Our group selected three different equity policies to examine in this section of the team equity focus post project.
Strengths:
One of the key strengths of this policy is its recognition that “each transgender and/or gender non-conforming student is unique and has different needs. Supporting individual process is best; what works for one may not work for another and may change over time” (LDSB, 2014, p.2). Tantamount to this idea is the additional recognition that transgender-spectrum and gender non-conforming (GNC) voices should be included and represented when reviewing Board policies and procedures (LDSB, 2014, p.2).
The policy highlights the need for confidentiality and privacy protections for transgender and GNC students, stating “regardless of age or grade, schools must keep a student’s transgender status confidential” and outlining specific ways that staff can and should do so (LDSB, 2014, p.3). The policy also explicitly states the need to include “a range of gender representations in the curriculum”, which allows students to see themselves represented in learning materials that “model and affirm respect for the contributions and achievements of transgender-spectrum and/or GNC people” (LDSB, 2014, p. 6).
The policy has a strong written format which includes key messages, guidelines to follow with specific examples, action statements for what schools can do to prevent discrimination and lists of individual accommodations or supports that might be provided. In all the similar policies that we looked at as a group, this one was most explicitly written without being prescriptive or ‘one size fits all’. It specifically addresses possible approaches to difficult and sometimes controversial areas, such as transgendered students being entitled to participate on gendered athletics teams.
Weaknesses:
The LDSB policy outlines that “Limestone staff are expected to increase their personal awareness and understanding of human gender diversity, including but not limited to gender identity and gender expression human rights protections” (LDSB, 2014, p. 6). However, the policy does not outline specific ways in which the district will support this learning. It does suggest that schools hold “annual professional development opportunities for staff”, however, annual Pro-D opportunities may not be enough. This could be strengthened by the LDSB providing ongoing professional development opportunities with specific goals and timelines for this learning. District leadership will need to ensure that time and capacity are provided to encourage completion of training in this area. Finally, this key message needs to also be considered as part of any new hiring contract to the district.
Another weakness of the policy is that it suggests schools “create a plan for students to access private and/or all-gender changing facilities in relation or proximity to the school gymnasium.” However, what is the action plan for older schools that do not have private and/or all-gender changing facilities near the school gym, or even at all? Will funding be provided by the district to support schools in making the necessary infrastructure changes to support equitable access?
Finally, while many examples for accommodations and support for transgender and GNC students are given, there is a statement towards the end of the policy document that states that a “written request is required from the student or parent/guardian requesting accommodation” (LDSB, 2014, p.6). Teachers provide accommodations and support to students all the time without requiring it in writing. This seems like a confusing and unnecessary barrier to students getting access to needed support.
Opportunities:
One of the opportunities created by this policy is that it outlines that "new construction or significant renovation to Limestone buildings should include the addition of all-gender washroom(s)” - this outlines that when there are future investments made in school infrastructure, the district intends to take the opportunity to make equitable access a priority. This opportunity would be further strengthened by also including ‘change rooms’ in the wording of the policy statement.
The recognition of the need for learning and growth for all staff in this equity area creates opportunities for the district to help guide this growth and learning. The district can provide ongoing awareness of and access to exemplary resources, curriculum, activities and lessons/materials that teachers can use personally and within their classrooms. The establishment of district helping teachers, or district EDI facilitators would provide this leadership and guidance.
Threats:
Political ideology and religious conservatism may both be seen as a threat to the ideas in this policy. Those that would allege that “gender ideology” or the “gender agenda” is undermining moral or religious values. Governmental and political changes may influence changes in law – which could in turn impact equity policies such as this one.
As controversial situations come to the forefront, opinions can become emotional. For example, with regards to sports participation - there are still those that argue that there are significant physiological advantages to competing as a transgendered athlete - that it is not ‘fair’ (specifically referring to athletes transitioning male to female, competing against biological females). We can see this continuing to be a hot issue, and one where transgender students would need to be protected and as mentioned by the policy, ‘shielded by the acceptance’ of their teammates. The LDSB will need to provide clear and consistent messaging and support to staff in preparation for these concerns.
Strengths:
This policy outlines that SD60 will “ensure menstrual products are made available to students of all gender identities or expressions in a manner that protects student privacy” which positively considers all students and provides more privacy for transgender or non-binary students (SD60, 2019, p.1). The policy also assures “barrier free, easily accessible menstrual products at no cost to students” in school washrooms and considers student feedback with regards to the provision of menstrual products (SD60, 2019 p.1).
Weaknesses:
As a group we wondered about the specific action plan, such as how will the menstrual products be displayed or distributed in washrooms? Will they be included in ALL washrooms (both genders – female and male, and gender neutral)? For example, if not readily accessible in all washrooms, entering a gendered washroom to get access might be a barrier.
How often will the menstrual products be replaced and who will be responsible?
How will student feedback regarding the provision of menstrual products be sought – will it be done in an equitable way, providing everyone with the opportunity for voice?
Opportunities:
If menstrual products are provided in ALL washrooms, this policy may help to lessen student feelings of gender dysphoria. “Gender dysphoria is a term that describes a sense of unease that a person may have because of a mismatch between their biological sex and their gender identity” (NHS, 2020).
Identify possible local partnerships or provincial opportunities to ensure ongoing funding and/or sourcing of menstrual products for students.
Threats:
A threat to this policy may be the security of funding to support the program. Who is responsible for funding the provision of menstrual products within the district? Will this funding always be available?
There is also the potential issue of the mis-use of menstrual products by those students that do not need them; this could jeopardize the program if the cost of repairs to damaged toilets or other facilities is deemed too high.
Strengths:
The policy aims to support “gender variant students, staff, faculty and guests at Queen’s University with gender-neutral washrooms” (Queen’s, 2012). It acknowledges that “all members of the Queen’s community should be able to access facilities such as washrooms and change rooms in safety and without affronts to their dignity” (Queen’s, 2012). Further, from an inclusion perspective, it identifies that many different groups would benefit from access to gender neutral washrooms and change rooms (not just gender non-conforming (GNC) members of the community, but parents with small children, persons with disabilities who are not the same gender as their caregivers, etc…)
Weaknesses:
The policy uses the term “gender variant” to describe members of the Queen’s community. According to PFLAG’s LGBTQ+ Glossary (PFLAG, 2022); “Gender variant is a term often used by the medical community to describe individuals who dress, behave, or express themselves in a way that does not conform to dominant gender norms. People outside the medical community tend to avoid this term because it suggests that these identities are abnormal, preferring terms such as gender expansive”.
According to PFLAG, the appropriate and preferred term is gender non-conforming (GNC). “It is important to respect and use the terms people use for themselves, regardless of any prior associations or ideas about those terms. While some parents and allies also use the term “gender expansive, gender non-conforming is the preferred term by the LGBTQ+ community; always use the term preferred by an individual with whom you are interacting" (PFLAG, 2022).
Opportunities:
The policy outlines that Campus Planning will develop a process to repurpose single-user gendered washrooms across campus into gender-neutral washrooms within a reasonable time (Queen’s, 2012). This repurposing will require signage changes and is an opportunity to include information and provide education (through information sessions and communications campaigns) to help the Queen’s University community understand that everyone should have access to gender neutral washrooms and change room spaces as needed.
Threats:
A threat to this policy lies in the inherent difficulty of renovating and repurposing facilities in older school buildings. Queen’s (2012) acknowledges this potential obstacle in the policy itself, stating:
“Although the policy sets a goal of eventually repurposing all single-user washrooms, given the configurations of washrooms in a few of our older buildings, retaining a single-user gendered washroom may prove to be the only way to address access for everyone, and would be acceptable provided the need for a gender-neutral washroom was also being addressed.”
The underlying intentions of all three policies our group chose to examine were assumed to be to increase equity with regards to sex, sexual identity and gender identity within their organizations. All three are actual policies, some of which do refer to legislation to support them, but all are meant to stand alone without it. Each policy was sanctioned by the school district board (or university) that developed it. It was somewhat difficult to ascertain when some of the policies were created, and none of the policies outlines a timeframe of relevance, nor indicates when the policy will be reviewed and/or updated. These are items that may help in terms of further analyses.
References
Limestone District School Board. (2014). Supporting & Protecting LDSB Transgender-Spectrum and/or Gender Non-Conforming Students. Retrieved February 14, 2023, from https://cdn5ss16.sharpschool.com/UserFiles/Servers/Server_352698/File/Board/Equity%20&%20Inclusion/LDSB%20Transgender%20STUDENT%20Guidelines%20FINAL%20May%202021.pdf
Limestone District School Board. (2020). Equity Action Plan 2020-2023 2nd Edition. Retrieved February 14, 2023, from https://cdn5ss16.sharpschool.com/UserFiles/Servers/Server_352698/File/Board/Equity%20&%20Inclusion/LDSB%20Equity%20Action%20Plan%202020-2023%202edition.pdf
NHS. (2020). Overview: Gender Dysphoria. NHS choices. Retrieved February 13, 2023, from https://www.nhs.uk/conditions/genderdysphoria/#:~:text=Gender%20dysphoria%20is%20a%20term,harmful%20impact%20on%20daily%20life
PFLAG. (2022, November 14). LGBTQ+ Glossary. PFLAG. Retrieved February 13, 2023, from https://pflag.org/glossary/
Queen's University. (2012). Gender Neutral Washrooms Policy. Retrieved February 13, 2023, from https://www.queensu.ca/secretariat/policies/administration-and-operations/gender-neutral-washrooms-policy
SD60 Peace River North. (2019). Provision of Menstrual Products to Students. Retrieved February 13, 2023, from https://policy.prn.bc.ca/wp-content/plugins/pdfjs-viewer-shortcode/pdfjs/web/viewer.php?file=/wp-content/uploads/sites/33/2012/05/2013-Provision-of-Menstrual-Products-to-Students.pdf
Queen's University, Kingston, January 2020
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