Life's a Beach
WetHotAmerican Summer
Summer Babes
Honky Tonkin
Unchained Melodies
Lost Mixtapes Vol 1
Beach Drinking [mix for Homoground.com]
For almost two years I’ve been working for Jennifer Bryan as a research assistant / general assistant / consultant / tech aid /etc. A lot of our work has been focused on consultations with individual schools and presentations at larger education conferences. Another aspect of our work has been writing+ this book. I include the plus, because the book has so much more than just inspired and helpful text. It has resources, lesson plans, diagrams, glossaries, cartoons, news clippings. We finished the book at the end of 2011 and it was published last month by Rowman & Littlefied. People have already started contacting Jennifer to share that they are reading the book and trying to work her strategies and concepts into their schools and school districts. SO exciting.
I’m going to copy and paste a bunch of information on the book below and I hope that y’all will reblog what you think is relevant to your followers and readers or like it on facebook or tweet about it. It’s just such an amazing resource and I want to get the word out as far and wide as possible.
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LIKE THE FROM THE DRESS-UP CORNER TO THE SENIOR PROM: NAVIGATING GENDER AND SEXUALITY DIVERSITY ON FACEBOOK for information on the book, upcoming events and related current events / new resources: https://www.facebook.com/FromTheDressUpCornerToTheSeniorProm
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Available in Hardback, Paperback, E-Book, and Kindle Editions
Purchase links:
https://rowman.com/ISBN/9781607099789
http://www.amazon.com/From-Dress-Up-Corner-Senior-Prom/dp/1607099799/ref=ntt_at_ep_dpt_1
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About the Author:
Jennifer Bryan, PhD, author of the children’s book The Different Dragon, is a psychologist and educational consultant with over twenty-eight years of experience working with administrators, teachers, board members, parents, students, and school communities. She is a specialist in Gender and Sexuality Diversity and a consultant to PreK-12 schools throughout the United States. Bryan lives in Northampton, Massachusetts with her partner and two children.
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Reviews:
If you are interested in the role of gender and sexuality in schools, the only thing you need to know is: read this book! It is a long overdue resource that is rich with examples from PreK-12 classrooms across the country. The student and teacher voices framed by Dr. Bryan’s research and expertise combine to form a powerful tool that will help educators everywhere make their schools and classrooms more inclusive and freer of all forms of bias. This well-researched text is strengthened by pedagogically meaningful stories, lesson plans, and interventions that offer guidance and support to educators engaged in this work. Her valuable insights and ideas will certainly help reduce the harmful impacts of homophobia, transphobia, and heteronormativity in schools everywhere.
— Elizabeth Meyer Ph.D, author of Gender, Bullying and Harassment: Strategies To End Sexism and Homophobia in Schools and Gender and Sexual Div, Assistant Professor of Education at California Polytechnic State University
A brave, lucid, and insightful exploration of the intersections of gender, sexuality, and the experiences of K-12 students. Informed by scholarship and years of school experience, Jennifer Bryan has written a superb manual for faculty, administrators, and families on how to navigate safe passages for all students. Following Bryan’s advice not to run from these issues, but to embrace them conscientiously, will help educators and parents meet the challenges of raising healthy children in a nation where gender and sex have become tools of commerce.
— Arthur Lipkin Ed.D, Chair, MA Commission on GLBT Youth
From the Dress-Up Corner to the Senior Prom: Navigating Gender and Sexuality Diversity in Pre-K to 12 Schools, by Jennifer Bryan, is a must read book for any and all teachers and parents interested in getting their hands around gender stereotyping: what it is, how it’s limiting to all, and how to teach children to overcome it, towards the end of embracing gender and sexual diversity in the same way enlightened cultures embrace racial, ethnic, class, and religious diversity. The copious anecdotes alone are worth the price of admission to a future world where we transcend millennia of assumptions about “what boys do” vs. “what girls do” toward a more psychologically and socially androgynous and balanced future. Readers will find themselves thinking time and again, “It never occurred to me that our kids might be saying, and wondering, and exploring these things. How would I address that situation when it arises in my classroom?” This book of innumerable stories and wise counsel is also the new definitive authority reference book on terminology and resources on the topic. The central question Bryan addresses—what to teach about gender and sexual identity diversity in schools—is articulated perfectly by a fourth-grade teacher: “The school community needs a point of view on these issues. Then we all need to support this view.” Schools and teachers that don’t address the question collectively as a school community will address it, at their own risk, haphazardly and poorly individually.
— Patrick F. Bassett, president, National Association of Independent Schools (NAIS)
What we teach in our school curriculum helps shape the minds, attitudes, and identities of children. Conversely, what we omit or leave unexamined matters as well. In this carefully researched, courageous book, Jennifer Bryan cogently argues that despite the centrality of gender and sexuality to our core relationships and identity, schools rarely contend with these topics. Bryan is persuasive, forthright, and sensitive in challenging us to formulate a more inclusive and complex approach to addressing gender and sexuality diversity in school. As a teacher, I have often shied away from topics of gender and sexuality. I fear that I don’t know enough or that traversing these topics is too fraught and dangerous. Reading this book challenged me to re-think my tendency to sidestep these issues and provided me the conceptual vocabulary and practical strategies to be a better teacher for all my students.
— Sam Intrator Ph.D, Professor of Education and Child Study, Smith College
The issue of safety for GLBTQI students in our schools today is a matter of life and death, not a matter of politics. Jennifer Bryan’s book is essential reading for anyone directly or indirectly involved in the education of children today. As the Head of a pre-K through 8th grade independent school, I found valuable information contained in this book for faculty, parents, and trustees alike. Whatever your role is in the process of education, Jennifer Bryan’s book provides real life examples along with excellent solutions, making it a useful tool in the classroom and at home. Bryan does not shy away from the conflict, rather she encourages us to face the prejudices and inequities that exist with confidence, candor, and even humor. This book is a must read now!
— John Peterman, Head of School, Brookwood School, Manchester, MA
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PREFACE
INTRODUCTION
CHAPTER ONE - Gender and Sexuality Diversity at School: What Educators Need to Know and Then Some
CHAPTER TWO - Heteronormativity at School: Questioning the “Natural Order” of Things
CHAPTER THREE - A Framework for Engaging GSD at School: Educational Mission; Best Pedagogical Practices
CHAPTER FOUR - GSD at School: Understanding What You See; Thinking Critically About What You See
CHAPTER FIVE - GSD Professional Development: “Learnings” that Lead to Best Practices
CHAPTER SIX - GSD in Early Childhood and Elementary Education: Strategies, Application and Curriculum
CHAPTER SEVEN - GSD in Middle and High School Education: Development, Safety, and Curriculum
CHAPTER EIGHT - Comprehensive Sexuality Education: Providing Foundations for GSD Literacy
CHAPTER NINE - Leadership, Policies and Programs: Supporting GSD Education at Schools (Not for Administrators Only!)
CHAPTER TEN - GLBTQI and Straight Educators and Parents: Different Challenges; Unique Opportunities
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Website:
UM THIS IS SUPER IMPORTANT AND EXCITING. I haven’t reviewed the whole document yet, but unsurprisingly it seems great so far!
Almost every school lists in their mission or their educational philosophy that they want to develop the “whole child.” They’re shaping people not manufacturing educated machines. And yet, there was a very large part of my identity that I didn’t even get to explore in school. I am of course talking about my gender identity and my sexuality. I was talking to friends about this recently – about how I was never offended by the fact that I couldn’t bring a girl to a dance, for example (oh remember that at this time I was presenting as a woman, didn’t know I was a guy, and sort of identified as a lesbian). My friends agreed that we just assumed school wasn’t the place for that part of us. But looking back, school did seem to be the place for that part of my straight and normatively-gendered peers. Heterosexual, cisgender people, for the most part do get to develop their gender and sexual identities in school. From early childhood through high school graduation, schools seem a little more committed to the development of the whole child for those guys. How? + Through the families depicted in children’s books
+ Role-playing options in PreK and Kindergarten
+ Characters studied in literature and film
+ Gender segregation (boys’ line, boys’ sports, boys’ bathrooms)
+ Pairings supported by faculty and administration (whether it’s a teacher commenting on the cute “couple” in 1st grade or the awarding of Homecoming King and Queen – again, gendered – to the well-liked straight couple in high school)
+ Alums whose weddings or work are celebrated in publications
+ Sex education classes that only talk about heterosexual sex or marriage
+ Teachers who talk about their personal lives and families
+ Photos on seemingly-benign motivational posters or in textbooks
+ Science courses that only address the binary sexes and genders in biology
+ History lessons that include spousal and familial details for heterosexual figures, but not homosexual figures.
As you get ready to return to school, you may have some concerns about bullying and being around ignorant assholes in general. I want you all to know there are national, professional groups out there that will help you fight for your rights to an education without harassment. I know that most people don’t want to call attention to themselves by bringing in outside help- filing complaints- or otherwise making noise to demand equality. It isn’t a role that everyone would want to take. I don’t want to force anyone into an uncomfortable situation. But if you see injustice, consider taking a stand. There are people willing to help.
My personal experience with GLSEN is that they prefer to work WITH students to demand their own equality. There are other places that are better choices to fight more on your behalf. They do, GENERALLY, need you to make the complaint and then follow though. This may mean going back to school to see if the school will keep its word to protect you. If they do not, your fight can go forward with their help. But if their lawyers have a chat with your school, and they say they will change, and you don’t give them the chance to prove it, things may never change. I know—- not everyone is up to the fight. But if you can do it- DO IT. Don’t let the bullies, homophobic, racist, transphobic, anti-Semitic, Islamaphobic, or any other people spouting hate keep you from living your life and getting the safe education to which you are entitled.There is a lot of information on starting a Gay Straight Alliance or Queer Support group at your school. My son started one at his school when he was a junior in high school. It is still going on these 5-6 years later. It has gained in visibility and acceptance, thus helping more kids to come out in safety. Most of the references below have a section on starting a group at your school.
Be safe, be happy, do your best, and demand your rights ♡ ♡ ♡
Here are some place to seek information and get help:
ACLU (American Civil Liberties Union)
GLSEN (Gay Lesbian Straight Education Network)
SPLC (Southern Poverty Law Center)
PFLAG (Parents Family and Friends of Lesbians and Gays -also include bisexuals, and people who are transgender)
And don’t forget that all of us oldies are here for you too. I survived elementary school as “girl” that looked like a boy. I survived middle school as a “non stereotypical girl.” I survived high school as a trans guy who thought maybe he was a lesbian at a school where no one was gay nor was it talked about. And I survived a women’s college as an out and transitioning man.
I’ll be 24 soon and instead of going crazy thinking about how old I am, I am using it as reminder that my past experience might be able to help those of you just at the beginning of yr journeys. Help you to make the most of yr schooling, social scenes, and adolescence, rather than totally fear and/or hate it. Thanks to PFLAG mom for the resources!
Have fun at school, kids! I wish you safety, learning, and freedom (as much as possible).
Just for kicks, here is one of my family’s annual “first day of school” photos:
I’m the boy. :)
From GoundSpark:
GroundSpark has learned that the U.S. Commission on Civil Rights will turn its attention to peer-to-peer bullying, harassment, and violence in schools this May—and your stories are wanted. Beginning with a day-long briefing on peer-to-peer violence in K-12 public schools on May 13th, the Commission’s report will examine bullying and other types of peer-to-peer violence where students are targeted due to their race, national origin, religion, disability, gender, or LGBT-status. According to Commissioner Roberta Achtenberg, the event breaks new ground as the first time the Civil Rights Commission will host a hearing on an LGBT-related issue.
GroundSpark will have the opportunity to submit testimony, along with many experts in social sciences, mental health, education and law. Commissioner Achtenberg is making a special effort to encourage those touched by peer-to-peer violence targeted against LGBT youth (and those perceived to be so) to share their stories. The collected stories will form a permanent record built from the contributions of people across the country, and these personal narratives will be an invaluable resource, aiding the Commission in understanding the nature, pervasiveness, geographic spread, and negative outcomes of such violence. Stories shared in this way will also help to set the stage for expert testimony and filings from professional perspectives.
Stories should be submitted in writing with the U.S. Commission on Civil Rights for inclusion in the public record. The Commission defines “inter-student violence,” as any verbal and physical assaults, teasing, bullying and any other form of harassment. The letters need not be formal or in any particular format. Each author is encouraged to write in their own voice and to tell their story in the terms in which it was experienced. The Commission should learn of the personalities of the kids and families involved, the way things happened (or are still happening), what types of people were involved (other students, school staff, and/or others), and what impact these experiences are having on the student and for the rest of the family. Thoughts about what types of intervention might be helpful to address the causes could be important as well.
In order to humanize this issue as strongly as possible, families and individuals who are comfortable doing so are encouraged to attach a picture to the front of the letter. For those contributors who are not comfortable sharing their identity openly, they should use at least one initial to identify themselves and any people relevant to their stories since the letters will be submitted to the public record. It would be extremely helpful if writers who are maintaining anonymity could at least identify a region of a state in which they live (“Northern Maine,” or “Twin Cities Minnesota,” for example).
GroundSpark has been privileged over the years to see the power of your stories in action. We encourage stories about all forms of harassment, bullying and violence. Don’t be afraid to make concrete suggestions about how schools, parents, teachers and communities should respond—the Commission can learn from what went wrong as well as what went right.
The Commission’s final report, to be issued in September 2011, will discuss student needs, promising programs, jurisdictional issues, and the enforcement efforts of the U.S. Departments of Education and Justice. Stories of how students, families, schools and communities are impacted by peer-to-peer bullying, harassment and violence are critical to the report’s effectiveness.
Letters should be sent, if possible, by May 1, 2011 for introduction into the Commission’s record in advance of the May 13 hearing in D.C. (the public record will remain open for 15 days following the hearing). The letter itself should be addressed to:
Kim Tolhurst, Esq., Acting General Counsel
U.S. Commission on Civil Rights
624 Ninth St., N.W., Washington, D.C. 20001Please note that the envelope should be addressed and mailed to Commissioner Achtenberg’s special assistant, Alec Duell at:
c/o Alec Deull
3102 Krueger Road North, Tonawanda, NY 14120
GET THE WORD OUT!!
