gender in urban and suburban educational...

GENDER IN URBAN AND SUBURBAN EDUCATIONAL ENVIRONMENTS: IMPLICATIONS FOR TRANSGENDER YOUTH

A comparative analysis of the Clayton School District and

the Ferguson Florissant School District

Molly Brodsky Washington University in St. Louis

Spring 2016

STRENGTH AND HONOR MENTORING AND TUTORING Ferguson Community Center 1050 Smith Ave. Ferguson, MO

Young Lions: Christian Rites of Passage for African American Young-Men

RESEARCH QUESTIONS � How do highly gendered educational spaces

impact the experiences of trans* youth? � How does gender manifest itself differently in urban

and suburban contexts? Which environment is more suitable for gender non-conformity?

� What are the push and pull factors for trans* mistreatment or success specific to each environment?

� How do different educational philosophies (utility vs. abstract) impact identity consideration?

�  Harsh Realities: The Experiences of Transgender Youth in our Nation’s Schools

“National School Climate Surveys indicate that transgender youth are harassed and assaulted at higher levels than their non-transgender peers”

�  Issues:

�  Gender-segregated spaces (bathrooms, locker rooms)

�  Discriminatory policies

�  Lack of protection

�  2013 National Climate Survey �  “The survey documents the prevalence of anti-LGBT language and victimization, such as

experiences of harassment and assault in school.”

�  “In addition, the survey examines school policies and practices that may contribute to negative experiences for LGBT students and make them feel as if they are not valued by their school communities.”

STUDY: GLSN (THE GAY, LESBIAN, AND STRAIGHT EDUCATION NETWORK)

2013, GLSN National School Climate Survey

2013 National Climate Survey


GLSN SUCCESSFUL PROGRAMS AND POLICIES

�  Bullying and Harassment Policies �  82.1% of students had an anti-bullying policy at their school

�  10.1% of students reported that their school had policies that incorporate sexual orientation and gender identity

�  GSA networks �  50.3% of respondents

�  Supportive and encouraging staff �  63.4% has spoken to teachers about their identity

What schools incorporate all three?


GENDER EXPECTATIONS


GENDER IN THE URBAN EDUCATIONAL CONTEXT

�  Ryan Vernosh �  “Be a Man!” Sentiment

�  Gendered mentoring

�  “One barrier to effective school policies is a lack of recognition among legislators of the prevalence and consequences of homophobic bullying” �  Jun Sung Hong, James Garbarino

�  Masculinity: focus on criminality; Femininity: focus on sexuality �  Both: distinct roles

�  Where do gender non-conforming youth fit in?

Yes We Can! Improving Urban Schools Through Innovative Educational Reform Educ Psychol Rev (2012) 24:271–285

GENDER IN THE URBAN EDUCATIONAL CONTEXT

(AN ECOLOGICAL STUDY)

Educ Psychol Rev (2012) 24:271–285

McCluer High School Ferguson Florissant School District

Clayton High School Clayton School District

CLAYTON MCCLUER Eligible for free lunch: 9.8%

Eligible for free lunch: 68%

871 Students

1,274 Students

MO AVERAGE

Bachelor Degree in Neighborhood: 83.4% Ranked 21/494 99% Graduation Rate Surrounding Pop. 15,903 Median income: $87,756

Bachelor Degree in Neighborhood: 37.3% Ranked 452/494 72% Graduation Rate Surrounding Pop. 108,513 Median income: $51,529

Eligible for free lunch: 42%

Average: 345

xx xx 494 Schools 86% Graduation Rate xx Median income: $48,363

Public-schools.startclass.com

CLAYTON MCCLUER

Public-schools.startclass.com

POLICIES

�  What can policies tell us about inclusivity towards LGBT (specifically Trans* and gender non-conforming youth) in St. Louis schools? �  Discrimination Policies

�  Harassment Policies

�  Perspective on Diversity/Expectations

�  Mission Statements

MISSION STATEMENTS

�  Clayton: We inspire each student to love learning and embrace challenge within a rich and rigorous academic culture.

�  McCluer: All students of the Ferguson-Florissant School District will have the knowledge, skills, abilities and attitudes to become productive citizens and lifelong learners in a changing global society.

�  Utility v. Abstract framework

LEWIS: PHILOSOPHIES

� Lewis: Chapter 3 � Utility

� Lebron’s father � Education= a means to make money and function in

society �  Job Attainment

� Abstract �  Intellectual exploration � Middle-class and affluent families

VISION STATEMENTS

�  Clayton: We develop leaders who shape the world through independence, creativity and critical thinking.

�  McCluer: School is a community where people come together for learning experiences that develop knowledgeable, responsible, and successful world citizens.

�  What traits are emphasized? What philosophies do they represent?

EXPECTATIONS

�  Clayton : Report to class on time and attend all classes regularly. Accept responsibility for your learning… Get involved.

�  McCluer: Comply with school and district policies and regulations. Respect and obey all persons in authority… Avoid any activity which may endanger the health and safety of others.

GUTMAN: PHILOSOPHIES

�  Restrictive v. Promotive

�  Restrictive: “In order to keep their adolescents safe from harm, parents used restrictive management strategies such as actively monitoring and restricting their adolescents’ whereabouts and providing high levels of supervision”

�  Promotive: “Parents also employed promotive management strategies such as involving their adolescents in positive activities in the neighborhood”

CLAYTON DISCRIMINATION POLICIES

�  “Accordingly, the District prohibits discrimination or harassment on the basis of sexual orientation, perceived sexual orientation or gender identity.”

�  “It shall also be a violation of this policy to harass or discriminate against a student based on sexual orientation, perceived sexual orientation or gender identity”

�  “We believe social, ethnic, and cultural diversity enriches our school community”

MCCLUER DISCRIMINATION POLICIES

�  “The prohibitive conduct includes all forms of harassment or discriminatory conduct because of age, race, sex, religion, gender, disability, national origin, or as to any other conduct which creates an intimidating, hostile or offensive environment by any employee, affiliated staff, student, or any other persons visiting the District.”

�  “Students shall not harass others for any reason, including age, race, sex, sexual orientation, religion, gender, disability, or national origin.”

�  Students throughout the district shall develop an understanding and appreciation for various cultures and races.

GSAs IN MISSOURI

�  Missouri GSA Network:

-  2012: Clayton High hosts Missouri-wide GSA leadership summit

-  No GSA in Ferguson Florissant district -  In any of the three schools

MISSOURI GSA NETWORK: CLIMATE SURVEY


LIMITATION

�  “The Missouri GSA Network (the Network) conducted a voluntary online survey of Missouri’s middle school, high school, and college students”

�  There are no GSAs in the Fergusson Florissant School District �  This survey therefore only serves a certain group

�  Why is this school district not being incorporated in the research?

�  2/3 of participants were white

This leads to our bigger question: What about urban schools has prohibited/not incorporated GSAs? Is it policy-based? Does it have to do with the educational theories?

EDUCATIONAL PHILOSOPHIES’ IMPACT ON LGBT IDENTITY ATTENTION

�  Utility Focused Education

�  Abstract Focused Education

�  Can we parallel these to social purposes as well? �  Utility vs. Abstract education

�  Direct pathway to job attainment

�  Indirect pathway incorporating exploration and other aspects besides direct educational achievement

�  Utility vs. Abstract à parallel to social impact �  Utility: not about exploration

�  Abstract: less direction, more about exploration

�  As seen through educational policy

PARENTING PHILOSOPHIES’ IMPACT ON LGBT IDENTITY ATTENTION

�  Raising Teenagers in Hostile Environments: How Race, Class, and Gender Matter for Mothers’ Protective Carework (Sinikka Elliot and Elyshia Aseltine)

�  “For example, mothers of color strive to teach their children how to flourish in discriminatory, “hostile” environments (Collins, 2005). The term hostile environments captures the antagonistic social contexts in which individuals who are marginalized by race, class, gender, sexuality, and/or age, conduct their daily lives”

�  Concerns are gendered �  Boys: Criminality �  Girl: Sexuality

FOCUS: RACE OR GENDER?

�  “The study also found that LGBT students residing in communities with high proportion of college-educated residents are victimized less frequently in school…That sexual minority students attending large, urban high schools with more low-income and racial/ethnic minority students were less likely to experience homophobic bullying and skip school than those attending small schools, which lack economic resources and racial/ethnic diversity.”

Does the focus on race impact the focus on gender?

If we educate students in urban environments about gender orientation, will discrimination increase?

CONCLUSIONS

�  Trans* safety and experience incorporates many different aspects �  Support systems

�  GSAs

�  Teachers

�  School Policies

�  Parenting Strategies effect on identity attention �  More focused on race? �  More focused on gender?

�  Educational theories effect on identity attention �  Utility v. Abstract �  Which leaves room for more identity-focused action?

�  Moving forward: �  Transgender African American students in suburban schools: will they be discriminated on

LGBT issues or racial identity issues?

gender in urban and suburban educational...

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