Running Head: TRANSGENDER STUDENTS !

Transgender Students:
Advocacy as School Counselors
Ashley Holder & Virginia Philbrook
Seattle University
August 1
st
, 2013
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Description
Transgender and gender nonconforming youth use a variety of terms to identify
themselves including, but not limited to trans, transsexual, transgender, male-to-female (MTF),
female-to-male (FTM), bi-gender, or two-spirit. For the purpose of this paper, we will use the
term transgender to encompass all of these identifiers. It is estimated that there are 2.5 million
individuals in the United States of America who identify as lesbian, gay, bisexual, or transgender
(Aceved-Polakovich, Bell, Gamache, & Christian, 2011). There is an estimated 700,000 adults
who identify as transgender in the United States (Gates, 2011), but that number is a rough
estimate. Teasing out numbers of only transgender individuals proves difficult due to a lack of
research and how many conceal their identity due to the judgment of others. Moreover, the
definition of transgender identity remains uncertain, at times limited to those who have
completed the transition between genders or broad enough to include anyone who report feeling
transgender without any accompanying medical/surgical actions (Gates, 2011). There is also a
dearth of information regarding the number of individuals who identify as transgender because
that question is rarely asked on forms, particularly the U.S. Census (Gates, 2011).
Regionally, LGBT youth report slightly different experiences. Students who live in the
Northeast and the West reported lower frequencies of victimization and hearing homophobic
remarks and had greater access to resources than students living in the South or Midwest.
Additionally, students who lived in urban areas felt safer than students living in rural areas or
small towns (Kosciw, Grevtak, Bartkiewicz, Boesen, & Palmer, 2012).
Historically, transgender students have been victims of bullying, harassment, and
discrimination within our school system and within society. Many transgender students report
skipping school for their own safety or leaving school altogether because of ongoing harassment.
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The effects of school victimization may extend into adulthood. LGBT young adults who reported
bullying and victimization in secondary school show elevated rates of depression, suicidal
ideation, and risk for STDs and HIV later on (Russell, Ryan, Toomey, Diaz, & Sanchez, 2011).
Other research has shown that LGBTQ youth experience more stressors compared to their
heterosexual counterparts (DAugelli, 2002). However, despite the additional stress and clear
need for services, LGBTQ youth are not accessing the resources and services that are available to
them because of barriers in the system (Aceved-Polakovich, Bell, Gamache, & Christian, 2011).
As near graduates of Seattle Universitys Counseling Program, we feel compelled to fully
embrace its mission and to truly develop into the diverse, ethical, reflective, clinically skilled,
and multiculturally competent counselors that become leaders and advocates who confront
injustice and provide quality service in diverse communities (Seattle University Counseling)
that the program seeks to foster. As counselors, leaders, consultants, and advocates within a
school, we are in a unique position to create an environment of support and acceptance for all
students. It is pivotal that we draw on the school community and our background to address
specific needs as we see fit. Transforming a school environment and tackling the underlying
issues that contribute to the injustice that transgender students face is not an easy task, but as we
empower and inspire our students, teachers, staff, administration, and other community members
through education and our own steadfast commitment, change is possible and required. We
cannot sit idly by as so many students continue to suffer.
Essential Facts
The Gay, Lesbian, Straight Education Network (GLSEN) conducts a national school
climate survey each year. The poll examines the experiences of LGBT students in American
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schools and tracks changes from year to year (Kosciw, Grevtak, Bartkiewicz, Boesen, & Palmer,
2012). The 2011 survey was the first survey that found a decrease in anti-LGBT language from
the previous years. However, despite the encouraging results, several trends continued to surface
consistently regarding todays LGBT youth regarding school climate, absenteeism, academic
aspirations and achievement, and psychological health (Kosciw, Grevtak, Bartkiewicz, Boesen,
& Palmer, 2012).
Hostile School Climate84.9% of students heard gay used in a negative way
while 71.3% heard other homophobic remarks such as faggot used frequently or often.
63.5% of students felt unsafe at school due to their sexual orientation and/or gender
expression. 81.9% of students reported being verbally harassed because of their sexual
orientation and 38.3% of students were physically harassed because of their sexual
orientation. A majority of LGBT students were harassed electronically. 60.4% of students
did not report any form of their harassment to school personnel because they believed
that nothing would happen as a result or that their situations would get worse.
Absenteeism31.8% missed at least one entire day of school within the past month
because they did not feel comfortable at school. Students who experienced higher levels
of victimization because of their sexual orientation were three times more likely to have
missed school than those who experienced lower levels of victimization. The stats are
similar for students who are victimized because of their gender identity.
Lowered Educational Aspirations and Academic Achievement---Students
who were more frequently harassed because of their sexual orientation or gender
expression had lower G.P.A.s than students who were less often harassed. Further,
students who were victimized because of their gender orientation or expression were
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more than twice as likely to report that they did not have plans to pursue post-secondary
education compared to students who reported less harassment.
Poorer Psychological Well -BeingStudents who were frequently victims of
harassment due to their sexual orientation or gender expression reported high levels of
depression and low self-esteem.
Assessing Student Need
There are two distinct steps in the data collection process for a needs assessment of
transgender students in a school. First, the school staff must determine how many, if any,
students identify as transgender, gender nonconforming or gender questioning. Staff referral of
students is a less preferred method of gathering this data because it is important to avoid
stereotyping students. Instead, allowing students to select the best gender-related descriptor on
back to school forms would give the school counselor a more accurate count of students who
might need services around gender identity. This method of data collection also offers an annual
check-in of student identity, as it may evolve over time. School counselors can also follow up
with any students who report being bullied, particularly those who report bullying around gender
expression/identity.
Second, the school counselor should ascertain the needs of transgender students. The
best way to collect this information is through a school-wide, confidential survey. The survey
could be school administered and focus only on the needs of transgender students or it could
more broadly look at the needs of any student who may be experiencing harassment or
oppression at school. One recommended survey is the Local School Climate Survey produced
by GLSEN. This survey gathers information about bullying and harassment related to racial,
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religious, gender and sexual identity and physical ability. This type of survey would allow the
school counselor to determine locations in the school which need more adult supervision to
prevent or intervene in instances of bullying. It would also provide the school counselor with
information needed to tailor any school-wide interventions on bullying and harassment to the
specific needs of the school.
Best Practices
School anti-harassment policy should include specific protections for students around
sexual orientation, gender identity and gender expression.
In-school support for transgender students could include a Gay-Straight Alliance (GSA).
Transgender and gender nonconforming youth were more likely to attend a GSA than
their LGB peers (Greytak, Kosciw, & Boesen, 2013).
School staff members create a more inclusive community by incorporating transgender
inclusive curriculum, finding textbooks which include LGBT related topics and ensuring
that there are texts and information in the school library about LGBT figures and
historical events (Greytak, Kosciw, & Boesen, 2013).
Gender-neutral bathrooms and private changing rooms in the gym are an important
protection for transgender students, as the locker room can be one particularly unsafe
location (Beemyn). Alternatives to gender-segregated facilities should be able to access
spaces which are non-stigmatizing (GLSEN). Students and staff should work together to
determine the best way to accommodate the student needs without publically identifying,
calling out or marginalizing the student.
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Provide options for students to classify themselves as transgender or to input their own
gender identity onto forms and in the school database (Beemyn). This allows students to
feel that they are included in the school community.
Example Interventions
The school counselor can offer leadership and support for students interested in
beginning or maintaining a GSA. The GSA can provide a safe and affirming space for
transgender and gender nonconforming students (Greytak, Kosciw, & Boesen, 2013). A
GSA can be organized, with differing levels of involvement and assistance on the part of
the school counselor, at all three grade levels.
Counselors can provide therapeutic group counseling for transgender, gender
nonconforming and students who are exploring gender expression during the school day.
A therapeutic group would be a safe, affirming space for students to explore questions
around gender. It would also give students support should they be experiencing
harassment in or outside of school. Finally, group counseling would reinforce the
message that transgender students have an adult ally in the school (Greytak, Kosciw, &
Boesen, 2013). This type of intervention could support students at any grade level. As
needed, it could also be opened to students who are being bullied about their gender
expression or appearance, regardless of their gender identity, and/or LGB students.
External Funding
Greater Seattle Business Association (GSBA)Started in 1990, this scholarship
fund was originally started by 2 teachers who saw a great need to support students who
were discriminated against because of their sexual orientation. The GSBA Scholarship
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Fund awards educational scholarships to undergraduate LGBTQ and Allied students who
show leadership, academic abilities, and are actively involved in school and community
organizations. For more information, please visit their website at:
http://thegsbascholarship.org/index.php
Pride FoundationProvides post-secondary scholarships to leaders in the lesbian,
gay, bisexual, transgender queer, and straight ally communities in Alaska, Idaho,
Montana, Oregon, and Washington. There are over 50 scholarships, but only one
application to complete. For more information, please visit their website at:
http://www.pridefoundation.org/what-we-do/scholarships/
Resources (3)
The Transgender Law and Policy Institute- provides a list of guidelines which
school and district administrators can refer to. These guidelines are primarily focused on
the needs of college and university students, but do offer guidance for K-12 schools.
GLSEN- offers a variety of resources for students and educators. There are curriculum
guides to offer more LGBT-inclusive curriculum for all grade levels, reading lists for
elementary students and guide for school staff who would like to be allies for transgender
and LGB students. There is also curriculum available about bullying and diversity.
Students also can utilize this resource for information about starting a GSA and becoming
advocate for their LGBT peers.
Lamda Legal - offers are variety of tool kits for transgender students, parents and
educator/allies. These kits offer guidance on how to advocate for the needs of
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transgender students and how to create supportive and safe environments for transgender
youth.

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References
Aceved-Polakovich, I. G., Bell, B., Gamache, P. & Christian, A. S. (2011). Service accessibility
for lesbian, gay, bisexual, transgender, and questioning youth. Youth & Society, 45(1),
75-97.
Beemyn, B. J. Ways that U.S. colleges and universities meet the day-to-day needs of transgender
students. The Transgender Law and Policy Institute. Retrieved from:
http://www.transgenderlaw.org/college/guidelines.htm
DAugelli, A. R. (2002). Mental health problems among lesbian, gay, and bisexual youths ages
14 to 21. Clinical Child Psychology and Psychiatry, 7, 439-462.
Gates, G. (2011). How many people are lesbian, gay, bisexual, and transgender? The Williams
Institute. Retrieved from: http://williamsinstitute.law.ucla.edu/research/census-lgbt-
demographics-studies/how-many-people-are-lesbian-gay-bisexual-and-transgender/
GLSEN. Model district policy on transgender and gender nonconforming students. New York:
GLSEN.
Greytak, E.A., Kosciw, J.G., & Boesen, M. J. (2013). Putting the T in Resource: The
benefits of LGBT-related school resources for transgender youth. Journal of LGBT
Youth, 10(1-2), 45-63.
Greytak, E.A., Kosciw, J.G., & Diaz, E.M. (2009). Harsh realities: The experiences of
transgender youth in our nations schools. New York: GLSEN.
Kosciw, J. G., Grevtak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. (2012). The
2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and
Transgender Youth in Our Nation's Schools. Retrieved from:
http://www.eric.ed.gov/PDFS/ED535177.pdf
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Russell, S. T., Ryan, C., Toomey, R. B., Diaz, R., & Sanchez, J. (2011). Lesbian, gay,
bisexual, and transgender adolescent school victimization: Implications for young adult
health and adjustment. Journal of School Health, 81, 223230.
Seattle University Counseling website. Retrieved from:
http://www.seattleu.edu/coe/counseling/Default.aspx?id=5488



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COUN 514
Advocacy Prep
Description: (Describe the nature of the topic. Why is it important for a school counselor to
know about this issue? What group(s) are most likely to be affected by the phenomena?) 12
Points
Criteria 0 1 2 3 4
Nature of
Topic
Description
is
incomplete
or
incoherent.
Description reflects a
poor knowledge and
understanding of the
topic:
! little or no
appropriate or
accurate application
of topic knowledge
! supporting
evidence, if present,
is weak; few or, no
relevant examples
presented
Description reflects
a limited knowledge
and understanding
of the topic:
! limited, possibly
inaccurate or
inappropriate
application of topic
knowledge
! supporting
evidence is limited;
few relevant
examples
presented
Description reflects
an adequate
knowledge and
understanding of
the topic:
! generally
accurate and
appropriate
application of topic
knowledge
! supporting
evidence is
adequate; some
acceptable,
relevant examples
presented
Description reflects a
thorough knowledge
and understanding of
the topic
! a substantial,
accurate, and
appropriate
application of topic
knowledge
! supporting
evidence is strong;
high quality relevant
examples presented
Rationale re:
School
Counselors
Description
is missing
a
discussion
of the
importance
of topic for
school
counselors.
Description
marginally addresses
relevance and
importance of topic
for school
counselors.
! supporting
evidence, if present,
is weak; few or, no
relevant examples
presented
Description
addresses why
topic is important
for school
counselors.
! supporting
evidence is limited;
few relevant
examples
presented
Description
thoroughly
addresses why
topic is important
for school
counselors.
! supporting
evidence is
adequate; some
acceptable,
relevant examples
presented
Description
thoroughly addresses
why topic is important
for school counselors
and gives several
specific examples of
how a school
counselor will
encounter the
issue/topic
! supporting
evidence is strong;
high quality relevant
examples presented
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Essential facts: (In bulleted or outline format, list the important facts/considerations)
4 points











Assessing Student Needs: (Describe how you would determine if this is a student need
within a school population)
5 points

Population(s) Description
is missing
a
discussion
of student
populations
that may
be
impacted
by topic.
Description
has a limited
discussion of student
populations that may
be impacted by topic.
! supporting
evidence, if present,
is weak; few or, no
relevant examples
presented
Description
includes a
discussion of
student populations
that may be
specifically
impacted by topic.
! supporting
evidence is limited;
few relevant
examples
presented
Description
thoroughly
describes student
populations that are
impacted by topic.
! supporting
evidence is
adequate; some
acceptable,
relevant examples
presented
Description
thoroughly discusses
student populations
that are impacted by
topic and gives
specific examples of
how student
population(s) may be
impacted by the
topic.
! supporting
evidence is strong
0 1 2 3 4
Bulleted
summary or
outline is
incoherent or
missing.
Bulleted
summary or
outline is
poorly
organized or
incoherent.
Bulleted
summary or
outline lacks
essential
information.
Bulleted
summary or
outline is
comprehensive
but not concise.
Bulleted
summary or
outline is
comprehensive
and concise.
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0 1 2 3 4 5
Description
of assessing
student needs
is missing or
otherwise
inadequate
Section
describes one
source of data
for assessing
student needs.
No method
for acquiring
data.
Section
describes two
sources of
data for
assessing
student needs.
Section
describes two
sources of
data for
assessing
student needs.
Method is
unclear or
unrealistic.
Section
describes
multiple
sources of
data for
assessing
student needs.
Method is
unclear or
unrealistic.
Section
describes
multiple
sources of
data for
assessing
student needs
and clearly
describes
method.
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Best practice: (Detail what is evidence-based practice for the topic)
8 points


1-3 4-6 7 8
Description of
best practice
is incomplete
or incoherent.
Description reflects a
limited knowledge and
understanding of best
practice for the topic
! limited, possibly
inaccurate or
inappropriate example
of application
! supporting evidence
is limited
Description reflects an
adequate knowledge
and understanding of
best practice for the
topic
! generally accurate
and appropriate
example of application
! supporting evidence
is adequate; some
acceptable, relevant
examples presented
Description of best practice
reflects a thorough
knowledge and
understanding of best
practice for the topic
! a substantial, accurate, and
appropriate application of
topic knowledge
! supporting evidence is
strong; high quality relevant
examples presented



Example interventions: (Describe example interventions at the student, school/community,
and public arena levels)
5 points

0 1 2 3 4 5
Example
interventions
are missing.
Example
interventions
are unclear.
One clear
example
intervention.
Two clear
example
interventions.
Three or more
example
interventions,
could be more
specific/clear.
Multiple,
clear and
specific
examples at
each level.

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External Funding: (List a minimum of 2 sources for external funding relative to this topic)
4 points


0 1 2 3 4
External funding
sources are
missing.
Less than two
sources of
external funding
listed or
suggested
programming
does not meet
eligibility criteria
for funding.
Two or more
sources of
external funding
are listed.
Funding sources
could be more
specific to the
topic.
Two or more
sources of
external funding
are listed.
Funding sources
are specific to
the topic but
could be more
realistic.
Funding sources
are specific to
the topic and
realistic for
school
counseling.


Resources: (List some available resources to assist with this problem)
8 points


0 1-2 3-4 5-6 7-8
Resources are
missing.
Writer did not
list
relevant or
current
resources.
Writer lists one
relevant or
current
resources.
Writer lists
resources.
Section could be
improved by
listing more
resources that
are relevant and
current.
Writer lists 3 or
more relevant,
current
resources.


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References: (List the references utilized for this assignment)
4 points


0 1 2 3 4
References are
missing.
Writer did not
use
relevant or
current
academic
resources.
Writer uses few
relevant or
academic
references.
Writer uses
academic
resources
sufficiently.
Section could be
improved by
using
more references
that
are relevant and
current.
Writer uses
relevant,
current, and
interesting
academic
references

Total: /50

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