This chapter looks at the intersectionality of sex, gender identity and sexual identity and how views and understanding of sex, gender identity and sexual identity have shifted in the direction of acceptance and understanding in the past 30 years, but there is still much to be done. The authors point out that the topics of sex, gender identity and sexual identity are comprehensive and multifaceted before sharing a detailed list of definitions to help clarify how exploring and understanding these topics helps to create a more equitable educational environment.
There are several definitions that help the reader to better understand what the authors are trying to illustrate in terms of sex, gender identity and sexual identity. Of particular consequence are:
“Biological or birth sex is the physical, hormonal, and genetic makeup that a person is born with. (Usually this is male or female, but sometimes people are born with biological aspects of both sexes, referred to as intersex)” (Radd et al, 2021, p.94).
Cisgender – a person whose gender identity aligns with their biological sex (Radd et al, 2021, p.95).
Cisnormativity - “A paradigm that normalizes and preferences people who are cisgender, as well as the gender binary, and marginalizes and excludes people who identify as LGBTQIA+” (Radd et al, 2021, p.95).
Equity gap - refers to the imbalance in educational outcomes due to gender, sexual orientation and identity, race and ethnicity, physical and mental abilities, and socioeconomic status (EAB, 2021).
Feminism - “the idea that women are entitled to equal rights and respect and that disrupting and ending oppression of women is essential, given current and historical unjust realities” (Radd et al, 2021, p.95).
Gender identity - “refers to how people think of and express themselves” (Radd et al, 2021, p.94).
Gender fluid or non-binary – a person whose gender expressions may shift throughout the gender spectrum at any given time or in any given circumstance (Radd et al, 2021, p.96).
Gender spectrum - “A broad and diverse range of gender expressions and identities; offered as a more accurate, inclusive, and sensitive paradigm in contrast to the gender binary” (Radd et al, 2021, p.96).
Heteronormativity: A restrictive paradigm contending that heterosexuality, predicated on the gender binary, is the norm or default sexual identity” (Radd et al, 2021, p.96).
Heterosexism - “Discrimination or prejudice against LBGTQIA+ individuals and groups based on faculty assumption that heterosexuality is the only normal sexual identity” (Radd et al, 2021, p.96).
Sexual identity - “refers to an individual’s sexual, romantic, and emotional attraction, in relation to each person’s sex and gender identity (GLAAD, 2016)” (Radd et al, 2021, p.94).
Salient Issues & Data:
This chapter draws attention to important points regarding the lens through which education in the US is presented, particularly focusing on those who are cisgendered and ignoring the views of school members that do not fit gender stereotypes. “Cisnormativity, heteronormativity, and homophobia contribute to profoundly oppressive contexts for students, especially queer youth” (Radd et al, 2021, p.97).
Radd et al (2021) outline that while there has been some headway made in terms of safety and wellbeing for members of the LGBTQIA+ community within schools, there is still work to be done when it comes to academic success, and there is a lack of accurate representation in schools. These issues are echoed in other publications such as the SOGI 123 BC Resource Guide (2016), where Dr. Elizabeth Saewyc articulates:
“With higher levels of discrimination and bullying, and lower levels of family, school, and community support, LGBTQ youth face higher risks for significant health challenges, including suicidal thoughts and attempts, and problem substance use. However, when LGBTQ youth experience safe and supportive schools and families, they are much less likely to report these health challenges (p.4).”
Income inequality is a big issue for LGBTQIA+ individuals. As outlined in Radd et al (2021), “LGBT people collectively have a poverty rate of 21.6%, which is much higher than the rate for cisgender straight people of 15.7%. Among LGBT people, transgender people have especially high rates of poverty [at] 29.4%” (Badgett, Choi, & Wilson, 2019, p.100).
The chapter also draws attention to the divide between salaries in the US for college educated women when compared to college educated men, and also the disparity between the number of women as compared to the number of men working in educational settings. The pay equity gap: Women in the U.S. currently earn more college and postgraduate degrees than men but are paid 26% less than males (Radd et al, 2021, p.99). In the U.S. 77% of teachers are women, 54% of principals are women, and 24% of superintendents are women (Radd et al, 2021, p.100).
The authors wrap up the chapter by asking questions and offering suggestions regarding how educators can disrupt long standing practices to promote equity.
Key Questions:
Within US schools, there is a focus on the perspective of cisgendered members of the school community, over those students who do not fit gender stereotypes. Is this same perspective present in schools in Canada, or are more perspectives recognized within the Canadian school system? Do you think/feel that we have made more progress when it comes to sex, gender identity, and sexual identity?
What can equity leaders do? And in what ways can equity leaders act/work to support and increase equity in terms of sex, gender identity, and sexual identity?
In what ways do you notice people around you perpetuating the disparate realities about sex, gender identity, and sexual identity described in this chapter?
References
BC K-12 SOGI Collaborative. (2020). SOGI-Inclusive Education Resource Guide. Retrieved January 30, 2023, from https://static1.squarespace.com/static/58056b68f5e2316903750b43/t/5ff5df6815516e55c7ab2a79/ 1609960674901/resourceguide
EAB. (2021, April 12). 5 experts weigh in on education equity gaps. EAB - Education Advisory Board. Retrieved February 2, 2023, from https://eab.com/insights/daily-briefing/student-success/highereducation-equity-gaps/
Radd, S. I., Givens, G. Z., Gooden, M. A., & Theoharis, G. (2021). Five practices for equity-focused school leadership. ASCD.
Queen's University, Grant Hall, October 2019
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