Education Week - February 15, 2017 - 19


The Classroom, Not the Bathroom,
Is the Battleground for Gender Rights

W
By Jacob Berglin

hile the general public
is becoming more and
more comfortable with
transgender actors and
public figures, the debate
about gender in schools
often takes place in the
least likely of places: the
bathroom. Since gender is different from-and may not
align with-the sex a person was assigned at birth, who
uses which school bathroom has become a quick way for
people to take sides on the issue of transgender student
rights.
In truth, a transgender student is much likelier
to be attacked in the bathroom than they are to be
the attacker. Many gender-nonconforming students
work hard to "pass" as their perceived gender while
in a school bathroom, or they simply avoid using the
bathroom during the school day (often to health-endangering effect). So, while the school bathroom is a
polarizing space that is easy to argue about, it takes
much-deserved focus away from other spaces in our
schools. In particular, the room where students are
confronted with sex and gender daily-the room that
deserves our focus-is the one where they also spend
the bulk of their time: the classroom.
Every day, in classrooms across the country, students navigate gender identity in a variety of ways.
Students may be seated "boy/girl," or read materials
that present gender as overtly "masculine" or "feminine." While the role of gender in classrooms might
vary depending on the subject-it is likelier to come
up in health, drama, or physical education classes,
for example, than math and English-banishing the
discussion of gender to the bathroom ignores how we
teach our students about gender and how we interact
with those who express their gender in different ways.

The choir classroom, where I spent six years as a
teacher, is one of the clearer examples of how gender is
present in our classrooms, but it is not the only classroom with "gender trouble."
Here are some of the ways gender is expressed in that
classroom and the issues that can surface as a result:
* In the choir room, students are assigned to sections based largely on gender, and are often referred
to with gendered language (ladies/gentlemen or girls/
boys). What does our classroom seating arrangement
say about gender? What words do we use to address
our students individually or in groups?

"

Research shows that when our
students have a choice, they will
choose to come to our classrooms
only when they feel listened to
and safe."
* In the choir room, students often participate in
activities like concerts (which may require a specific
uniform) or overnight trips. For gender-nonconforming students, this makes "passing" next to impossible.
How do extracurricular activities, required or optional,
affect our students' gender identities in the classroom?
* In the choir room, students are often assigned
to specific courses (Women's Choir, Men's Ensemble)
based on the assigned sex labeled on the admission
form in the main office. How do existing school policies, administrator support, and the other teachers
our students interact with affect the way a student

presents their gender in our classroom?
Research shows that when our students have a
choice, they will choose to come to our classrooms only
when they feel listened to and safe. One groundbreaking article, published in the Journal of Research in
Music Education in 2013, profiled a gender-nonconforming college student reflecting on middle school
and high school music experiences. Those high school
and middle school music teachers were ill-prepared to
work with transgender individuals and so unwelcoming that this student stopped singing in school music
groups, choosing instead to write songs and pursue
music alone.
In my experience working with middle school and
high school choirs, I tried my best to welcome any
student who walked into my classroom and asked to
sing. I worked with students to find the seating arrangement that worked best: A transgender male student (assigned female at birth who identifies as male)
might feel more comfortable sitting in the tenor section with other boys, even though he may have trouble
singing some of the lower notes. Shouldn't students
expect the same flexibility and openness throughout
the rest of his or her classes?
To be sure, gender may seem to play a less significant role in the English or math classroom than in
the choir room. A transgender student in English
class still reads books the same way as their fellow
students. However, these courses are often required,
and students are left with few options to deal with an
unwelcoming classroom.
When transgender students feel unsafe in a required course and can't simply drop English class
or skip math class, they might decide to leave school
entirely. In fact, transgender teens are disproportionately more likely than their cisgender peers to drop
out of school and be homeless. Teachers who are open
to transgender students will develop students who are
open to transgender peers. They, in turn, will grow up
to feel safe around transgender individuals regardless
of where they meet them. n
JACOB BERGLIN is a Ph.D. student in music education at
Northwestern University's Bienen School of Music. His area
of research includes students' equitable access to music, as
well as the social and vocal concerns surrounding transgender
student participation in choral music programs.

Getty/Education Week

EDUCATION WEEK | February 15, 2017 | www.edweek.org | 19


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Table of Contents for the Digital Edition of Education Week - February 15, 2017

Education Week - February 15, 2017
State Leaders Hit the Books
Amid Subtly Shifting Test Landscape, Support Slips for Common-Core Tests
Mistrust in School Can Have Lasting Negative Effects
News in Brief
Report Roundup
RTI May Fall Short in Flagging Certain Students
Post-Mortem on inBloom Reignites Data-Sharing Debates
FCC Alters ‘Lifeline’ Broadband Effort
DIGITAL DIRECTIONS: FCC Yanks Report On E-Rate Success
DeVos Takes Reins at Ed. Department, While Anxieties Persist
Congress Targets ESSA Regulations
Governors, State Lawmakers Roll Out School Choice Plans
State of the States
IRMA ZARDOYA: How ESSA Can Teach School Leaders About Equity
JACOB BERGLIN: The Classroom, Not the Bathroom, Is the Battleground for Gender Rights
Letters
Readers React
TopSchoolJobs Recruitment Marketplace
ROBERT EVANS & MARK KLINE: Beyond Blame: Understanding Student Suicide
Education Week - February 15, 2017 - Mistrust in School Can Have Lasting Negative Effects
Education Week - February 15, 2017 - 2
Education Week - February 15, 2017 - 3
Education Week - February 15, 2017 - News in Brief
Education Week - February 15, 2017 - Report Roundup
Education Week - February 15, 2017 - RTI May Fall Short in Flagging Certain Students
Education Week - February 15, 2017 - Post-Mortem on inBloom Reignites Data-Sharing Debates
Education Week - February 15, 2017 - 8
Education Week - February 15, 2017 - DIGITAL DIRECTIONS: FCC Yanks Report On E-Rate Success
Education Week - February 15, 2017 - 10
Education Week - February 15, 2017 - 11
Education Week - February 15, 2017 - Congress Targets ESSA Regulations
Education Week - February 15, 2017 - Governors, State Lawmakers Roll Out School Choice Plans
Education Week - February 15, 2017 - 14
Education Week - February 15, 2017 - 15
Education Week - February 15, 2017 - State of the States
Education Week - February 15, 2017 - 17
Education Week - February 15, 2017 - IRMA ZARDOYA: How ESSA Can Teach School Leaders About Equity
Education Week - February 15, 2017 - JACOB BERGLIN: The Classroom, Not the Bathroom, Is the Battleground for Gender Rights
Education Week - February 15, 2017 - Readers React
Education Week - February 15, 2017 - 21
Education Week - February 15, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - February 15, 2017 - 23
Education Week - February 15, 2017 - ROBERT EVANS & MARK KLINE: Beyond Blame: Understanding Student Suicide
Education Week - February 15, 2017 - CW1
Education Week - February 15, 2017 - CW2
Education Week - February 15, 2017 - CW3
Education Week - February 15, 2017 - CW4
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http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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http://www.nxtbookMEDIA.com