To create more respectful & inclusive environments
May 31, 2013
Elizabeth J. Meyer, Ph.D.
California Polytechnic State University – San Luis Obispo ejmeyer@calpoly.edu
(c) Elizabeth J. Meyer, 2013


Understanding sex, gender & sexuality

What is the gender & sexuality curriculum in schools?
 What are the impacts?
 Where do we go from here?
(c) Elizabeth J. Meyer, 2013

Establishing a framework for deeper understanding
(c) Elizabeth J. Meyer, 2013

Male
Man
Hypermasculine
Sex (medico-legal) intersex
Gender Identity (sense of self)
Two spirited/gender fluid/genderqueer
Gender Expression androgynous
(c) Elizabeth J. Meyer, 2013
Source: Bryan, J. (2012) From the Dress up Corner to the Senior Prom. Routledge
Female
Woman
Hyperfeminine

Male
Man
Hypermasculine
Sex (medico-legal)
Intersex or transsexual
Gender Identity (sense of self)
Two spirited/ gender fluid/genderqueer/ transgender / trans*
Gender Expression androgynous
(c) Elizabeth J. Meyer, 2013
Female
Woman
Hyperfeminine

1.
Sexual Behavior = how we act
2.
Sexual Identity = how we identify
3.
Sexual Orientation = gender we are most attracted to romantically + our own gender identity
(c) Elizabeth J. Meyer, 2013

Sexual
Behaviors
Charmed circle vs. outer limits
(Rubin, 1984)
(c) Elizabeth J. Meyer, 2013

“Charmed Circle”
Straight
Attracted to people of a different sex
Sexual behavior exploring
Sexual Identity (sense of self)
Bi/omni/pan –sexual/fluid/ free from labels/questioning/polyamorous/q ueer
Sexual Orientation
Bi/omni/pansexual
“Outer limits” * lesbian, gay
Attracted to people of the same-sex
(c) Elizabeth J. Meyer, 2013
*See: Rubin, G. (1984) Thinking Sex.

Discuss with a partner examples of when gender or sexuality are part of the formal or hidden curriculum at your school.
(c) Elizabeth J. Meyer, 2013


Official curriculum
 Primary: families, careers, relationships, identity, love, community
 Secondary: literary themes- characters-authors, historical movements & figures, biology, sexuality education

Extracurricular activities
 Which are most valued/supported? Who participates?
 Sports, Arts, Academic clubs

Holidays & Social events: dances, parties, celebrations

Policies & enforcement

Dress codes/uniforms
 Anti-bullying & harassment
 Nondiscrimination
(c) Elizabeth J. Meyer, 2013


Heteronormativity = heterosexuality is viewed as the normal, natural, and ideal sexual orientation

Patriarchy = a social system where males have more power and influence than females
 masculinity and maleness is more valued than femininity and femaleness

Hegemonic masculinity = certain forms of masculinity are valued more than others

Gender binary = females should act feminine and males should act masculine, and everyone should be one or the other
(c) Elizabeth J. Meyer, 2013

(Connell, 1995)
Hegemonic
Complicit
Marginalized
Subordinate
(c) Elizabeth J. Meyer, 2013

 Heterosexual  Aggressive
 Dominant
 Powerful
 Strong
 Competitive
Culturally specific – can vary with how power is viewed and used
 Men viewed as “traitors to masculinity”
 Gay men are most notable members of this group
(c) Elizabeth J. Meyer, 2013

 Heteronormativity = heterosexuality is normal, natural, and the best sexual orientation
 Patriarchy = masculinity has more desirable traits than femininity

Gender binary = females should act feminine and males should act masculine

Hegemonic masculinity = certain forms of masculinity are valued over others

Eurocentrism = White, European cultures are seen as more valuable
  “ Euroheteropatriarchy ” (Valdez, 2002, p. 404)
(c) Elizabeth J. Meyer, 2013

Valued
Physically strong
Competitive
Dominant
Tough
Athletic
Able-bodied
White/European
Heterosexually desirable
Christian
Gender conforming
De-valued
Physically weak
Collaborative
Passive
Sensitive
Academic
People with disabilities
People of colour gay, lesbian, bisexual
Jewish, Muslim, Hindu
Gender creative

How social norms are enforced: an overview of relevant research
(c) Elizabeth J. Meyer, 2013

(Harris Interactive & GLSEN 2005)
(c) Elizabeth J. Meyer, 2013

50
45
40
35
30
25
20
15
10
5
0
(c) Elizabeth J. Meyer, 2013
TOTAL LGBT non-LGBT
(Harris Interactive &
GLSEN 2005)

60
50
40
30
20
10
0
(c) Elizabeth J. Meyer, 2013
TOTAL white black latino/a

100
90
80
70
60
50
40
30
20
10
0
(California Safe Schools Coalition 2004)
27
40
49 all students GLBT harassed based on perceived sexual orientation
(c) Elizabeth J. Meyer, 2013

Harassment:
Bullying: repeatedly and over time intentionally inflicts injury on another individual
Cyberbullying
Gendered Harassment: behaviors that police gender norms of heterosexual masculinity and femininity
•Verbal, physical, psychological
(Meyer 2008, 2009)
(c) Elizabeth J. Meyer, 2013

(Meyer 2006)
 behaviors that police the boundaries of gender norms
 within the binary of ‘compulsory’ heterosexual masculinity and femininity

Hegemonic masculinity is significant influencing factor
(c) Elizabeth J. Meyer, 2013

Bullying: repeatedly and over time intentionally inflicts injury on another individual
Cyberbullying
Harassment: Biased behaviors intentional or unintentional, targeted at an individual or no specific targets.
Gendered
(Hetero) Sexual:
“unwelcome behavior that has a sexual or gender component” (Reed, 1996)
• Quid pro quo & hostile environment
(c) Elizabeth J. Meyer, 2013

 Public performance of heterosexual gender roles within patriarchal structures
 Demonstrations of masculinity’s dominance over femininity
(c) Elizabeth J. Meyer, 2013

Phoebe Prince -
Hope Whitsell - Florida
Massachusetts
(c) Elizabeth J. Meyer, 2013
9 year old girl –
Indiana

Bullying: repeatedly and over time intentionally inflicts injury on another individual
Cyberbullying
Harassment: Biased behaviors intentional or unintentional, targeted at an individual or no specific targets.
Gendered
Sexual
Homophobic:
Insults or demeans gays, lesbians, & bisexuals
(c) Elizabeth J. Meyer, 2013

perceived or actual sexual orientation
Lawrence King
California Asher Brown
Texas
Brandon Bitner
Pennsylvania
Carl Hoover-
Walker
Massachussetts
(c) Elizabeth J. Meyer, 2013

(c) Elizabeth J. Meyer, 2013
Bullying: repeatedly and over time intentionally inflicts injury on another individual
Cyberbullying
Harassment: Biased behaviors intentional or unintentional, targeted at an individual or no specific targets.
Gendered
Sexual
Homophobic
GNC
Harassment for Gender Non-Conformity: insults or demeans gender identities and expressions that vary from hegemonic masculinity for males and femininity for females. Also related to transphobia.

Ceara
Sturgis
Mississippi
Coy Mathis
Colorado
Adriel Arocha,
TX 2010
(c) Elizabeth J. Meyer, 2013
Coy Sheppard
Mississippi
11 year old boy with long hair
Ohio


89% of transgender students had been verbally harassed
(e.g.,called names or threatened) in the past year at school
 55% of transgender students had been physically harassed (e.g., pushed or shoved) in school in the past year

28% of transgender students had been physically assaulted in school in the past year (Greytak et al, 2009)
(c) Elizabeth J. Meyer, 2013

90
80
70
60
50
70
60
68
50
79
43
69
40
73
45
40
30
20
10 ra
0 ce
/e th nic ity se x se xu al or ien ta tio ge nd er
p n re se nt at ion bo dy
si ze
(c) Elizabeth J. Meyer, 2013
49
39 re lig ion ph ys ica l o r m en ta l hear students make negative comments teachers intervene
CSSC (2004)


Poor academic performance
(Sharp 1995, GLSEN 2001, CSSC
2004)
 Chronic absenteeism
(Sharp 1995, GLSEN 2001, Coggan 2003,
CSSC 2004)

Emotional problems
 Depression & anxiety (Slee 1995, Bond 2001)
 Loneliness (Bond 2001)
 Low self-esteem (Coggan 2003, Bond 2001)
 Suicidal ideation (Slee 1995, GLSEN 2001 )

Poor physical health
(Slee 1995)
 Substance abuse
(Kosciw 2001, CSSC 2004)

 STATED POLICIES
 Zero tolerance for bullying.

We value diversity and equity.
 Everyone’s contributions are important.
 CURRENT PRACTICES
 Homophobic bullying is accepted or ignored.
 Sexual harassment is publicly tolerated in schools
(Timmerman, 2003).
 Trans youth are restricted by sex-specific dress codes and washrooms.
 Displays of hegemonic masculinity are socially rewarded more than other contributions.
(c) Elizabeth J. Meyer, 2013

Constance McMillen, Itawamba
County School District,
Mississippi, 2010
Marc Hall, Durham Catholic School
Board, Ontario, 2005
(c) Elizabeth J. Meyer, 2013

Seth Walsh
California
2010
Jamie Nabozny
Wisconsin 1997
Alana Flores,
Morgan Hill School
District, California
2003

‘Masculine’ ‘Feminine’ bullies victims
Physically strong
Competitive
Aggressive
Tough
Athletic
Logical
Dynamic
Dominant
Heterosexually active
Physically weak
Collaborative
Accommodating
Sensitive
Academic
Creative
Quiet
Passive
Perceived to be gay
(c) Elizabeth J. Meyer, 2013

Policy
Professional Training
Curriculum & Pedagogy
Youth leadership
(c) Elizabeth J. Meyer, 2013


Generic anti-bullying and non-discrimination policies are not effective.
 Policies must enumerate (list) protected groups:
 sexual orientation
 gender identity or expression

Education, enforcement, and evaluation must be a part of any meaningful policy change.
(c) Elizabeth J. Meyer, 2013

 Administration & Leadership
 Teacher education
 School Counselling
 Social work

All professional programs should include mandatory courses that provide updated and accurate information about gender and sexual diversity issues.
(c) Elizabeth J. Meyer, 2013


Curricular Content

Include information about BGLQT people, history, and families across the curriculum
 Discuss diverse genders and sexualities in age appropriate ways at all grade levels

Pedagogical approaches

Constructivism: student centred
 Citizenship education: human rights & civic engagement

Multicultural and Critical pedagogies: valuing difference, diversity, and inclusion
(c) Elizabeth J. Meyer, 2013


Developing peer to peer workshops on bullying and harassment
 Discussions on gender stereotypes & sexual diversity
 Involving student leaders in school change

Offering diversity workshops and leadership programs to support student leaders and advocates
 Encouraging students to question and challenge “norms” that are hurtful and limiting
 Supporting student-initiated groups and ideas
(c) Elizabeth J. Meyer, 2013

(c) Elizabeth J. Meyer, 2013

 Wear Pink Day
 Day of Silence
 Mix it up at Lunch
 No Name-Calling Week
Week
 Spirit Day (wear purple)
 Ally Week
(c) Elizabeth J. Meyer, 2013

(c) Elizabeth J. Meyer, 2013

 how educators teach and support gendered practices in schools
 how schools’ formal and informal structures mandate and enforce heteronormativity & hegemonic masculinity
 how certain identities, cultures and traditions are recognized as more valuable and respected than others
(c) Elizabeth J. Meyer, 2013


Elizabeth J. Meyer, Ph.D.
 ejmeyer@calpoly.edu
 http://Sites.google.com/site/lizjmeyer
BLOGS:
 www.Psychologytoday.com/blog/gender-and-schooling

Twitter: @lizjmeyer
(c) Elizabeth J. Meyer, 2013


Bond, L., Carlin, J. B., Thomas, L., Rubin, K., & Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. BMJ: British Medical Journal, 323 (7311), 480-
484.

Bryan, J. (2012). From the Dress-Up Corner to the Senior Prom: Navigating Gender and
Sexuality Diversity in PreK-12 Schools : Rowman & Littlefield.

California Safe Schools Coalition. (2004). Consequences of harassment based on actual or perceived sexual orientation and gender non-conformity and steps for making schools safer .
Davis: University of California.

Coggan, C., Bennett, S., Hooper, R., & Dickinson, P. (2003). Association between bullying and mental health status in New Zealand adolescents. International Journal of Mental Health
Promotion, 5 (1), 16-22.

Connell, R. W. (1995). Masculinities . Sydney: Allen and Unwin.
 GLSEN. (2001). The national school climate survey: Lesbian, gay, bisexual and transgender youth and their experiences in schools (pp. 2). New York, NY: The Gay, Lesbian, and Straight
Education Network.

GLSEN, & Harris Interactive. (2005). From teasing to torment: School climate in America, a survey of students and teachers . New York: Gay Lesbian and Straight Education Network.
 Greytak, E., Kosciw, J., & Diaz, E. (2009). Harsh Realities: The Experiences of Transgender
Youth in our Nations' Schools . New York, NY: GLSEN. www.glsen.org
(c) Elizabeth J. Meyer, 2013


Meyer, E. J. (2006). Gendered harassment in North America: School-based interventions for reducing homophobia and heterosexism. In C. Mitchell & F. Leach (Eds.), Combating Gender
Violence in and around Schools (pp. 43-50). Stoke on Trent, UK: Trentham Books.

Meyer, E. J. (2008). Gendered harassment in secondary schools: Understanding teachers'
(non)interventions. Gender & Education, 20 (6), 555-572.

Meyer, E. J. (2009). Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools . New York, NY: Teachers College Press.
 Meyer, E. J. (2010). Gender and Sexual Diversity in Schools . New York, NY: Springer.

Reed, C. A. (1996). Harassment Policies: Structural Limitations and Hidden Connections.
Initiatives, 58 (1), 21-26.

Rubin, G. (1984/1993). Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality. In H.
Abelove, M. A. Barale & D. M. Halperin (Eds.), The Lesbian and Gay Studies Reader (pp. 3-44).
New York: Routledge.

Sharp, S. (1995). How much does bullying hurt? The effects of bullying on the personal well being and educational progress of secondary aged students. Educational & Child Psychology, 12 (2),
81-88.

Slee, P. (1995). Bullying: Health concerns of Australian secondary school students. International
Journal of Adolescence & Youth, 5 (4), 215-224.

Timmerman, G. (2003). Sexual harassment of adolescents perpetrated by teachers and peers: An exploration of the dynamics of power, culture, and gender in secondary schools. Sex Roles, 48 (5-
6), 231-244.

Valdez, F. (1998). Beyond sexual orientation in queer legal theory: majoritarianism, multidimensionality, and responsibility in social justice scholarship or legal scholars as cultural warriors. Denver University Law Review, 75 (4).
(c) Elizabeth J. Meyer, 2013