Syracuse University Session 3: Sexual Harassment PDF

Session#3 Sexual Harrassment Ja Youn Kwon [email protected] Sexual harassment in schools 69% say their schools have policies on sexual harassment (compared to 13% in 1993) 85% of students report that sexual harassment by students on students occurs in their schools; 38% report teachers or o...

Session#3 Sexual Harrassment Ja Youn Kwon [email protected] Sexual harassment in schools 69% say their schools have policies on sexual harassment (compared to 13% in 1993) 85% of students report that sexual harassment by students on students occurs in their schools; 38% report teachers or other staff sexually harassing students; 54% report sexually harassing someone themselves The most-often kinds of harassment cited: spreading sexual rumors (75%), pulling off or down on clothing (74%), calling someone gay or lesbian (73%), spying on someone as they dressed or showered (72%), writing sexual messages or graffiti on walls or elsewhere (63%). Syracuse University 2 Sexual harassment in schools 81% of students report being sexually harassed themselves during their school years, 59% occasionally, 27% often Girls are more likely than boys to report being sexually harassed often (30% vs 24%), but the proportions reporting ever being sexually harassed are closer (83% vs 79%). 80% who report being targets of sexual violence are girls, 18% boys Those who were harassed reported different impacts on their learning: talking less in class (24%), not wanting to go to school (22%), changing their seats in class (21%), finding it hard to pay attention (20%). Syracuse University 3 Gender & Sexuality Biological Sex Gender Gender Identity Gender Expression Sexual Orientation The sex A socially One’s Refers to the Who are you designation constructed innermost core ways in which physically and recorded on an system of concept of self people emotionally infant’s birth classification which can externally attracted to? certificate that ascribes include male, communicate Who have you associated with qualities of female, a blend their gender had intimate chromosomes, masculinity of both or identity to relationships hormones and and femininity neither, and others through with? How do internal organs to people. many more behavior, you identify and other possibilities. It clothing, your sexuality? structures is how hairstyle, related to individuals voice, and reproduction. perceive other forms of themselves representation. and what they call themselves. *Adapted from Gender Inclusive Language & Pronouns, LGBT Resource Center, University of California, Riverside Syracuse University 4 Gender roles and stereotypes What are some stereotypes you know about girls and women (and people who are perceived to be girls and women)? This can include stereotypes about behavior, appearance, proper and improper behavior, etc. Syracuse University 5 Gender roles and stereotypes What are some stereotypes you know about boys and men (and people who are perceived to be boys and men)? This can include stereotypes about behavior, appearance, proper and improper behavior, etc. Syracuse University 6 Partner discussion #1 What are some consequences for people who step outside of these "boxes"? Describe a time when you stepped outside the box of your identified or perceived gender. Were there consequences? What were they? Describe a time when someone of a gender other than your own stepped outside the box of their identified or perceived gender. Were there consequences? What were they? Syracuse University 7 Partner discussion #2 What are some things that you can do or have done to push back against gender stereotypes? What helps you feel empowered to resist gender stereotypes? Do you do things to protect yourself from gender-based harassment or assault? What do you do to protect yourself from gender-based harassment or assault? Syracuse University 8 Age-appropriate approaches to teaching consent & respect How to greet others (kids) How to greet others (teacher & kids) The Best a Man Can Get Syracuse University 9 Consent Consent is like tea Consent - Its not as simple as tea! Syracuse University 10 Centering the Voices of Trans People “An Introduction to Transgender People” from the National Center for Transgender Equality Out by Pixar Share thoughts, feeling, or connection Syracuse University 11 Syracuse University 12  CT Snapshot 2015: Harassment and Assault *Adapted from “That’s SO Gay!”, GLSEN Connecticut Syracuse University 13  CT Snapshot 2015: Anti-LGBT Discrimination *Adapted from “That’s SO Gay!”, GLSEN Connecticut Syracuse University 14  Students who experienced high levels of harassment and assault had poorer educational outcomes ↓ Educational aspirations ↑ Missing ↓ School Victimization belonging school ↓ Academic achievement *Adapted from “That’s SO Gay!”, GLSEN Connecticut Syracuse University 15 Students who experienced high levels of harassment and assault had lower psychological well-being. ↑ Depression Victimization ↓ Self- ↑ Anxiety Esteem *Adapted from “That’s SO Gay!”, GLSEN Connecticut Syracuse University 16 Syracuse University 17 Syracuse University 18 Syracuse University 19 In your small group If you were in charge of developing a curriculum in middle and high schools that was designed to – create gender-inclusive environments – create safety for all students, but particularly women and LGBTQ students WHAT WOULD YOU WANT TO TEACH AND WHY? Syracuse University 20 Being a Trans Inclusive Educator: A Non-Comprehensive List Use gender-neutral language. Respect students’ gender stated names, pronouns, and identities. Shut down bullying and harassment when you see it. Learn to recognize and address anti-trans microaggressions. Don’t make assumptions. Ditch gender stereotypes. Syracuse University 21 Being a Trans Inclusive Educator: A Non-Comprehensive List Normalize gender diversity and facilitate gender exploration. Support your colleagues, build trans competence, and grow your networks. Be a resource! Know state and school regs. Identify local providers of gender-affirming care and support. Maintain a library of trans-inclusive books for adults and children. Be a visible ally. Fight trans-exclusionary policy and advocate for protections for trans people locally and nationally. Center the voices and needs of trans people, always. Keep learning! Keep listening! It’s okay to be uncomfortable. It’s not okay to let discomfort keep you from supporting your students. Syracuse University 22 Getting to Know You Questionnaire Get to know you by Ace Schwarz Students don’t have to answer questions they aren’t comfortable with Students can communicate the specific circumstances where they feel comfortable using certain names and pronouns Adding extra questions makes it seem less targeted at names and pronouns, and can also help you gather useful information about your students Syracuse University 23 Gender identity Gender Constellation. Share thoughts, feeling, or connection Syracuse University 24 Misgendering & Its Impact Misgendering is mistaking or assuming peoples' pronouns without asking first Asking and correctly using someone's pronouns is one of the most basic ways to show your respect for their gender identity When you misgender someone unknowingly, the impact is more powerful than the intent If you make a mistake, apologize and move on, don’t belabor the apology Then do better! *Adapted from Gender Inclusive Language & Pronouns, LGBT Resource Center, University of California, Riverside Syracuse University 25 Misgendering & Its Impact When someone is referred to with the wrong pronoun, it can make them feel disrespected, invalidated, dismissed, and alienated It is a privilege to not have to worry about which pronoun someone is going to use for you based on how they perceive your gender Ongoing misgendering in the workplace may be interpreted as sexual harassment – Using wrong pronouns after being informed of correct ones – Using “deadname” instead of lived name *Adapted from Gender Inclusive Language & Pronouns, LGBT Resource Center, University of California, Riverside Syracuse University 26 Inviting Pronouns Sharing When in a group – during introductions model sharing pronouns and invite everyone to share, too One-on-one, try asking: ”The pronouns I use for myself are ___. What are your pronouns?" or "Which pronouns do you like to hear for yourself?" or "Can you remind me which pronouns you like for yourself?" It can feel awkward at first, but it is not half as awkward as getting it wrong or making a hurtful assumption Never guess someone’s pronoun(s) *Adapted from Gender Inclusive Language & Pronouns, LGBT Resource Center, University of California, Riverside Syracuse University 27 Inclusive Language Instead of calling upon or remarking about a particular “man” or “woman” (who has not disclosed that identity), you could indicate: – The person in the red shirt – The person with their hand raised – The person who just spoke – The person over here (gesturing) *Adapted from Gender Inclusive Language & Pronouns, LGBT Resource Center, University of California, Riverside Syracuse University 28 Inclusive Language Instead of “ladies and gentlemen” or “boys and girls” or other language that assumes only two genders, you could use: – Friends – Colleagues – Friends and colleagues – Children / Youngsters – Students *Adapted from Gender Inclusive Language & Pronouns, LGBT Resource Center, University of California, Riverside Syracuse University 29 Use Language That Includes All Gender Identities Use inclusive language that emphasizes “All children can….” Use inclusive phrases to address the entire class (e.g. students, children, scholars) rather than “boys and girls” or “ladies and gentlemen” When grouping students avoid grouping by gender- create groups by favorite color, tables, birthmonth, color of shoes, etc. Demonstrate it’s okay to do things outside the gender norm- give examples of how you or people like to do things outside of gender stereotypes Syracuse University 30 Use Language That Includes All Gender Identities Respect the name/pronouns that a student uses – School staff members should address students by the name and pronoun that corresponds to their gender identity – Maintain confidentiality of the student’s transgender status – When not legally required to use a student’s legal name or sex assigned at birth on school records and other documents, staff members should use the name and gender preferred by the student Syracuse University 31 Instructional Techniques Create lessons helping students understand each other as unique individuals Use lesson plans that focus on gender stereotypes through popular culture, advertising, social media, TV shows and how they are created/changing in society. Discuss ways to stop gender stereotypes and stop gender-based bullying Teach students to be respectful and have empathy for everyone by implementing social emotional curriculums around equality and respect Syracuse University 32 Instructional Techniques Integrate gender topics into the curriculum through: – Art projects – Persuasive/personal narrative writing prompts – Responding to literature – History lessons involving the development of social constructs – Guest Speakers- to help students understand gender diversity and hear personal stories – Read biographies/fictional stories about great accomplishments/achievements for all genders Syracuse University 33 What school personnel can do to prevent bullying 1. Establish and publicize a school policy that specifically prohibits harassment on the basis of gender, including gender Identity and gender-related appearance and behavior. – Students will feel safer for gender non-conforming students if their schools had harassment policies that specifically included gender identity/expression. 2. Instruct Teachers on how to stop slurs and harassment. 3. Explicitly inform students where to go for information and support related to gender identity and expression. 4. Establish clear guidelines and rules on how to report gender- based bullying and/or harassment. *This information was gathered from the California Safe Schools Coalition and genderspectrum.org Syracuse University 34 What school personnel can do to prevent bullying 5. Consistency is key: all staff members must consistently respond appropriately to reports of gender-based harassment and bullying. 6. Establish the climate of your classroom earl in the school year to let students know that bias-related harassment and slurs are not acceptable. – Establish a warm and welcoming environment in your classroom and stick with it throughout the year. 7. Directly intervene when you hear bias-related comments and slurs. – Use each discriminatory comments as a teaching moment and remind students to be respectful of all students. *This information was gathered from the California Safe Schools Coalition and genderspectrum.org Syracuse University 35 What school personnel can do to prevent bullying 8. All forms of discrimination, harassment, slurs, and gender related bullying must be taken seriously and must be stopped immediately. 9. Provide Gender-diversity training through professional development to educated school personnel on gender diversity, how to stop harassment, and school policies regarding gender- based bullying. 10.Demonstrate school support for gender-diversity by incorporating acceptance of all students within the school climate and activities (e.g. posters around the school, banners, mission statement, curriculum). *This information was gathered from the California Safe Schools Coalition and genderspectrum.org Syracuse University 36