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Gender and Leadership


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Supporting LGBT Youth in Global Programs- Global Youth Leadership Institute

Published in: Leadership & Management
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Gender and Leadership

  1. 1. Jake Nash Matt Nink April 27, 2018 GEBG Conference Supporting LGBT Youth in Global Programs
  2. 2. GYLI Presenter Intros Matt 5C’s of Awareness: Color, Culture, Class, Character, Context Jake
  3. 3. Goals and Agenda •  Power of Silence •  Our context •  Genderbread and gender terms •  How we manage GNC students in small spaces •  Gender support plans and policies •  Conclusion
  4. 4. Lake Forest Academy Boarding and Day school 9th-12th Grades Academic AP curriculum Commitment to Global Pluralism 435 Students from: 39 Countries and 17 US sates Global Youth Leadership Institute
  5. 5. International NGO 30 US Schools US State Department •  HS Sequence of Programs •  Exchange Programs •  Custom programs •  On campus workshops Global Youth Leadership Institute
  6. 6. Year 1--5 days Tall Ships CT and LA Year2-- 6 days Lama Found. Northern NM Year3-- 11 days Earth Univ Costa Rica 4 day homestay
  8. 8. WHAT’S IN A NAME? EVERYTHING!  Researchers interviewed transgender youths ages 15 to 21 and asked whether young people could use their chosen name at school, home, work and with friends. Compared with peers who could not use their chosen name in any context, young people who could use their name in all four areas experienced 71 percent fewer symptoms of severe depression, a 34 percent decrease in reported thoughts of suicide and a 65 percent decrease in suicidal attempts. transgender-youths-mental-health
  9. 9. CISGENDER privilege: 1.  Use public restrooms without fear of verbal abuse, physical intimidation, or arrest 2.  Strangers don’t assume they can ask you what your genitals look like. 3.  You have the ability to not worry about being placed in a sex- segregated environment that is incongruent with your identity: locker rooms, changing rooms, jail/prison, holding facility/ detention center). 4.  Your validity as a man/woman/human is not based on how much surgery you’ve had or how well you “pass” as non- transgender. 5. Knowing that your child will not be bullied or called “it” at school by the teachers, faculty, staff or principle
  10. 10. GLOBAL PROGRAMS • Language draw backs • Cultural differences • Sleeping accommodations: tents, ships etc. • Bathrooms etc. • Community norms • Pre-program request for preferences
  11. 11. Gender Support Policy
  12. 12. TIPS ON BEING A GOOD ALLY •  You can't tell if someone is transgender just by looking. •  Don't make assump?ons about a transgender person's sexual orienta?on. •  If you don't know what pronouns to use, ask. •  Understand the differences between "coming out" as lesbian, bisexual, or gay and "coming out" as transgender.
  13. 13. FINAL THOUGHTS… —  The goal of teaching should always be to help the student find their path to a meaningful, successful life. —  Advocacy may be an important element in the teacher/student relationship. —  Social justice issues can seriously impact the gender variant individuals health and well being. —  LGBTQ adolescents/teens face substantial barriers to receiving adequate care and support. —  Don’t assume this is only a “phase” the student is going through. —  Don’t be dismissive of students identity or feelings. —  Thank a student if they come out to you, you may be the first person they tell!
  14. 14. Thank you!! For additional information, please contact: Jacob Nash Matt Nink
  15. 15. Ques?ons??