LBGT

Matthew Lynch published in Diversity, Equity, Policy & Reform

Explainer: why transgender students need “safe” bathrooms

Alison Gash, University of Oregon

Bathroom safety has become the next battle for transgender students on college campuses across the nation.

Often referred to as “bathroom desegregation,” calls for safer bathrooms have inspired “shit-ins” at California Polytechnic and San Diego State, where transgender advocates asked student allies to use only gender-neutral restrooms.

Recently, “urine” blockades also confronted Berkeley students at Sather Gate, the main entrance to campus. Advocates filled plastic cups with fake urine and lined them up to greet students as they crossed the threshold into campus to protest inadequate restrooms for transgender students.

Why all the contention over bathrooms? Recent studies suggest that over 50% of transgender individuals will experience sexual assault in their lifetime (a rate that is far higher than for nontransgendered individuals), and using bathrooms could pose a significant threat of physical harm or harassment.

Fear of violence

Studies show that transgender students could be harassed, sexually assaulted or subjected to other physical violence when they are required to use a gendered bathroom.

One survey, commissioned by the Williams Institute, a think tank at UCLA, found that 68% of participants were subjected to homophobic slurs while trying to use the bathroom. Nine percent confronted physical violence.

Another study that surveyed transgender individuals in Washington, DC found that 70% were either verbally threatened, physically assaulted or prevented in some way from using the bathroom of their choice. Some experienced more than one form of such behavior.

Yet another survey found that 26% of transgender students in New York were denied access to their preferred bathrooms altogether.

Redesigning bathrooms

As a result, transgender students need to constantly weigh the trade-offs as they consider bathroom options.

As one University of Washington student articulates:

Do I choose physical safety or emotional safety? Do I choose physical health or mental health?

Universities are bringing in policies to have gender-neutral bathrooms.
Ted Eytan, CC BY-SA

So, from California to Texas, in elementary schools and colleges, administrators are considering the costs and benefits of redesigning bathrooms to accommodate transgender students.

For example, students at University of Pittsburgh can now use bathrooms that conform to their own gender identity. Arizona State University, Ohio State and Wesleyan University, among several others, have instituted policies requiring all new construction to include gender-neutral bathrooms. They are assessing how to modify the existing bathrooms to become gender-neutral single-stall facilities.

This is not limited to colleges and universities. As increasing numbers of primary- and secondary-school-aged children are identifying as transgender, public schools have become “ground zero” for fights over bathroom safety.

Miraloma Elementary School, in San Francisco, for instance, removed gendered signs from many of their bathrooms.

In fact, about two years ago, Governor Jerry Brown signed into law the School Success and Opportunity Act, requiring that all students be able to access bathrooms or locker rooms that are consistent with their own gender identity in California’s K-12 settings.

The ‘bathroom bill’ opposition

But as with other issues concerning transgender rights, some have reacted to these changes with visceral opposition.

For instance, Wisconsin, along with several other states, is considering legislation that would require school districts to only provide separate-gendered bathrooms as a way to stop local school districts from accommodating requests from transgender students.

An elementary school student in Stafford County, Virginia, was prohibited from using the bathroom associated with her gender identity after parents and politicians in the state spoke out against the student’s request.

In fact, opposition to these bathroom accommodations figured prominently in the initiative to vote down Houston’s recent antidiscrimination ordinance, which would have, like hundreds of others across the nation, prohibited discrimination in housing, gender and public accommodations on the basis of sexual orientation and gender identity, among others.

Opponents dubbed it the “bathroom bill,” framing the policy as one that would permit “men in women’s bathrooms” and would expose women and girls to sexual predators.

Consequently, the ordinance – subjected to public review under court order – failed with 61% of the voters.

This opposition exists even when transgender advocates have not only focused on their own risks but have also invoked the needs of students with disabilities, those who may need “family bathrooms” and students who have survived sexual abuse and are more comfortable with single-stall facilities.

And now, Privacy for All, a group dedicated to opposing transgender bathroom advocacy, is hoping to launch a similar campaign in California. It is currently collecting signatures to bar any public institution from permitting individuals to use bathrooms or changing rooms that comport with their gender identity.

Federal intervention has sent out mixed signals as well. On the one hand, the Department of Education issued a letter to an Illinois school district stating that denying a transgender student’s rights to access a bathroom consistent with their gender identity is a violation of Title IX.

On the other hand, a federal court rejected a transgender student’s claim that his equal rights were violated when his university rejected his request to use a locker room that matched his gender identity.

Need for safety

At this point, for most transgender students, bathroom options are limited.

Transgender students need safe spaces.
Ted Eytan, CC BY-SA

Either they have to travel quite a distance to get to the nearest single-stall gender-neutral bathroom, or change in an “alternative” locker room (often a faculty bathroom or custodial closet).

There could even be days when they go to class in their workout clothes or “hold it in.” Hence, demonstrating Berkeley students held out signs that said: “Where was I supposed to go?” or “I couldn’t hold it any longer.”

Such options have clear drawbacks and health risks. Urinary tract infections, depression and even suicide could be among them.

As a result, sometimes students see their best option as renting a house near campus so they can go home to use the bathroom.

As we mark World Toilet Day by campaigning on behalf of the billions of individuals who lack access to safe, clean sanitation, remember that among those denied access to safe bathrooms are transgender students.

The Conversation

Alison Gash, Assistant Professor of Political Science, University of Oregon

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Diversity, Equity, list, Matthew Lynch

3 Things Every Educator Should Know about Supporting LGBT Students

With a staggering 90 percent of LGBT students experiencing verbal harassment related to their sexual orientation, it is obvious that Lesbian, Gay, Bisexual and Transgender, or LGBT, students have additional barriers to overcome. Dealing with discrimination toward LGBT students is a very real concern for teachers and though students have come a long way, they can still be cruel to those that they perceive as different. Peers of LGBT students frequently single them out for bullying and physical and verbal abuse.

Bullying has real implications for LGBT students, leading to high rates of absenteeism. Thus, as an educator, it is important to consider these three things as we strive to make our educational environments safer for LGBT students.

  1. Mental health is a serious issue. As Dr. Victor Schwartz, medical director of a non-profit organization that promotes emotional health among college students has discussed previously, LGBT students in particular often struggle with mental health problems. Suicide is the leading cause of death among LGBT teens. Transgendered teens are 20 times more likely to contemplate, attempt, and complete suicide.

To help someone who is struggling with their sexuality—or with others’ attitudes regarding their sexuality—Schwartz recommends that you “make sure they know you are supportive and willing to talk about anything. Let them make decisions about their sexual orientation on their own terms and when they are ready. If someone reveals their sexual orientation to you, it is important to be supportive and allow them to talk through their feelings and fears. Coming out can be a difficult process and it helps to have a strong support network.”

  1. Anti-gay bullying contributes to an achievement gap. The levels of harassment targeting LGBT students sometimes lead to absenteeism, and even to dropping out of school completely and never obtaining that very important high school diploma.

LGBT students of color are three times more likely to skip school because they do not view schools as safe places, adding to the achievement gap between the races that educational policymakers are so desperately trying to narrow.

  1. Teachers have a legal responsibility to address anti-gay abuse in schools. Legislation indicates that failure to intervene in these circumstances may jeopardize teaching certificates and licenses.  Lambda Legal Defense cautions that if teachers and counselors are not actively helpful (or worse, hurtful) they may be guilty of legal violation in their failure to address the abusive anti-gay behavior.  In many states, this could jeopardize a teacher’s certificate, as some state laws expressly forbid discrimination on the basis of sexual orientation.

In recent years, many high schools have formed Gay-Straight Alliance clubs.  Like other after-school special interest clubs, supportive teachers sponsor these groups, and meet periodically to plan social events, public and community service projects, and promote understanding among all students.  Sometimes these organizations meet with resistance from the community, administrators, and school officials on the grounds of conservatism, avoidance of controversy, and the fear of promoting an agenda counter to the majority values of the local demographic.  Make no mistake, however, GSA clubs are protected under the Equal Access Act [20 U.S.C. § 4071], which states that if a school receives federal funding and has non-curricular clubs, a Gay/Straight Alliance student group is entitled to recognition just like any other student group.

It does not matter what a teacher’s personal ideology is. As educators, we have a professional commitment to make the classroom and the school a safe environment for all students.  Educators must provide positive role models and supportive, responsive intervention.  We must actively deliver the message that bullying, prejudice and hate are wrong in all circumstances.  All school personnel are responsible for keeping abusive language and behavior out of the classroom and the school culture.

Click here to read all our posts concerning the Achievement Gap.

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Matthew Lynch published in Higher Education, Matthew Lynch

Queering Campuses Prompts Reflection, Reform for Universities

Note: The following guest post comes to us courtesy of Jacob Bell, a junior at the University of Maryland pursuing a dual degree in journalism and general biology. He currently works as the staff writer and web content manager for Student Voice and is a general assignment reporter for the University of Maryland’s student newspaper, The Diamondback. Jacob is also the features chair of “Stories Beneath the Shell,” which is an online multimedia publication. You can learn more about Jacob by connecting with him through LinkedIn or following him on Twitter, @realjacobbell.

The word ‘queer’ can mean many things. It can be a noun or an adjective, derogatory or empowering, a reference to gender and sexual identity or a departure from normalcy. It can also be a verb. “To queer something,” according to Dr. Charlie Glickman, a sexuality educator of nearly 25 years, “is to take a look at its foundations and question them.”

For Alex Borsa, a junior molecular biophysics and women’s, gender and sexuality studies double major at Yale University, it is the verb form of queer which matters most. As the president of the university’s Lesbian, Gay, Bisexual, Transgender and Queer Student Cooperative, which serves as the umbrella organization for all of Yale’s LGBTQ groups, Borsa works to increase visibility of queer and marginalized students and make the campus a safer, more inclusive environment.

Borsa achieves these goals, in part, through his participation with IvyQ, an annual, inter-Ivy League LGBTQ conference that attracts 300 to 500 attendees. The conference advocates social organization, political activism and community building among LGBTQ students and groups.

“It is the only time that students are in such a large space comprised of almost only LGBTQ people,” Borsa said. “Being at a social event with 500 queer people is something most people don’t get to experience, [and] does a lot to change people. It was probably the single most transformative process I’ve been to in my college experience.”

Yale hosted the 2013 installment of the IvyQ conference, which has made its way to a different Ivy League school each year since its inception in 2010. Borsa served as a volunteer coordinator for the event, and assisted former Yale conference chair Hilary O’Connell with event production. In spite of a blizzard that struck New Haven, Connecticut, the same weekend as the conference, the Yale IvyQ team was able to deliver an event true to the mission of IvyQ, according to Borsa.

The 2013 conference offered light entertainment, such as dances, lunches and group breakout sessions, as well as 30 to 40 formal colloquiums and workshops from a series of students and guest speakers about topics including gender activism, asexuality, and the meaning of the LGBTQ community now versus in previous decades.

“These are always going to be issues,” Rebby Kern, the media communications and programs manager for Campus Pride, the leading nonprofit organization dedicated to making higher education more LGBT-friendly, said. “But if we can come to a place where we can talk about these issues … in a safe environment, I feel we’ve done our job as far as a movement.”

The conference also prompts discussion on issues, such as class, privilege, mental health, race and racism, that are present across many colleges and universities and affect marginalized groups related to or outside of the LGBT spectrum.

These discussions play a large role in IvyQ’s ability to “queer the campus,” or “challenge, question and deconstruct the status quo,” of the host school, Borsa said.
And as the number and diversity of the voices contributing to the conversation increases, so does the pressure on higher education to improve existing systems.

“I think student voice means not being afraid to challenge large institutions, even the administration itself, on how we think Yale should be bettered,” Borsa added.

In April, Yale held a weekend-long mental health and wellness event to address complaints from students and groups like IvyQ regarding the slow response times and lack of information coming from its Mental Health and Counseling Department, which 22 percent of the student body visits at least once per year, according to a 2011 report.

In the same month, Yale also held Take Back the Night, an event where students shared sexual experiences through speeches, poetry and song to raise awareness about sexual violence and community respect.

“For me personally, the idea of institutional commitment is the big thing,” D. Andrew Porter, a summer fellow at Campus Pride, said. “ [As a movement], we’re not just talking about LGBTQ students, and that’s causing campuses to look at all students who fall under that big umbrella word, ‘diversity.’”

The next IvyQ conference will be held in the fall of 2014 at Dartmouth College, which has received news coverage and student criticism in the past year concerning the school’s handling of homophobia, racism and sexism both on campus and in Dartmouth Greek life. In February, students presented the Freedom Budget, a sweeping reform that enumerated more than 70 actions the college could take that would help confront and diminish discrimination.

The school’s president, Philip J. Hanlon, and then interim provost, Martin Wybourne, released a statement in the wake of the Freedom Budget outlining steps the administration planned to take to address the students’ suggestions, such as allocating millions of dollars to hire and attract a more diverse campus faculty, and expanding a university program that supports minority groups in the science, technology, engineering and mathematics fields.

By April, however, student dissatisfaction was not quelled and resulted in protests outside the president’s office and the administration building.

For Nathen Huang, a senior psychology major at Columbia University and leader of Columbia’s IvyQ organization, Dartmouth’s hosting of the conference comes at an opportune time, one in which the school’s administration is primed to listen to the voices of campus students.

“Student voice is the opportunity to offer insights to improve the community or build new relationships that have never been explored before,” Huang said. “Even if not every one who goes to IvyQ comes from the activist community, there are also people who [are involved in other ways], and they’re able to express their own ideas and opinions.”

Going forward, Borsa, Huang and fellow IvyQ members want to increase access to the conference through additional funding so more people can contribute to the discussion. They also hope the organization continues to spark conversation between university officials and students about how to better educational environments.

“It’s important for everyone to think of these things,” Borsa said. “That doesn’t mean you have to be on the front lines of everything, but it does mean that it’s important to think about how social factors shape your everyday life. IvyQ challenges people to see things in a different way.”

(Dartmouth’s Office of Pluralism and Leadership did not respond to Student Voice’s request for comment before this story’s publication).

 

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