for Transgender Applicants and Students to the Job Corps Program (May 1, 2015),

https://supportservices.jobcorps.gov/Program%20Instruction%20Notices/pi_14_31.pdf; DOJ, Memorandum from the Attorney General, Treatment of Transgender Employment Discrimination Claims Under Title VII of the Civil Rights Act of 1964 (2014), www.justice.gov/sites/default/files/opa/press-releases/attachments/2014/12/18/title_vii_memo.pdf; USDOL, Office of Federal Contract Compliance Programs, Directive 2014-02, Gender Identity and Sex Discrimination (2014), www.dol.gov/ofccp/regs/compliance/directives/dir2014_02.html.

See Lusardi v. Dep’t of the Army, Appeal No. 0120133395 at 9 (U.S. Equal Emp’t Opportunity Comm’n Apr. 1, 2015) (“An agency may not condition access to facilities—or to other terms, conditions, or privileges of employment—on the completion of certain medical steps that the agency itself has unilaterally determined will somehow prove the bona fides of the individual’s gender identity.”).

See G.G., 2016 WL 1567467, at *1 n.1 (noting that medical authorities “do not permit sex reassignment surgery for persons who are under the legal age of majority”).

8 34 C.F.R. § 106.31(b)(4); see G.G., 2016 WL 1567467, at *8 & n.10 (affirming that individuals have legitimate and important privacy interests and noting that these interests do not inherently conflict with nondiscrimination principles); Cruzan v. Special Sch. Dist. No. 1, 294 F.3d 981, 984 (8th Cir. 2002) (rejecting claim that allowing a transgender woman “merely [to be] present in the women’s faculty restroom” created a hostile environment); Glenn, 663 F.3d at 1321 (defendant’s proffered justification that “other women might object to [the plaintiff]’s restroom use” was “wholly irrelevant”). See also Palmore v. Sidoti, 466 U.S. 429, 433 (1984) (“Private biases may be outside the reach of the law, but the law cannot, directly or indirectly, give them effect.”); City of Cleburne v. Cleburne Living Ctr., 473 U.S. 432, 448 (1985) (recognizing that “mere negative attitudes, or fear . . . are not permissible bases for” government action).

See, e.g., Resolution Agreement, In re Downey Unified Sch. Dist., CA, OCR Case No. 09-12-1095, (Oct. 8, 2014),

www.ed.gov/documents/press-releases/downey-school-district-agreement.pdf (agreement to address harassment of transgender student, including allegations that peers continued to call her by her former name, shared pictures of her prior to her transition, and frequently asked questions about her anatomy and sexuality); Consent Decree, Doe v. Anoka-Hennepin Sch. Dist. No. 11, MN (D. Minn. Mar. 1, 2012), www.ed.gov/ocr/docs/investigations/05115901-d.pdf (consent decree to address sex-based harassment, including based on nonconformity with gender stereotypes); Resolution Agreement, In re Tehachapi Unified Sch. Dist., CA, OCR Case No. 09-11-1031 (June 30, 2011), www.ed.gov/ocr/docs/investigations/09111031-b.pdf (agreement to address sexual and gender-based harassment, including harassment based on nonconformity with gender stereotypes). See also Lusardi, Appeal No. 0120133395, at *15 (“Persistent failure to use the employee’s correct name and pronoun may constitute unlawful, sex-based harassment if such conduct is either severe or pervasive enough to create a hostile work environment”).

10 See, e.g., OCR, Revised Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties (2001), www.ed.gov/ocr/docs/shguide.pdf; OCR, Dear Colleague Letter: Harassment and Bullying (Oct. 26, 2010), www.ed.gov/ocr/letters/colleague-201010.pdf; OCR, Dear Colleague Letter: Sexual Violence (Apr. 4, 2011), www.ed.gov/ocr/letters/colleague-201104.pdf; OCR, Questions and Answers on Title IX and Sexual Violence (Apr. 29, 2014), www.ed.gov/ocr/docs/qa-201404-title-ix.pdf.

11 See, e.g., Resolution Agreement, In re Cent. Piedmont Cmty. Coll.NC, OCR Case No. 11-14-2265 (Aug. 13, 2015), www.ed.gov/ocr/docs/investigations/more/11142265-b.pdf (agreement to use a transgender student’s preferred name and gender and change the student’s official record to reflect a name change).

12 34 C.F.R. §§ 106.32, 106.33, 106.34, 106.41(b).

13 See 34 C.F.R. § 106.31.

14 34 C.F.R. § 106.33.

15 See, e.g., Resolution Agreement, In re Township High Sch. Dist. 211, IL, OCR Case No. 05-14-1055 (Dec. 2, 2015),

www.ed.gov/ocr/docs/investigations/more/05141055-b.pdf (agreement to provide any student who requests additional privacy “access to a reasonable alternative, such as assignment of a student locker in near proximity to the office of a teacher or coach; use of another private area (such as a restroom stall) within the public area; use of a nearby private area (such as a single-use facility); or a separate schedule of use.”).

16 34 C.F.R. § 106.41(b). Nothing in Title IX prohibits schools from offering coeducational athletic opportunities.

17 34 C.F.R. § 106.6(b), (c). An interscholastic athletic association is subject to Title IX if (1) the association receives Federal financial assistance or (2) its members are recipients of Federal financial assistance and have ceded controlling authority over portions of their athletic program to the association. Where an athletic association is covered by Title IX, a school’s obligations regarding transgender athletes apply with equal force to the association.

18 The National Collegiate Athletic Association (NCAA), for example, reported that in developing its policy for participation by transgender students in college athletics, it consulted with medical experts, athletics officials, affected students, and a consensus report entitled On the Team: Equal Opportunity for Transgender Student Athletes (2010) by Dr. Pat Griffin & Helen J. Carroll (On the Team), https://www.ncaa.org/sites/default/files/NCLR_TransStudentAthlete%2B(2).pdfSee NCAA Office of Inclusion, NCAA Inclusion of Transgender Student-Athletes 2, 30-31 (2011), https://www.ncaa.org/sites/default/files/Transgender_Handbook_2011_Final.pdf (citing On the Team). The On the Team report noted that policies that may be appropriate at the college level may “be unfair and too complicated for [the high school] level of competition.” On the Team at 26. After engaging in similar processes, some state interscholastic athletics associations have adopted policies for participation by transgender students in high school athletics that they determined were age-appropriate.

19 34 C.F.R. § 106.34(a), (b). Schools may also separate students by sex in physical education classes during participation in contact sports. Id. § 106.34(a)(1).

20 20 U.S.C. § 1681(a)(1); 34 C.F.R. § 106.15(d); 34 C.F.R. § 106.34(c) (a recipient may offer a single-sex public

nonvocational elementary and secondary school so long as it provides students of the excluded sex a “substantially equal single-sex school or coeducational school”).

21 20 U.S.C. § 1681(a)(6)(A); 34 C.F.R. § 106.14(a).

22 20 U.S.C. § 1686; 34 C.F.R. § 106.32.

23 See, e.g., Resolution Agreement, In re Arcadia Unified. Sch. Dist., CA, OCR Case No. 09-12-1020, DOJ Case No.

169-12C-70, (July 24, 2013), www.justice.gov/sites/default/files/crt/legacy/2013/07/26/arcadiaagree.pdf

(agreement to provide access to single-sex overnight events consistent with students’ gender identity, but allowing

students to request access to private facilities).

24 See 34 C.F.R. §§ 106.31(a), 106.31(b)(4). See alsoIn re Downey Unified Sch. Dist., CAsupra n. 9; In re Cent.

Piedmont Cmty. Coll., NC, supra n. 11.

25 34 C.F.R. § 106.31(b)(7).

26 20 U.S.C. § 1232g; 34 C.F.R. Part 99. FERPA is administered by ED’s Family Policy Compliance Office (FPCO).

Additional information about FERPA and FPCO is available at www.ed.gov/fpco.

27 20 U.S.C. § 1232g(b)(1)(A); 34 C.F.R. § 99.31(a)(1).

28 34 C.F.R. §§ 99.3, 99.31(a)(11), 99.37.

29 20 U.S.C. § 1232g(a)(5)(A); 34 C.F.R. § 99.3.

30 Letter from FPCO to Institutions of Postsecondary Education 3 (Sept. 2009),

www.ed.gov/policy/gen/guid/fpco/doc/censuslettertohighered091609.pdf.

31 20 U.S.C. § 1232g(a)(5)(B); 34 C.F.R. §§ 99.3. 99.37(a)(3).

32 34 C.F.R. § 99.20.

33 34 C.F.R. §§ 99.20-99.22.

34 See 34 C.F.R. § 106.31(b)(4).

35 34 C.F.R. § 106.8(b).

 

 

 

IRELAND: Schools advised to have gender neutral toilets and uniforms to support transgender pupils

Commentary: This is ANOTHER instance of setting aside the needs of girls in order to cater to the fantasies of male students about their own identities. Where these guidelines are implemented, any girl expressing discomfort with having a boy change in the same facilities as her is forced to use an alternative, ‘unisex’, single-stalled facility (if possible).

The assumption is that any girl making this request has, by default, accused the male child of inappropriate behaviour, rather than doing so out of understandable privacy concerns, especially relating to the changing bodies of teen girls. And so, any girl with the bravery to support her boundaries will find herself forced to justify accusations against the boy which she may well not have made.

For male children to pressure their way into facilities where they might see girls naked is of course not appropriate behaviour, and for girls to note inappropriate behaviour is, of course, quite reasonable. But girls may simply wish to preemptively ask for privacy before they are forced into this inappropriate intimacy, and/or to avoid the stress of speaking up against particular behaviour. Placing girls into this position where they need to be advocates for their own basic rights when boys have the privilege of focussing on learning is discriminatory.

Forcing a girl to use facilities away from the other girls is also a form of bullying.

 

Schools advised to have gender neutral toilets and uniforms to support transgender pupils

New guidelines have been launched to help schools support LGBT students.

Image: Shutterstock/Zurijeta

THE DEPARTMENT OF Education has published guidelines for schools on how to support LGBT students.

Being LGBT in School was compiled in conjunction with Glen, the Gay and Lesbian Equality network.

It provides advice for teachers on how to support a child who comes out as LGBT, and how to deal with bullying in this area.

The report notes that transgender students “should be able to access toilet and changing facilities that correspond with their gender identity”.

“Being able to access gender neutral toilets may be particularly important during transition; gender neutral toilets might be provided by re-naming a disability toilet as a unisex toilet/changing facility.

“While some transgender students will want this arrangement, others will not be comfortable with it and consequently these students should be provided with a safe and adequate alternative, such as a single ‘unisex’ toilet facility where this is possible. This should not be a staff toilet facility.”

The report notes that the use of toilet and changing facilities “often causes most debate around the inclusion of transgender students”.

Other students and their families may feel uncomfortable with a transgender student using the same gender-specific facilities. This discomfort may be rooted in an unfounded assumption of inappropriate behaviour on the part of the student who is transgender and consequently it is not a reason to deny access to the transgender student. However, it is important to address this discomfort and to foster understanding of gender identity in order to create a school culture that respects and values all students and prevents transphobic bullying.

In terms of uniforms, the report states that transgender students “should be permitted to wear a uniform that is consistent with their gender identity”.

It notes that this “will present more of a challenge” for some schools than others.

“For many schools variation in the uniform is available (i.e. trousers, skirts and tracksuits). In a single-sex school context, varied uniform options may not be readily available.

“Any special accommodations should be worked out with the student and his/her parents/guardians. At a minimum a gender neutral option should be offered. For example single-sex girls’ schools may need to consider allowing trousers to be worn. Single-sex boys schools may need to consider a variation in uniform options.”

The guidelines also encourage teachers to talk openly about LGBT issues.

The most supportive thing you can do is to not allow homophobic/transphobic name-calling in any situation. The use of the term ‘gay’ as a derogatory term is frequent, widespread and largely unchallenged in many schools. Students need to be made aware that using such language is offensive to people who are gay or LGBT even if offence was not intended.

Self-esteem and mental health 

Education Minister Jan O’Sullivan launched the report. She said the resource “will support schools in the implementation of my department’s anti-bullying procedures, by providing support to key members of school staff on addressing homophobic and transphobic bullying and on supporting lesbian, gay, bisexual and transgender students”.

It is important that we create a positive culture and climate in our schools where all students feel accepted and welcome regardless of their background or sexual orientation.

Sandra Irwin-Gowran, Glen’s director of education, said: “Every classroom in every school has young people who are LGBT. School life for many of these young people is still very difficult, often with serious consequences for the self-esteem and mental health of the most vulnerable.

“We hope that young LGBT people in our schools will see this resource as a beacon of hope that the goodwill that now exists among the educational community and the broad Irish public will result in transformed school climates that fully include and value them.”