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Ohio State University Cooperative Extension Promotes LGBTQ Ideology In

The Ohio 4-H Program

“If parents or volunteers don’t like that, then we are not the program for them.” Kirk Bloir, Ph.D. Interim State 4-H Leader

Background On March 13, 2018 certain employees at the National Institute for Food and Agriculture (NIFA) at the U.S. Department of Agriculture (USDA) posted “4-H Guidance for Inclusion of Individuals of All Gender Identities, Gender Expressions, Sexual Orientations, and Sexes” on its Website, announcing that “This national guidance document has been adopted from a document created by a Western Region Program Leaders Workgroup ....It has been approved by the National 4-H Program Leaders Working Group and 4-H National Headquarters.” See Exhibit 1, attached.

The “Guidance” in fact was not approved by the USDA and did not reflect an official policy of the USDA but was posted without authorization by certain staff members. The Guidance temporarily posted on the national Website resembled policies established by the University of California office of Agriculture and Natural Resources in July 2017, in which the university claimed that “4-H prohibits discrimination on the basis of sexual orientation and gender expression.” See Exhibit 2, attached. As confirmed by USDA to Liberty Counsel by letter of May 3, 2018, the claim “does not reflect USDA policy…this document has been misconstrued as setting national policy. USDA does not have guidance or policy regarding gender identity in 4-H programs. In response and in recognition of the error of publishing the document, NIFA removed the posting from its website on March 27, 2018.”

OSU’s Embrace of California “Guidelines”

Nevertheless, Ohio State University (OSU) Office of Cooperative Extension has fully embraced the California material and policies promoting homosexuality and transgenderism. Furthermore, OSU developed an extensive LGBTQ training program for 4-H leaders and students, presented as part of its “Professional Development Day” on April 27, 2018 entitled the “Ohio 4-H LGBTQ+ Summit.” 86 adults and 54 minors attended. Kayla Oberstadt, Ohio 4-H Program Manager at OSU, created a document providing numerous details about the radical nature of the Summit and further intentions of OSU to violate the legal rights of 4-H employees, parents and children. See Exhibit 6, Oberstadt PowerPoint, attached.

Memo regarding OSU 4-H March 28, 2019 Page 2

Summaries and Selected Excerpts

1. OSU website registration materials for the 2018 Summit provided to Liberty Counsel did not include a box for parental permission. Parental permission is a prerequisite to participation in all other 4-H activities for those under 18.

a. The registration materials did contain a check box if a child required “financial assistance or have concerns about payment methods, please check this box. You will be contacted by an LGBTQ+ Summit Committee member to confidentially discuss financial needs.” See Exhibit 4, pg. 3, attached.

b. OSU refused to provide redacted copies of signed parent permission slips for Liberty Counsel’s review, so it is unknown whether all or any of the 54 minors attended with parental knowledge and consent.

c. OSU provided a blank “Photo Release” form as “evidence” that parent permission was required, in response to Liberty Counsel’s open records request.

2. OSU offered LGBT materials and topics from LGBT activist groups on homosexuality

and “gender identity”/transgenderism to children. The program included one day of training for 4-H youth. Registration for the “YOUTH SUMMIT CHOICE 1” topics included “Coming Out About Coming Out,” “Don’t Box Me In: Understanding Stereotypes,” “Gender Identity 101,” “LGBTQ+ 4-H Alumni Panel,” “OUT on Your Own: Determining Whether Prospective Colleges Are Actually LGBTQ-Friendly,” “What is a GSA [Gay-Straight Alliance],” “What is Transgender.” See Exhibit 3, pg. 3; see also Exhibit 4, pg. 3 attached, as well as the following descriptions: a. A “Panel of 4-H Adults and Staff” “Current and former Ohio 4-H educators and Ohio 4-H

alumni” shared “how to be a supportive ally from the perspective of their 4-H roles and respond to questions about coming out as a member of the LGBTQ+ community.”

b. A presentation on “What is Transgender?” in which participants were “guided in learning the basics of gender identity including relevant terminology, the gender unicorn, pronouns, and how to best advocate for trans and gender nonconforming young folks.

c. A presentation entitled “Don't Box Me In: Understanding Stereotypes,” in which participants created “an individual ‘Don't Box Me In’ script” to share with presumably “unsupportive” adults, parents or others.

3. OSU has confirmed that Ohio children attending 4-H camps and other events will be

required to embrace LGBT “inclusion,” including sharing facilities with opposite sex individuals who “identify” as another sex. See Exhibit 6, Oberstadt PowerPoint. OSU staff reported that 4-H programs in Ohio would observe the following non-discrimination policy not supported by Ohio law, which contravenes Ohio law regarding nondiscrimination based on “religion” and biological “sex:”

We work to ensure that all 4-H programming is available to clientele on a nondiscriminatory basis without regard to age, ancestry, color, disability, gender identity or expression, genetic information, HIV/AIDS status, military status, national origin, race, religion, sex, sexual orientation, or veteran status.

In addition, “Staff/Volunteers” would be trained to control “Terminology/language” regarding “introductions with pronouns,” the “Genderbread Person” (Slide 8, 15) and the concept that gender does not correspond to the male/female sex binary of “two sexes,” but that there exists a spectrum of “gender identities” that do not correspond with biological sex. See Exhibit 6, Oberstadt PowerPoint, slides 8, 15, 17.

Memo regarding OSU 4-H March 28, 2019 Page 3

4. OSU and Ohio 4-H consider parental disapproval of LGBT promotion a “challenge.” OSU staff trained leaders and youth to “help” youth who want to “come out” and who want to “identify” as another sex without involving parents. In fact, OSU staff listed disapproval by parents and staff leaders, negative reactions and families threatening to leave the Ohio 4-H program (or contact their legislators) as “challenges” that would have to be overcome. See Exhibit 6, Oberstadt PowerPoint, pg. 20.

5. Adult LGBT activists heavily outweighed “youth” involvement at the Summit. More than

86 adults attended, including Interim State 4-H Leader Kirk Bloir. The attendance list showed only four redactions for the names of minors. See Exhibit 5, pgs. 1-3. Yet, the Oberstadt PowerPoint states at least 54 youth attended. See Exhibit 6, Oberstadt PowerPoint, Slide 18.

6. Activist groups attended the Summit. Equality Ohio, Students for Cultivating Change, Kaleidoscope Youth Center, GLSEN Columbus and the Cultivating Change Foundation were represented. Numerous OSU programs were represented, with “[s]pecial thanks to the Ohio 4-H Foundation and the Office of Equity and Inclusion in OSU’s College of Food, Agricultural, and Environmental Sciences for their generous support of today’s program.” See Exhibit 3, pg. 2.

7. State 4-H Chief: 4-H is not for parents who object to LGBT policies. The Columbus

Dispatch reported:

Panels on Friday included how to navigate coming-out conversations and how to create inclusive learning environments, and questions included what to say to parents who don’t want their straight kids mingling with gay kids at camp. “If parents or volunteers don’t like that, then we are not the program for them,” said Kirk Bloir, associate state 4-H leader.

By adopting these guidelines and promoting these policies, OSU is flouting the state’s

obligations to protect the privacy and safety of children participating in 4-H programs, putting children at risk for emotional distress and physical assault in restrooms and other private spaces that must now be shared in the 4-H program with members of the opposite sex.

In mandating radical ideology, terminology, and the use of false gender pronouns, OSU is

also ignoring the state’s obligation to accommodate the constitutional rights of privacy and religious free exercise of 4-H employees, volunteers, and the vast majority of 4-H youth, and discriminating against them on the basis of their statutorily-protected biological “sex” and religious beliefs.

Ohio legislators must restrain those within Ohio State University and the Ohio 4-H program to impose their own sexual orthodoxy on children. No state funding should be made available for any program that goes beyond protected classes established by the State of Ohio.

Ohio 4-H must remain within its original mission, and must respect the rights of parents and

children. Children must be free from state-sponsored sexual indoctrination and the harms that flow from it.

Exhibit 1

The 4-H Youth Development Program is the youth outreach program from the land-grant institutions’ Cooperative Extension Services, and the U.S. Department of Agriculture (USDA). USDA is an equal opportunity provider and employer. March 2018.

This national guidance document has been adopted from a document created by a Western Region Program Leaders Workgroup (Katherine E. Soule, James Lindstrom, Sarah Chvilicek, and Jean Glowacki). It has been approved by the National 4-H Program Leaders Working Group and 4-H National Headquarters.

4-H Guidance for Inclusion of Individuals of All Gender Identities, Gender Expressions, Sexual Orientations, and Sexes

As the nation’s largest youth development program, 4-H engages millions of people from all areas of the country to provide opportunities for youth to learn life skills, confidence, and compassion. The 4-H Program is committed to being inclusive and welcoming of all forms of diversity. This 4-H Program guidance was developed to guide 4-H Programs around the country on how to be inclusive for individuals of all gender identities, gender expressions, sexual orientations, and sexes. These guidelines shall serve as guidance for all members of 4-H communities, including staff, faculty, youth members, adult volunteers, families, and other community members. As noted by the United States Department of Agriculture: “The use of the 4-H Name and Emblem is defined through 7 Code of Federal Regulations (CFR) 8…The U.S. Congress has legislated responsibility for the proper management of the 4-H Name and Emblem to the Secretary of Agriculture…The Secretary of Agriculture has delegated that authority to 4-H National Headquarters in the Division of Youth and 4-H, housed at USDA's National Institute of Food and Agriculture (NIFA).”1 The USDA prohibits discrimination of any individual based on gender identity, gender expression, sexual orientation, and/or sex.2 These guidelines summarize recommendations to 4-H Programs regarding inclusion of individuals of all gender identities, gender expressions, sexual orientations, and sexes. Terminology Sexual orientation refers to who an individual is attracted to (generally based on gender identities). A person who is a lesbian is a woman who is attracted to women. A person who is gay is a man who is attracted to men. A person who is bisexual is a person who is attracted to two genders (most commonly men and women). A person who is polysexual is a person who is attracted to others regardless of sex, gender identity, gender expression, or sexual orientation. Gender expression refers to an individual’s presentation of gender to others, including their dress, grooming, speech, mannerisms, and other factors. Sex is a medical term referring to a combination of physiological attributes, including chromosomes, gonads, hormones, sex and reproductive organs, as well as secondary sex characteristics. Most commonly, individuals are assigned to be either male or female at birth. Intersex describes those individuals who are born with physiological attributes that include a combination of male and female anatomy, which may include chromosomes, gonads, hormones, or sex and reproductive organs. There are countless ways physiological attributes might vary. One example, is an individual may have male-typical anatomy externally while having mostly female-typical anatomy internally.

1 USDA, 2017. 4-H Name and Emblem 2 USDA, 2015. And Justice for All

The 4-H Youth Development Program is the youth outreach program from the land-grant institutions’ Cooperative Extension Services, and the U.S. Department of Agriculture (USDA). USDA is an equal opportunity provider and employer. March 2018.

Sex assigned at birth refers to a person’s sex designation as recorded on their birth certificate. Generally, a medical professional or guardian designates either “male” or “female” sex after examining a newborn infant’s genitalia. Gender identity describes a person’s internal sense of gender. A person’s gender identity may or may not match the person’s sex assigned at birth. Some common gender identities include: man, woman, gender neutral, transgender man, transgender woman, and gender non-binary. Transgender describes a person whose gender identity is different than the sex they were assigned at birth. A transgender male describes a person who identifies as male but was assigned female sex at birth. A transgender female describes a person who identifies as female but was assigned male sex at birth. Gender transition describes the process in which a person asserts the sex that corresponds to their gender identity rather than the sex assigned at birth. A person in gender transition may (or may not) alter their dress/grooming habits, change their name, or use pronouns that are consistent with their gender identity. A person may begin gender transition at any point in their life, and gender transition may happen over a short or extended duration of time. Guidance for Inclusion

4-H shall not segregate or otherwise distinguish individuals on the basis of their sex, gender identity, gender expression, or sexual orientation, in any 4-H activities or the application of any 4-H rule.3 This guidance is consistent with courts’ and other agencies’ interpretations of Federal laws prohibiting sex discrimination,4

as well as research-based and emerging best practices5 for positive youth development. When an individual (youth or adult) notifies 4-H administration (at the county/parrish/local, and/or state level as appropriate) that the indvidual will assert a gender identity that differs from previous representations or records, 4-H will begin treating the individual consistent with the individual’s gender identity. There is no medical diagnosis or treatment requirement that individuals (youth or adult) must meet as a prerequisite to being treated consistent with their gender identity.6 Because transgender and intersex individuals 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 individuals to produce such identification documents in

3 USDA, 2015. And Justice for All 4 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. 15-2056, 2016 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); 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); DOJ, Memorandum from the Attorney General, Treatment of Transgender Employment Discrimination Claims Under Title VII of the Civil Rights Act of 1964 (2014); USDOL, Office of Federal Contract Compliance Programs, Directive 2014-02, Gender Identity and Sex Discrimination (2014), 5 See, e.g., The New York State Education Department (2015); GLSEN (2016); California School Boards Association (2014); Massachusetts Board of Elementary and Secondary Education (2015); Connecticut Safe Schools Coalition (2012); Schools in Transition: A Guide to Supporting Transgender Students in k-12 Schools ; Trevor Project, American Foundation for Suicide Prevention, the American School Counselor Association, and the National Association of School Psychologists, 6 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.”). 7 See G.G., 2016 WL 1567467, at *1 n.1 (noting that medical authorities “do not permit sex reassignment surgery

The 4-H Youth Development Program is the youth outreach program from the land-grant institutions’ Cooperative Extension Services, and the U.S. Department of Agriculture (USDA). USDA is an equal opportunity provider and employer. March 2018.

order to treat them consistent with their gender identity may have the practical effect of limiting or denying individuals equal access to an educational program or activity.

As is consistently recognized in civil rights cases, the desire to accommodate others’ discomfort cannot justify a practice that singles out and disadvantages a particular class of individuals.8 The USDA has identified the following as protected classes: gender identity, gender expression, sex, and sexual orientation.9 4-H shall ensure nondiscrimination to provide transgender and intersex individuals equal access to programs and activities even in circumstances in which staff, faculty, youth members, adult volunteers, families, other community members, and/or a youth members’ own guardian raise objections or concerns. Likewise, 4-H shall provide individuals of all gender expressions and sexual orientations equal access to programs and activities. 4-H shall not discipline individuals or exclude them from participating in activities for appearing or behaving in a manner that is consistent with their gender identity or in a manner that does not conform to stereotypical notions of masculinity or femininity (e.g., in uniform or other attire requirements, at dances, or at recognition ceremonies).10 Safe and Nondiscriminatory Environment 4-H has a responsibility to provide a safe and nondiscriminatory environment for all individuals. Harassment based on an individual’s sex, gender identity, gender expression, or sexual orientation shall be prohibited11. If harassment creates a hostile environment, 4-H shall take prompt and effective steps to end the harassment, prevent its recurrence, and, as appropriate, remedy its effects. 4-H ’s failure to treat individuals consistent with their gender identity may create or contribute to a hostile environment. 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.12 Identification Documents, Names, and Pronouns 4-H shall treat individuals consistent with their gender identity even if their program records or identification documents indicate a different sex. 4-H, including all paid and volunteer personnel, as well as youth members, will use pronouns and names consistent with a transgender or intersex

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). 9 USDA, 2015. And Justice for All. 10 See 34 C.F.R. §§ 106.31(a), 106.31(b)(4). See also, In re Downey Unified Sch. Dist., CA, supra n. 9; In re Cent. Piedmont Cmty. Coll., NC, supra n. 11. 11 See, e.g., Resolution Agreement, In re Downey Unified Sch. Dist., CA, OCR Case No. 09-12-1095, (Oct. 8, 2014), (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), (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), (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”). 12 See, e.g., OCR, Revised Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties (2001); OCR, Dear Colleague Letter: Harassment and Bullying (Oct. 26, 2010); OCR, Dear Colleague Letter: Sexual Violence (Apr. 4, 2011); OCR, Questions and Answers on Title IX and Sexual Violence (Apr. 29, 2014).

The 4-H Youth Development Program is the youth outreach program from the land-grant institutions’ Cooperative Extension Services, and the U.S. Department of Agriculture (USDA). USDA is an equal opportunity provider and employer. March 2018.

individual’s gender identity.13

Sex-Segregated Activities and Facilities Title IX’s implementing regulations permit 4-H to provide sex-segregated restrooms, locker rooms, shower facilities, housing, and athletic teams, as well as single-sex classes under certain circumstances.14 If 4-H provides sex-segregated activities and facilities, transgender and intersex individuals shall be allowed to participate in such activities and access such facilities consistent with their gender identity.15 4-H shall not segregate individuals from activities and facilities on the basis of gender expression or sexual orientation.

Restrooms and Locker Rooms. 4-H may provide separate facilities on the basis of sex, but should allow transgender and intersex individuals’ access to such facilities consistent with their gender identity.16 4-H shall not require transgender or intersex individuals to use facilities inconsistent with their gender identity or to use single-user facilities when other individuals are not required to do so. 4-H shall not require individuals to use single-user facilities based on gender expression or sexual orientation when other individuals are not required to use single-user facilities. 4-H may make individual-user options available to all individuals who voluntarily seek additional privacy.17

Athletics. Title IX regulations permit 4-H to operate or sponsor sex-segregated athletics teams (such as Special Interest [SPIN] Soccer Clubs) when selection for such teams is based upon competitive skill or when the activity involved is a contact sport.18 4-H shall not, however, adopt or adhere to requirements that rely on overly broad generalizations or stereotypes about the differences between transgender or intersex individuals and other individuals of the same sex (i.e., the same gender identity) or others’ discomfort with transgender or intersex individuals.19 4-H shall not segregate individuals’ participation based on their gender expression or sexual orientation and should allow individuals to participate on team with others of the same gender identity. The USDA does not prohibit age-appropriate, tailored requirements based on sound, current, and research-based medical knowledge about the impact of the individuals’ participation on the competitive fairness or physical safety of the sport.20

Single-Sex Classes. Although separating individuals by sex in classes and activities is generally

13 See, e.g., Resolution Agreement, In re Cent. Piedmont Cmty. Coll., NC, OCR Case No. 11-14-2265 (Aug. 13, 2015), (agreement to use a transgender student’s preferred name and gender and change the student’s official record to reflect a name change). 14 34 C.F.R. §§ 106.32, 106.33, 106.34, 106.41(b). 15 See 34 C.F.R. § 106.31. 16 34 C.F.R. § 106.33. 17 See, e.g., Resolution Agreement, In re Township High Sch. Dist. 211, IL, OCR Case No. 05-14-1055 (Dec. 2, 2015), (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.”). 18 34 C.F.R. § 106.41(b). Nothing in Title IX prohibits schools from offering coeducational athletic opportunities. 19 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. 20 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). See NCAA Office of Inclusion, NCAA Inclusion of Transgender Student-Athletes 2, 30-31 (2011), (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.

The 4-H Youth Development Program is the youth outreach program from the land-grant institutions’ Cooperative Extension Services, and the U.S. Department of Agriculture (USDA). USDA is an equal opportunity provider and employer. March 2018.

prohibited, 4-H may offer single-sex classes and activities under certain circumstances.21 When offering such classes and activities, 4-H shall allow transgender and intersex 4-H participants to participate consistent with their gender identity. 4-H shall not segregate individuals based on their gender expression or sexual orientation.

Housing and Overnight Accommodations. 4-H may provide separate housing on the basis of sex.22 In such cases, 4-H shall allow transgender and intersex individuals to access housing consistent with their gender identity. 4-H shall not require transgender or intersex individuals to stay in single-occupancy accommodations or to disclose personal information when not required of other individuals. 4-H shall not require individuals to stay in single-occupancy accomodations based on gender expression or sexual orientation or to disclose personal information when not required of other individuals. 4-H may honor individuals’ voluntary requests for single-occupancy accommodations.23

Privacy and Program Records 4-H collects as little personally idenfitaible information (PII) as possible, collecting only that informationthat is necessary to conduct 4-H. 4-H may maintain records with birth name and sex assigned at birth, ifthere is a legitimate programmatic need, but such records shall be kept confidential. As 4-H is a nationalprogram, privacy policies vary according to federal, state, university policies, and other contractualagreements.

Protecting transgender and intersex individuals’ privacy is critical to ensuring they are treated consistent with their gender identity. 4-H shall take reasonable steps to protect individuals’ privacy related to their transgender or intersex status, including protectingtheir birth name or sex assigned at birth.24

Additionally, nonconsensual disclosure of personally identifiable information, such as an individual’s birth name or sex assigned at birth, could be harmful to or invade the privacy of transgender and intersex individuals.

Disclosure of Personal Information. PII from an individual’s program records must be kept confidential. PII records shall only be disclosed to 4-H personnel who have been determined to have a legitimate programmatic need for the information.25 Even if an individual has disclosed that they are transgender or intersex to some members of 4-H community, 4-H shall not disclose PII from program records to others (including 4-H personnel), who do not have a legitimate programmatic need for the information. Even if an individual has disclosed their sexual orientation to some members of the 4-H community, 4-H shall not disclose this information to others.

Disclosure of Directory Information. 4-H may disclose appropriately designated directory information from an individual’s program record to approved 4-H personnel (including club leaders) if disclosure would not be considered harmful or an invasion of privacy.26 Directory information may include an individual’s name, telephone number, date of birth, honors and awards, and dates of attendance.27 To protect youth safety, 4-H must not disclose youth addresses unless necessary and may only disclose youth addresses to approved 4-H personnel. 4-H officials shall not designate individuals’ sex, including transgender or intersex status, or sexual orientation as directory information because doing so could be harmful or an

21 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). 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 allowingstudents to request access to private facilities).24 34 C.F.R. § 106.31(b)(7).25 20 U.S.C. § 1232g(b)(1)(A); 34 C.F.R. § 99.31(a)(1). 26 34 C.F.R. §§ 99.3, 99.31(a)(11), 99.37. 27 20 U.S.C. § 1232g(a)(5)(A); 34 C.F.R. § 99.3.

The 4-H Youth Development Program is the youth outreach program from the land-grant institutions’ Cooperative Extension Services, and the U.S. Department of Agriculture (USDA). USDA is an equal opportunity provider and employer. March 2018.

invasion of privacy.28

Amendment or Correction of Participant Records. 4-H may receive requests (from youth,

adults, and/or parent/guardian) to correct an individual’s enrollment records to make the records consistent with the individual’s gender identity. Updating a transgender or intersex individual’s enrollment records to reflect the individual’s gender identity and new name (if applicable) helps to protect privacy and ensure that 4-H consistently use appropriate names and pronouns.

• 4-H shall respond to the request of an individual (youth or adult) to amend information in the individual’s enrollment records that is inaccurate, misleading, or in violation of the individual’s privacy rights. 4-H shall correct names and gender identities in participant records to be consistent with a transgender or intersex individual’s gender identity.29

• 4-H shall respond to a request to amend information related to an individual’s transgender or intersex status consistent with its general practices for amending other individual’s records.30 If the individual (or a youth members’ guardians) complain about 4-H’s handling of such a request, 4-H shall promptly and equitably resolve the complaint.31

28 Letter from FPCO to Institutions of Postsecondary Education 3 (Sept. 2009). 29 See, e.g., Resolution Agreement, In re Cent. Piedmont Cmty. Coll., NC, OCR Case No. 11-14-2265 (Aug. 13, 2015), (agreement to use a transgender student’s preferred name and gender and change the student’s official record to reflect a name change). 30 See 34 C.F.R. § 106.31(b)(4). 31 34 C.F.R. § 106.8(b).

Exhibit 2

 

page 1  

4-H Practices for Inclusion of Individuals of All Gender Identities, Gender Expressions, Sexual Orientations, and Sexes: Frequently Asked Questions (7/14/2017)  

As the nation’s largest youth development organization, the 4-H Youth Development Program engages millions of people from all areas of the country to provide opportunities for youth to learn life skills, confidence, and compassion. In California, the 4-H Youth Development Program is administered by the University of California, Division of Agriculture and Natural Resources (UC ANR). In 2015, Janet Napolitano, the President of the University of California explained: “The University of California sets the global standards of inclusiveness, understanding, and equitable treatment in all its endeavors, creating a world where individuals and communities of diverse sexuality and gender identity and expression are safe, supported, respected, empowered, and truly equal.” The 4-H Youth Development Program, like the University of California, is committed to being inclusive and welcoming of all forms of diversity. UC ANR prohibits discrimination against or harassment of any person in any of its programs or activities on the basis of sex, gender identity, gender expression, and sexual orientation. 4-H programs must ensure that they do not discriminate against individuals (including youth members, adult volunteers, and staff) on any of these bases. While this policy is not new, more and more 4-H staff, volunteers, and members are seeking guidance each year on how to implement this policy. This document was developed to answer frequently asked questions about implementation of the non-discrimination policy at 4-H clubs, events, activities, and camps around the state. As you read through the questions and answers, please keep in mind that the information is the same for all individuals, whether they are youth members, adult volunteers, or staff members.

Frequently Asked Questions

1. What are the differences between sex, gender identity, gender expression, and sexual orientation? Sex is a medical term that refers to a combination of physiological attributes. These attributes include a person’s sex and reproductive organs, chromosomes, gonads, hormones, and secondary sex characteristics. Generally, people are assigned male or female sex based upon their anatomical characteristics at birth. It will also be helpful to explain two other terms related to sex: sex assigned at birth and intersex.

Sex assigned at birth refers to a person’s sex designation as recorded on their birth certificate. Generally, a medical professional or guardian designates a newborn either “male” or “female” sex after examining the infant’s genitalia.

Intersex is a term that refers to a person who has a combination of male and female physiological attributes. Sometimes people are designated intersex at birth after an examination of genitalia; other times, people are designated intersex later in life.

Gender identity refers to a person’s internal sense of their own gender. Everyone has a gender identity. A person’s gender identity may or may not match their sex assigned at birth. Some common gender identities include: man, woman, gender neutral, transgender man, transgender

 

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woman, and gender non-binary. But people may have other gender identities as well. It will also be helpful to explain two other terms related to gender identity: transgender and gender transition.

Transgender is a term that refers to a person whose gender identity does not match the sex they were assigned at birth. A transgender male refers to a person who identifies as male but was assigned female sex at birth. A transgender female refers to a person who identifies as female but was assigned male sex at birth.

Gender transition refers to a process in which a person asserts the sex that corresponds to their gender identity rather than their sex assigned at birth. A person in gender transition may (or may not) alter their dress/grooming habits, change their name, or use pronouns that are consistent with their gender identity. A person may begin gender transition at any point in their life, and gender transition may happen over a short or extended duration of time.

Gender expression refers to how a person presents their gender to others. This can include how a person dresses, styles their hair, speaks, and many other factors.

Sexual orientation refers to who a person is attracted to. A person who is a lesbian is a woman who is attracted to women. A person who is gay is a man who is attracted to men. A person who is bisexual is a person who is attracted to two genders (most commonly men and women). A person who is pansexual is a person who is attracted to others regardless of sex, gender identity, gender expression, or sexual orientation. A person who is asexual is a person who experiences no or little sexual attraction. Although often confused, gender identity and sexual orientation are two distinct aspects of a person’s identity.

2. We have individuals who identify as transgender and intersex participating in our 4-H program this year. How can we ensure these individuals feel comfortable? It is exciting that your 4-H program is a welcoming environment where individuals who identify as transgender and intersex feel safe to participate. You might be interested to know that over the years many transgender and intersex youth have participated in 4-H programming. Since this might be a new experience for you, here are some tips to make your 4-H program a great experience for your participants:

• Be sure the 4-H practices for inclusion have been widely shared with the entire 4-H community. Do not focus discussions about inclusion on a particular individual as this violates their privacy and may create an unsafe experience for them. If questions or concerns arise, be sure to keep the discussion on 4-H practices and policies, rather than on a particular individual’s participation. The rest of this document will provide more information about inclusion practices. Here’s one idea to get you started: Include a copy of UC ANR’s non-discrimination policy in your 4-H welcome packet along with a statement that all individuals are welcome to participate in 4-H programs.

 

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• Set up training for your 4-H staff and volunteers about inclusivity. Be sure that the training includes a discussion about sex, gender identity, gender expression, and sexual orientation, as well as coaching on how to answer members’ and families’ questions. There are often many local community resource centers that can provide in-person training for your program. If you need help setting up a training, please contact the State 4-H Office at (530) 750-1334 or ca4h@ucanr.edu.

• Offer participants who identify themselves to you as transgender or intersex an opportunity to tour your program facilities. Discuss what options are available for using the bathroom. If relevant to your 4-H event or activity, also discuss what options are available for sleeping and showering, and make clear the 4-H program defers to individuals’ preferences (more on this below).

• Find out what pronouns and names these individuals prefer. Be sure that name tags, rosters, and the like reflect individuals’ preferred pronouns and names, and that everyone in the 4-H program uses those pronouns and names consistently.

• If your 4-H event or activity has room or cabin assignments, find out who these individuals would prefer to share a room/cabin with. Regardless of sex and gender identity, people are often most comfortable in shared sleeping spaces when they select their own roommates.

• Your 4-H program will also be more inclusive of transgender and gender nonconforming members if you avoid segregating and categorizing members by gender (for example, having youth form a boys’ line and a girls’ line).

• Ask these individuals what concerns they have (if any) about participating in 4-H. If you aren’t sure how to respond, reassure the individuals and let them know that you will get more information for them and get back to them soon. Then contact the State 4-H Office at (530) 750-1334 or ca4h@ucanr.edu for help.

• Just like with all 4-H participants, be sure to check in during and at the end of the program to see how things are going.

3. How should we ask participants about their gender?

Personally identifiable information (including gender identity and sex assigned at birth) must be kept confidential. This information may only be disclosed to those 4-H staff and volunteers that have a legitimate programmatic need for the information. In a lot of cases, there is no legitimate programmatic need to ask participants about their gender identity. For example, if youth are registering to participate in your 4-H program’s County Presentation Day, there is no reason to ask about their gender identity. Likewise, there is no reason to ask volunteer judges their gender identity. In the limited cases when you do have a legitimate programmatic need, the best option is to ask the following open-ended question: “What is your gender identity? _____________.”

 

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If you will be collecting too much information to read each of the responses to an open-ended question, then use the following question: “What is your gender identity?

o Female o Male o Gender Identity Not Listed Above o Prefer Not to State.”

4. How do we verify that an individual is really intersex or transgender?

Verification is neither necessary nor appropriate. 4-H does not require a medical diagnosis, treatment, or identification documentation that reflects an individual’s gender identity, and the 4-H program may not ask for them. Individuals are not required to notify the 4-H program that they are transgender or intersex and electing not to inform the 4-H program is perfectly fine. As soon as an individual lets us know that they identify as intersex or transgender, or that they are beginning gender transition, 4-H will treat that person consistent with their gender identity.

5. Our overnight 4-H event or camp has a girls’ section and a boys’ section. Where should people who identify as transgender or intersex sleep, use the restroom, and shower? When there are gender segregated facilities and/or activities, individuals who identify as transgender or intersex must be allowed to sleep, use the restroom, shower and participate in alignment with their gender identity. Some individuals who are early in the stages of gender transition may feel more comfortable participating in alignment with their sex assigned at birth, which is okay too. Do not require an individual to utilize single-user facilities (sleeping, restroom, or shower) unless the other participants are also required to do so. A single-user facility or other private option should be made available to anyone who requests it. Some ways to offer private options include: using dividers, hanging curtains, or arranging private bathing/showering times.

6. Our overnight 4-H event or camp has co-ed facilities. Where should people who identify as transgender or intersex sleep, use the restroom, and shower? In a co-ed facility, people who identify as transgender or intersex should utilize the common sleeping, restroom, and shower facilities in the same manner as the rest of the 4-H participants. Do not require an individual to utilize single-user facilities (sleeping, restroom, or shower) unless the other individuals are also required to do so. A single-user facility or other private option should be made available to anyone who requests it. Some suggestions for providing private options include using dividers, hanging curtains, or arranging private bathing/showering times.

7. We have group showers. Where should people who identify as transgender or intersex shower? All 4-H participants must be treated in the same manner. If group showers and changing spaces are utilized at your 4-H event or camp, then everyone must be permitted to use them according to

 

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their gender identity. At the same time, many people feel more comfortable showering and changing in private. As such, it is a best practice to offer participants the option of privacy at all 4-H events and camps. Some 4-H programs have installed curtains in the group showers and partitions in changing areas for all participants’ privacy. Another successful strategy is to offer signups for private shower times throughout the day. The key is to make these options available to all participants, not just those who identify as transgender or intersex.

8. This year, we have participants who are openly gay attending our overnight 4-H event or camp and requesting to share a room/cabin. How should we respond? This is a great time to think about the difference between identities and behaviors. An individual’s participation may not be restricted because of their sexual orientation. Therefore, if other participants are allowed to identify roommates, then these participants should be as well. If you have gender-segregated sleeping arrangements, then these participants should participate in alignment with their gender identity and irrespective of their sexual orientation, as should all participants. 4-H programs should have clear guidelines about acceptable and unacceptable physical contact, as well as the consequences for violating these guidelines. Any participant who violates these guidelines should receive the same corrective action regardless of their sexual orientation. Note that gay/lesbian members are no more likely to engage in inappropriate physical conduct than other youth.

9. Our 4-H program has swimming times where participants wear bathing suits. What do we do if a participant who identifies as transgender wears a bathing suit that is revealing of their sex/reproductive anatomy? This is another example of the need to respond to behaviors rather than identities. 4-H should provide the following guidelines about bathing suits and dress for all prospective participants and families:

All participants at 4-H programs should wear clothing (including swimsuits when needed) that are modest and not revealing. Clothing and bathing suits should cover all reproductive anatomy, including breasts, genitals, and buttocks. Any participant whose clothing reveals reproductive anatomy will be asked to change into clothing that is modest and not revealing.

If any 4-H participants are wearing clothing (including a bathing suit when needed) that is revealing of their reproductive anatomy, you should ask them to change their apparel in a non-judgmental way. You should simply remind them of the dress guidelines and ask them to change. It is important that all 4-H participants be held to the same standards of dress. You must be careful to prevent selective enforcement of these dress guidelines that targets individuals of certain sexes, gender identities, gender expressions, or sexual orientations, which would be discriminatory.

 

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10. Should adult chaperones supervise youth during showering and changing times?

Adult chaperones should remain within hearing distances of youth members during showeringand changing times. At no time should an adult visually supervise youth members duringshowering and changing times. Adult chaperons who remain within eyesight of youth changingand showering are at risk for violating youth privacy and safety.

11. Can we notify youth members and/or parents of other youth members that a transgender orintersex individual will be participating in our 4-H event, activity, or camp?

No. Gender identity and sex assigned at birth are considered personally identifiable information,which must be kept confidential. Protecting transgender and intersex individuals’ privacy is criticalto maintain safety and well-being, ensuring that individuals are treated consistent with their genderidentity, and preventing potential harm. The same is true for sexual orientation. At the same time,you should inform all parents and youth members about the inclusive environment and non-discrimination policies. If parents or youth members are uncomfortable with these policies, theymay decide to limit their own participation in 4-H.

12. Can we notify 4-H staff and volunteers that a transgender or intersex member will beparticipating in a 4-H program, event, activity, or camp?

Only in very limited situations. As stated above, personally identifiable information (includinggender identity and sex assigned at birth) must be kept confidential. This information may only bedisclosed to those 4-H staff and volunteers that have a legitimate programmatic need for theinformation. For example, a 4-H staff and/or volunteer may need to know in order to ensure aspecific request by the individual is fulfilled. A participant simply identifying as transgender doesnot constitute a legitimate programmatic need. 4-H staff and volunteers who do not have alegitimate programmatic need for the information may not be informed. Even if an individual hasdisclosed their gender identity to some members of the 4-H community, 4-H shall not disclose thisinformation to others. The same is true for sexual orientation. At the same time, you shouldarrange inclusivity training for your 4-H staff and volunteers and create opportunities to discusshow to implement non-discrimination policies. These discussions and trainings will help preparestaff and volunteers to address questions, concerns, harassment, and bullying that may occur.

13. We have a youth member who identifies as transgender; however, the member’s parentsare not supportive of their child’s gender identity. What should we do?

4-H will treat members who identify as transgender according to their gender identity even incircumstances in which the youth member’s own guardian raises objections or concerns. While theparents or guardians may choose to not allow their child to participate in 4-H, the 4-H will notdiscriminate against the member to accommodate the parents’ or guardians’ discomfort.

 

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14. A youth member (or members’ parents/guardians) contacted us to say that they do not

want to share sleeping accommodations with a youth who identifies as transgender. How do we respond?

Please inform the individual that you are required to follow the UC ANR’s non-discrimination policies. According to these policies, we do not collect or disclose information about individuals’ gender identity. Additionally, these policies state that a youth refusing to share sleeping accommodations with another youth who identifies as transgender is discriminatory. While 4-H members (or their parents/guardians) may choose to not participate in the 4-H event/camp, the 4-H program will not allow discrimination against any individual, despite objections or concerns from staff, faculty, youth members, adult volunteers, families, or other community members. Additionally, you may provide the contact information of the UC ANR Title IX Officer if someone continues to raise objections to the non-discrimination policy: (530) 750-1318.

15. A parent/guardian of a 4-H member called and wants to know why UC ANR is putting the rights of children who identify as transgender over the rights of their child. How should we respond?

UC ANR provides an equal opportunity for all youth and families to participate in 4-H programming. Ensuring full participation for members who identify as transgender does not infringe on the rights or opportunities of other members. While a youth (or youth’s parent/guardian) may decide to limit their own participation, 4-H will not allow discrimination against any individual, despite objections or concerns from staff, faculty, youth members, adult volunteers, families, or other community members. Also, you may provide the contact information to the UC ANR Title IX Officer if someone continues to raise objections to the non-discrimination policy: (530) 750-1318. Families/individuals who object to the non-discrimination policies and decide to participate in 4-H anyway should be advised about prohibition of harassment. Also, please be aware that these families may present a higher risk to an individual who identifies as transgender.

16. For an upcoming 4-H event this year, there is a female participant who is planning to wear a suit and wants to attend with a female partner. How should we respond?

4-H prohibits discrimination based on gender expression and sexual orientation. 4-H may not limit individuals’ participation in activities because they appear or behave in a manner that is consistent with their gender identity or in a manner that does not conform to stereotypical notions of masculinity or femininity. This is true for uniforms, other attire requirements, recognition ceremonies, and all other activities. Please refer to the California 4-H Dress Guidelines. If partners are allowed at the dance, then they must be allowed without regard to gender, gender identity, gender presentation and sexual orientation.

 

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17. What tips do you have for addressing questions we may receive from youth members about individuals who identify as transgender?

It is important to provide opportunities for positive discussion and educational moments as they arise. At the same time, it is also necessary to protect the privacy of individuals. So keep discussions generic, referring to “people” rather than a specific person. With younger members, a fairly simplistic discussion is often the most appropriate. For example:

Young Member: Why does that boy dress like a girl?

4-H Volunteer/Staff: You know, we often think there is one way to dress like a girl and one way to dress like a boy. But really, people can dress in lots of different ways. In 4-H, we want people to be comfortable to dress like themselves. What do you like to wear?

For older members, it may be helpful to provide more information. For example:

Older Member: Last year, that member stayed with us in the girls’ room/cabin. Why is she staying in the boys’ room/cabin this year?

4-H Volunteer/Staff: Sometimes people are born a girl and as they grow up they realize that they feel like a boy. Sometimes people are born a boy and as they grow up they realize that they feel like a girl. Sometimes people grow up and realize that they don’t feel like a boy or a girl. There are lots of ways people can feel about who they are. In 4-H, we want everyone to feel comfortable being themselves.

18. We have received a report that an individual is being harassed because of her sexual

orientation, gender identity, and/or gender expression. How should we respond?

Whether this report comes directly from the individual, someone else, or direct observation, a thorough response is required. All 4-H programs must provide a safe environment free of harassment based on an individual’s sexual orientation, gender identity, and gender expression. If harassment occurs, you should intervene immediately. A single offensive comment should be discussed and you should review the 4-H code of conduct, as well as UC ANR’s non-discrimination policies. Failing to treat individuals consistent with their gender identity, including using their preferred names and pronouns, may constitute harassment. If harassment continues, you should immediately stop the harassment, prevent the reoccurrence, and engage in appropriate corrective action. In all cases, take steps to ensure the individual who experienced the conduct is secure and safe, and check in with them regularly to make sure the behavior has stopped. All reports of discrimination, harassment, sexual harassment or sexual violence must be reported to the Lead Discrimination/Affirmative Action/Title IX Officer, John Sims, jsims@ucanr.edu or phone: (530) 750-1397. For more information on how to report harassment and discrimination go to: http://ucanr.edu/sites/DiscriminationSexual_Violence/Reporting/

 

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19. Someone wants to file a complaint in regards to this policy. What should I do?

Please share the UC ANR non-discrimination policy and provide the contact information for Title IX Officer: John I. Sims, Affirmative Action Compliance Officer and Title IX Officer, University of California, Agriculture and Natural Resources, 2801 Second Street, Davis, CA 95618, (530) 750-1397. Email: jsims@ucanr.edu. Website: http://ucanr.edu/sites/anrstaff/Diversity/Affirmative_Action/

20. What is the UC ANR Non-Discrimination Policy?

UC ANR prohibits discrimination against or harassment of any person in any of its programs or activities on the basis of race, color, national origin, religion, sex, gender, gender expression, gender identity, pregnancy (which includes pregnancy, childbirth, and medical conditions related to pregnancy or childbirth), physical or mental disability, medical condition (cancer-related or genetic characteristics), genetic information (including family medical history), ancestry, marital status, age, sexual orientation, citizenship, status as a protected veteran or service in the uniformed services (as defined by the Uniformed Services Employment and Reemployment Rights Act of 1994 [USERRA]), as well as state military and naval service. UC ANR policy prohibits retaliation against any employee or person in any of its programs or activities for bringing a complaint of discrimination or harassment. UC ANR policy also prohibits retaliation against a person who assists someone with a complaint of discrimination or harassment, or participates in any manner in an investigation or resolution of a complaint of discrimination or harassment. Retaliation includes threats, intimidation, reprisals, and/or adverse actions related to any of its programs or activities. UC ANR is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment and/or participation in any of its programs or activities without regard to race, color, religion, sex, national origin, disability, age or protected veteran status. University policy is intended to be consistent with the provisions of applicable State and Federal laws. Inquiries regarding the University’s equal employment opportunity policies may be directed to: John I. Sims, Affirmative Action Compliance Officer and Title IX Officer, University of California, Agriculture and Natural Resources, 2801 Second Street, Davis, CA 95618, (530) 750-1397. Email: jsims@ucanr.edu. Website: http://ucanr.edu/sites/anrstaff/Diversity/Affirmative_Action/ This document was authored by Katherine E. Soule, Ph.D., an employee of UC ANR with support from UC 4-H leadership, administration, Title IX Office, and legal counsel.

Exhibit 3

Professional Development Day

8:30–9 a.m. Registration

9–9:45 a.m. Welcome & Icebreaker, Auditorium

9:45–10 a.m. Break

10–10:50 a.m. Mental Health and Smart Self-Care,* 110

Navigating Coming Out Conversations, 214

Don’t Box Me In: Understanding Stereotypes, 100

11–11:50 a.m. Mental Health and Smart Self-Care, 110

Am I the Only One?, 100

Coming Out and Safe Spaces,* Auditorium

Noon–12:40 p.m. Lunch–Auditorium

12:45–1:30 p.m. Keynote Speaker: Glenda Humiston,Vice President, Agriculture and Natural Resources, University of California

1:30–1:45 p.m. Break

1:45–2:35 p.m. The State of LGBTQ Policy in Ohio, 100

How to Create Safe Learning Environments,* 110

Gender Identity 101, 214

2:45–3:35 p.m. How to Create Safe Learning Environments, 110

Coming Out and Safe Spaces, Auditorium

Solidarity and Intersectionality, 214

LGBTQ Identity Development, 100

3:45–4:45 p.m. Roundtable Discussions, Auditorium

4:45–5:00 p.m. Conclusion

*Sessions offered twice

Gender-neutral restrooms available on the second floor

Presenters and Sessions

Mental Health and Smart Self-careAmber Nickels, MSW, LSW, CTP-C, Educational Service Center of Central Ohio and Grandview Heights City School District; Abby Mally, M.Ed.,Grandview Heights Middle SchoolMeeting the mental health needs of youth is an ever-growing and increasingly daunting responsibility of the adults who serve and connect with them. These sometimes seemingly overwhelming challenges can lead to burn-out and even compassion fatigue. Join us as we learn about how smart self-care for adult leaders promotes resiliency and positive mental health care and maintenance for our youth.

Navigating Coming Out ConversationsAlex Ryan, Chair, GLSEN Columbus; Hannah Messer, GLSEN ColumbusComing out as part of the LGBTQ community can look different for every person, and can be exciting and new, but also a scary process. This session includes how to start broaching the subject of coming out to friends, family, and in school. It will also cover how to support friends that are coming out.

Don't Box Me In: Understanding StereotypesCecil Shelton, Superintendent of Collegiate Engagement; Cultivating Change Foundation; Jenneth Layaou, Students for Cultivating Change at Penn State This is a participation style workshop where participants will share past experiences with stereotypes of ourselves and those we hold of others. Learning will take place by reflective exercises, group discussions and the creation of an individual "Don't Box Me In" script.

Am I The Only One? Providing Visibility for LGBTQA+ Students Enrolled in Land-Grant UniversitiesCecil Shelton, Superintendent of Collegiate Engagement; Cultivating Change Foundation; Jeremy Elliott-Engel, VA Polytechnic Institute and State UniversityWith the challenges that face global agriculture and everyone that relies on the agriculture industry, we need to ensure that we have the best people working on the challenges, no matter their sexual orientation, gender identity or expression. This workshop provides a brief introduction to the Cultivating Change Foundation and its College Ambassador Program.

Coming Out and Safe Spaces: Panel of 4-H Adults and Staff Nadine Fogt, 4-H Educator, Tonya Horvath, Micah Shaffer, 4-H Program Assistant, West Virginia University, Clara Selle, 4-H alumnusCurrent and former Ohio 4-H educators and Ohio 4-H alumni will share their stories. They will show how to be a supportive ally from the perspective of their 4-H roles and respond to questions about coming out as a member of the LGBTQ+ community.

The State of LGBTQ Policy in OhioAlex Shanks, Project and Field Director, Equality OhioOhio is one of only 28 states where gay and transgender people can be fired from their jobs, kicked out of their homes, or denied services simply for who they are and whom they love. Equality Ohio works every day to change this reality at the state and local level. This session will share what laws do and don't exist to protect the lives and families of LGBTQ people and what you can do to help.

How to Create Safe Learning EnvironmentsAlex Ryan, Chair, GLSEN Columbus; Hannah Messer, GLSEN ColumbusStudents thrive in environments that are safe and inclusive of all people. Byusing inclusive language and techniques, learn how to better engage your students in all aspects. Learn how to confront other students and adults who use non-inclusive language and demonstrate the importance of diversity.

Gender Identity 101Micah Shaffer, 4-H Program Assistant, West Virginia UniversityThis session will cover the topic of gender identity, the difference between biological sex and gender, terminology related to gender, and how to be inclusive to people of all genders.

Solidarity and Intersectionality: Working Alongside Queer and Trans People of ColorKristen Godfrey, Center Program Manager, Kaleidoscope Youth CenterIn this session, we will discuss the origins of intersectionality and what it means to be in solidarity with queer and trans people of color individually and institutionally.

LGBTQ Identity Development: Some Comparative PerspectivesAppy Frykenberg, Intercultural Specialist, LGBTQ Initiatives, Office of Student Life, Multicultural Center, Ohio State UniversityAlthough there is no 'one size fits all' mold for how individuals come to understand and accept their sexual orientation and/or gender identity, developmental models provide valuable insight into how the growth of LGBTQ people differs from that of their heterosexual, cisgender peers. We’ll compare some well-known models of LGBTQ identity development and talk about how to support youth during each phase of identity development.

Special thanks to the Ohio 4-H Foundation and the Office of Equity and Inclusion in OSU’s College of Food, Agricultural, and Environmental Sciences for their generous support of today’s program.

Professional Development Day

April 27, 2018

Nationwide & Ohio Farm Bureau 4-H CenterColumbus, Ohio

Ohio 4-H LGBTQ+ Youth Summit

8:30–9 a.m. Registration

9–9:45 a.m. Welcome, AuditoriumJennifer SirangeloPresident and CEO, National 4-H Council

Icebreaker, Auditorium

9:45–10 a.m. Break

10–10:50 a.m. OUT on Your Own 100

Coming Out About Coming Out, 110

11–11:50 a.m. Working on Wellness, 110

Noon–12:30 p.m. Lunch–Auditorium

12:30–1:30 p.m. Keynote SpeakerAsh BeckhamEquality Advocate

1:40–2:30 p.m. What is Transgender?, 100

Don’t Box Me In, 110

2:45–3:15 p.m. LGBTQ+ 4-H Alumni Panel, Auditorium

A Safe Space for conversation is located in Room 150, directly across from the auditorium.

Gender-neutral restrooms are available on the second floor.

Special thanks to the Ohio 4-H Foundation and the Office of Equity and Inclusion in OSU’s College of Food, Agricultural, and Environmental Sciences for their generous support of today’s program.

Presenters and Sessions

Working on Wellness: My Mental HealthAmber Nickels, MSW, LSW, CTP-C, Educational Service Center of Central Ohio and Grandview Heights City School District; Sandra Hoover, MS, LSW, Educational Service Center of Central OhioMental health is integral to overall health and well-being. Please join us as we explore and discuss the continuum of mental health in regards to ourselves and those we care about. We will learn about how to meet and prepare for our own mental health needs as well as what to do in the event of a mental health crisis when self-care may not be enough.

OUT on Your Own: Determining Whether Prospective Colleges Are Actually LGBTQ-FriendlyAppy Frykenberg, Intercultural Specialist – LGBTQ Initiatives, Office of Student Life, Multicultural Center, Ohio State UniversityCollege is an amazing opportunity for LGBTQ students to really explore their identity and expression, and make connections with other queer folks that will last a lifetime. But how do you know the college environment will be supportive of your LGBTQ identities? In this session, we will talk about what to look for when checking out prospective colleges so that you can make an informed decision about your college career.

Coming Out About Coming OutAlex Ryan, Chair, GLSEN Columbus; Hannah Messer, GLSEN ColumbusComing out as part of the LGBTQ community can look different for every person, and can be exciting and new, but also a scary process. This session includes how to start broaching the subject of coming out to friends, family, and in school. It will also cover how to support friends that are coming out as well.

LGBTQ+ 4-H Alumni PanelMicah Shaffer, 4-H Program Assistant, West Virginia University; Jesse Crook, Clara Selle, Nathan Grine– 4-H alumniA panel of several college-aged 4-H alumni who identify within the LGBTQ+ community will share their stories. This is an opportunity to bring questions that you may have for the community and learn about some experiences of being LGBTQ+ in 4-H.

What is Transgender?Evan Mackenzie, MSW, LSW, Trans Outreach Coordinator, Kaleidoscope Youth CenterParticipants will be guided in learning the basics of gender identity including relevant terminology, the gender unicorn, pronouns, and how to best advocate for trans and gender non-conforming young folks. An opportunity for Q&A will be prioritized to best serve the unique and individual needs of the group.

Don't Box Me In: Understanding StereotypesCecil Shelton, Superintendent of Collegiate Engagement; Cultivating Change Foundation and Jenneth Layaou, Advisor, Students for Cultivating Change at Penn StateThis is a participation style workshop where participants will share past experiences with stereotypes of ourselves and those we hold of others. Learning will take place by reflective exercises, group discussions and the creation of an individual "Don't Box Me In" script.

Ohio 4-H LGBTQ+ Summit Committee

Hannah Epley, Nadine Fogt, Nathan Grine, Sally McClaskey, Emma

Newell, Kayla Oberstadt, Clara Selle, Micah Shaffer, Chris Sweet

Youth SummitApril 28, 2018

Nationwide & Ohio Farm Bureau 4-H CenterColumbus, Ohio

Exhibit 4

Photo Release

Date: _________________

I hereby grant to The Ohio State University permission to interview me and/or use my likeness in photograph(s)/video in any and all of its publications and in any and all other media, whether now known or hereafter existing, controlled by The Ohio State University, in perpetuity, and for other use by The Ohio State University. I will make no monetary or other claim against The Ohio State University for the use of the interview and/or the photograph(s)/video.

Name (print full name): _____________________________________________

Signature: _______________________________________________________

Relation to subject (if subject is a minor): _______________________________

Address: ________________________________________________________

City, State, Zip Code: ______________________________________________

Telephone: ______________________________________________________

Requested by: ___________________________________________________

Exhibit 5

Participants

Noor Alshafie

Allen Auck

Trenton Baldwin

Anna Bernard

Jodi Black

Kathy Blackford

Kirk Bloir

Steve Brady

Josi Brodt‐Evans

Meghan Buell

Jessica Castello

Donald Caughlan

Renee Clark

Emily Cordes

Chelsea Corkins

Matthew Edgington

Leo Embry

Devin Engle

Katie Feldhues

Theresa Ferrari

Warren Flood

Blake Fox

Elizabeth Frey

Jean Glowacki

David Goslin

Eileen Gress

Holly Henschen

Amy Henschen

valerie Hura

Jennifer Johnston

Sara Keinath

Kaitlin Klair

Rachael Krisher

Kimberely Kuester

Kathy Lechman

Emily Likens

Annie Lisowski

Diana Maier

Lindsey Mandau

Lucinda Miller

Christy Millhouse

Caitlyn Millhouse

Rebecca Mitchell

Jennifer Newell

Crystal Ott

naomi pepper

Amanda Raines

Joseph Rand

Katie Riemenschneider

Laura Rohlf

Margaret Sage

Brenda Sandman‐Stover

Kaleb Scott

Andrew Seward

Amy Seward

Gage Smith

Jessica Sprain

Abigail Stanek

Jacqueline Stuts

Rebecca Supinger

Alisha Targonski

Erin Van Gorden

Sherrie Whaley

Rhonda Williams

Haley Wilson

Susie Young

Presenters

Jeremy Elliott‐Engel

Appy Frykenberg

Kristen Godfrey

Tonya Horvath

Glenda Humiston

Jenneth Layaou

Abby Mally

Hannah Messer

Amber Nickels

Alex Ryan

Alexander Shanks

Cecil Shelton

Marshall Troxell

Committee Members

Hannah Epley

Nadine Fogt

Nathan Grine

Sally McClaskey

Emma Newell

Kayla Oberstadt

Clara Selle

Micah Shaffer

Chris Wilkerson Sweet

Presenters

Alex  Ryan GLSEN

Amber Nickels School Counselor

Appy Frykenberg OSU Multicultural Center

Ash Beckham Guest Speaker

Cecil  Shelton Students for Cultivating Change

Evan Mackenzie Kaleidoscope

Hannah Messer GLSEN

Jenneth Layaou Students for Cultivating Change

Jennifer Sirangelo National 4‐H Council 

Jesse Crook 4‐H Alumni Panelist

Sandi Hoover School Counselor

Summit Committee Members

Chris Wilkerson Sweet

Clara Selle

Emma Newell

Hannah  Epley

Kayla Oberstadt

Micah Shaffer

Nadine Fogt

Nathan Grine

Sally McClaskey

Approved 4‐H Volunteers and 4‐H Professionals

Alisha Targonski Maine

Dave Goslin Ohio Volunteer

Jenn Newell Ohio Volunteer

Jo Williams Ohio

Julie Keown‐Bomar Wisconsin

Luisa Gerasimo Wisconsin

Kirk  Bloir Ohio

Exhibit 6

OHIO STATE UNIVERSITY EXTENSION

NAEPSDP Virtual Summer School Presents:

Diversity & Inclusion 101

Working With LGBTQ+

Youth and Families

Kayla Oberstadt

Ohio 4-H Program Manager

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OHIO STATE UNIVERSITY EXTENSION

Objectives

• Build awareness of best practices to support

LGBTQ+ youth and adults.

• Recognize LGBTQ+ affirming language in

Extension documents.

• Describe steps to create an inclusive

environment for all through positive education.

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OHIO STATE UNIVERSITY EXTENSION

LGBTQ+ Defined

• Lesbian

• Gay

• Bisexual

• Transgender

• Queer/Questioning

• “+”• All self-affirming gender identities

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OHIO STATE UNIVERSITY EXTENSION

What has Ohio 4-H done to promote LGBTQ+ Inclusion?

• Camp situations of gender identity and sexual orientation

• Request at Leadership Camp to teach camp staff LGBTQ+ terminology

• Session offered to volunteers and teen leaders at

Ohio 4-H Conference

• Standing room only for a session on LGBTQ+ educational topic

• Resulted in conversations requesting more LGBTQ+ topic information for

youth to feel included and for adult leaders to recognize how to host

supportive practices

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OHIO STATE UNIVERSITY EXTENSION

What has Ohio 4-H done to promote LGBTQ+ Inclusion?

• Ohio 4-H LGBTQ+ Summit

• Committee of nine, included young alumni and adult 4-H staff, met for nearly a

year to plan the two-day event

• Supported and approved by all levels of OSU Extension, College of Food,

Agricultural, and Environmental Sciences

• Offered as professional development for colleagues and as a safe space for

youth

• Adopted 4-H Guidelines for Inclusion of Individuals of All Gender

Identities, Gender Expressions, Sexual Orientations, and Sexes

• Based on document from Western Region 4-H Program Leaders Workgroup

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OHIO STATE UNIVERSITY EXTENSION

Setting the Stage

• Appropriate Introductions (pronouns)

• Safe Space Indicators

• Symbols of Allyship

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OHIO STATE UNIVERSITY EXTENSION

Common Definitions• Biological Sex

• The biological body that a person physically has. Hormones, chromosomes, and body

parts determine this. (Examples: Male, Female, Intersex)

• Gender

• Determined by a person’s personal emotions, feelings, presentation, expression,

behavior, societal expectations, etc. (Examples: Girl, Boy, Man, Woman, Agender, etc.)

• Transgender/Trans*, Cisgender

• Gender Identity

• A gender that a person feels most closely aligned with. (Examples: Man, Woman,

Genderqueer, etc.)

• Gender Expression

• The way a person chooses to express their gender. Such as the way they choose to

dress and look. (Example: Masculine, Feminine, Androgynous)

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OHIO STATE UNIVERSITY EXTENSION

Source: https://www.genderbread.org/

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9

OHIO STATE UNIVERSITY EXTENSION

Reviewing Camp Documents

Excerpt from Leadership Camp pre-camp letter:

About the Leadership Camp Program… and What to Look Forward to

As a program of Ohio State University Extension, the Ohio 4-H State Leadership Camp is an inclusive and affirming camp

experience. Leadership Camp will provide you with the opportunity to meet and learn with 4-H’ers from across Ohio. You

will live with a cabin group of the same gender and you will participate in Leadership Camp programs and activities with a

mixed gender program group. A main component of our positive youth development efforts is our commitment to embrace

human diversity in all its many forms. Because we are also a part of the National Cooperative Extension System, we

comply with federal Civil Rights Laws and USDA requirements. We work to ensure that all 4-H programming is available to

clientele on a nondiscriminatory basis without regard to age, ancestry, color, disability, gender identity or expression,

genetic information, HIV/AIDS status, military status, national origin, race, religion, sex, sexual orientation, or veteran

status. By design, your sleeping assignments are randomized, so you will get to know some excellent participants and

counselors who you have not met previously. However, we want you to have a say in what activities you will be assisting

to plan throughout camp, which is why you completed a survey along with your registration form indicating this

information!

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OHIO STATE UNIVERSITY EXTENSION

Reviewing Camp Documents

Determining cabin assignments of a participant

2018 Best 4-H Camp That Ever Existed Registration

State: Ohio Phone: 614.292.4444

Contact: Hannah Epley Email: epley.24@osu.edu

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OHIO STATE UNIVERSITY EXTENSION

Male/Female

Reviewing Camp Documents

Determining gender/biological sex of a participant

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OHIO STATE UNIVERSITY EXTENSION

Reviewing Camp Documents

Leadership Camp swim suit attire, as listed in pre-camp letter

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OHIO STATE UNIVERSITY EXTENSION

Reviewing Camp Documents

Leadership Camp dress code, as listed in pre-camp letter

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OHIO STATE UNIVERSITY EXTENSION

Reviewing Camp Documents

How can we make this dress code more inclusive?

Here’s what we came up with:

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OHIO STATE UNIVERSITY EXTENSION

Staff/Volunteer Training Topics• Terminology/language

• Introductions with pronouns

• Genderbread Person

• Matching activity

• Mental health

• Debrief prior to and after lessons – provide support to those who require it

• Scenarios (not role playing) – how to respond to camp situations

• Resources

• Mental Health First Aid

• Camp Nurse/Medical Professional

• Local Resources/Services available via phone and websites

• LGBTQ+ community organizations

• Modeling desired inclusive behavior

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OHIO STATE UNIVERSITY EXTENSION

Concerns Specific to Trans*-identifying Individuals

• Their comfort and comfort of others

• Rooming/overnight accommodation

• Appropriate restroom facilities

• Communicating these needs with other staff – who needs to know?

• How do we know this? Ask the person!

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OHIO STATE UNIVERSITY EXTENSION

How to be Inclusive at Camp…and in Other Environments!

• Introduce self with your own personal pronouns

• Remind staff to model appropriate behavior

• Listen with an open mind, do not make assumptions of others

• Take action when you recognize others engaging in conduct that may

be harassing or discriminatory (e.g. interrupt inappropriate jokes)

• Speak up for the voices not present (devil’s advocate)

• Express confidentiality – it is not your role to “out” an individual

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OHIO STATE UNIVERSITY EXTENSION

Recognized Need:

• Request from teens at

4-H Conference

• Request from Camp

Staff

• “Coming Out”

conversations

happening from youth

to trusted staff

Action Implemented:

Results:

• Additional Ohio 4-H

Conference Sessions

offered

• LGBTQ+ Summit

designed for

professional

development and youth

• Camp staff training

includes LGBTQ+

topics

• Pronoun use at

Leadership Camp

• Over 40 Ohio 4-H

staff attended

LGBTQ+ Summit

• Presentations given

to Camp

Managers/Directors

• Continued education!

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OHIO STATE UNIVERSITY EXTENSION

BY THE NUMBERS

• Adult Professional Development Day: 86 attendees

• Youth Summit: 54 attendees

• 15 States represented at Summit:

California, Colorado, Delaware, Florida, Indiana, Iowa, Maine, Michigan,

Minnesota, Ohio, Pennsylvania, Virginia, Washington DC, West Virginia, Wisconsin

• 94% of adult respondents indicated the event “Met” or “Exceeds Expectations”

• 97% of adult respondents and 100% of youth respondents agreed this event should

take place again in the future

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OHIO STATE UNIVERSITY EXTENSION

SUCCESSES• Unwavering support from administration of

Ohio 4-H, OSU Extension, and The Ohio State

University College of Food, Agricultural, and

Environmental Sciences (CFAES)

• Financial assistance from the Ohio 4-H

Foundation and CFAES Office of Equity and

Inclusion

• Positive affirmation from neighboring 4-H

programs with multiple states registering

representatives

• Recognition from Ohio 4-H staff, volunteers, and

youth that LGBTQ+ education is necessary

• Media coverage by marketing and media relations

of The Ohio State University

• Protections offered through the University’s non-

discrimination clause

CHALLENGES• Vocal disapproval by select 4-H parents

and volunteers

• Occasional social media responses of

negative reaction

• Phone calls and emails to 4-H

professionals questioning the purpose of

the event

• Families threatening to leave the Ohio

4-H program

• Disapproving 4-H clientele calling local

legislators to voice their concerns

• Rumors of an organized protest

• Unwillingness of some 4-H

professionals to share Summit

information in their counties

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OHIO STATE UNIVERSITY EXTENSION

PROGRAM REPLICATIONOur committee suggests the following recommendations to states planning a similar event:

• Inform administration and secure approval with state 4-H leadership, Extension

administration, and college-level administration.

• Delegate one main spokesperson as the individual to respond to media concerns or

challenging responses.

• Create a list of talking points (who, what, where, why) that can be easily

communicated.

• Share the talking points and contact information of the communications

spokesperson with all 4-H professionals.

• Reach out to local organizations, individuals, and non-profit partners in the

LGBTQ+ community to serve as resources.

• Seek financial support from 4-H foundations, college diversity groups, and the local

community.

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OHIO STATE UNIVERSITY EXTENSION

“Overall, I just feel more connected to people within Extension and 4-H

who can help me be more inclusive of LGBTQ+ members. I've never really

known where to go for help.”

- Adult Summit Attendee

“I learned that 4-H is a lot more accepting of LGBTQ+

youth than I originally assumed. I also learned that

others my age have the same issues I do.”

- Youth Summit Attendee

“I've put rainbow flag on my office door, pins from the Ohio conference

(the rainbow one and my pronouns one) on my backpack that I take to all

4-H events. I've also begun having informal conversations with volunteers

about what I've learned.”

- Adult Summit Attendee

“The Summit was well put together. I had an amazing

time and would love to come again. It helped me feel

included and accepted for who I am.”

- Youth Summit Attendee

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OHIO STATE UNIVERSITY EXTENSION

How To/What If…

• A parent questions the orientation or gender identity of their child’s

4-H volunteer or 4-H camp counselor…

• A youth participant arrives at an activity and prefers a name that is

not on their registration form…

• A parent threatens to not enroll their child in 4-H because of concern

that there is an LGBTQ+ individual in their 4-H club or county…

• A program participant begins to spread rumors regarding the sexual

orientation or gender identity of another participant or staff…

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OHIO STATE UNIVERSITY EXTENSION

Additional Resources

• Genderbread handout

https://www.genderbread.org/

• University of California’s 4-H Practices for Inclusion

of Individuals of All Gender Identities, Gender

Expressions, Sexual Orientations, and Sexes:

http://4h.ucanr.edu/files/274340.pdf

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OHIO STATE UNIVERSITY EXTENSION

Additional Resources (continued)

• LGBTQ+ organizations (PFLAG, GLSEN)

• University Resources (Multicultural Center,

Diversity & Inclusion, Human Resources, etc.)

• Ohio 4-H LGBTQ+ Summit

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OHIO STATE UNIVERSITY EXTENSION

Questions?

Kayla Oberstadt

Oberstadt.1@osu.edu

614-292-3758

Thank you!