Advocacy for gender minority students: recommendations for school counsellors

Abstract

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.     

‘Dangerous presumptions’: how single‐sex schooling reifies false notions of sex,gender, and sexuality

Due to the recent changes in federal regulations about gender equity in education in the USA, some policy makers have resurrected single‐sex public education. Because single‐sex schooling ignores the complexity of sex, gender, and sexuality, it sets up a ‘separate but equal’ system that is anything but. Discounting the ways in which gender is negotiated, constructed, and performed, and the variability of anatomical sex, current arguments for single‐sex schooling reify the false binaries of sex and gender, rely on assumptions of heteronormativity and, in turn, negate the existence of multiple sexes, genders, and sexual orientations.     

A Subject “Queer”-y: A Literature Review on Subject Access to LGBTIQ Materials

Through an exploration of works both within and outside the realm of library and information studies, an overview of subject access to lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) materials is presented. Common critiques of classification and organization systems, subject access to specific LGBTIQ topics, subject access in specific information institutions, and solutions proposed in the literature are discussed. Special attention is paid to points of convergence and divergence across the body of literature, and unique solutions to the problems posed by subject access to LGBTIQ materials are highlighted. A conceptual lens through which to view subject access to LGBTIQ materials is also provided.     

Reflections on tie Philosophy of Sport In Australia

With recent controversies surrounding the eligibility of athletes with disorders of sex development (DSD) and hyperandrogenism, as well as continued discussion of the conditions transgender athletes must meet to compete in high-performance sport, a wide array of scholars representing a diverse range of disciplines have weighed in on both the appropriateness of classifying athletes into the female and male categories and the best practices of doing so. In response to cases of high-profile athletes’ sex (and gender) being called into question, the International Olympic Committee, the International Association of Athletics Federations, and the National Collegiate Athletics Association, among others, published or updated policies addressing who is eligible to compete in the women’s sport category and under what conditions. This paper addresses the areas in which philosophical reasoning and ethical analysis can contribute to reopened debates about the surveillance of the women’s category in sport. Emphasis is placed on determining where the onus of responsibility should fall for ensuring the new policies are followed.     

Beyond fairness: the ethics of inclusion for transgender and intersex athletes

Sporting communities remain entangled in debate over whether and how to include transgender and intersex athletes in competition with cisgender athletes. Of particular concern is that transgender and intersex athletes may have unfair physiological advantages over their cisgender opponents. Arguments for inclusion of transgender and intersex athletes in sport attempt to demonstrate that such inclusion does not threaten the presumed physiological equivalence among competitors and is therefore fair to all. This article argues that the physiological equivalency rationale has significant limitations, including an inordinate emphasis on sport as a comparative test. Instead, this article contends that arguments for narrativity rather than physiological equivalency show that exclusion is not only misguided but also undesirable: it is detrimental not only to the excluded athletes but to sport itself. The article yields several important consequences including calls for revisions to policies on transgender and intersex athletes.     

Beyond the Sex Binary: Toward the Inclusive Anatomical Sciences Education

Developments in biology and genetics in recent decades have caused significant shifts in the understanding and conceptualization of human biological variation. Humans vary biologically in different ways, including individually, due to age, ancestry, and sex. An understanding of the complexities of all levels of biological variation is necessary for efficient health care delivery. Important steps in teaching medical students about human variation could be carried out in anatomy classes, and thus, it is important that anatomical education absorbs new developments in how biological variation is comprehended. Since the early 1990s biological sex in humans has been vigorously investigated by scientists, social scientists, and interest groups. Consequently, the binary division in male and female sex has been called into question and a more fluid understanding of sex has been proposed. Some of the major textbooks teach anatomy, particularly of the urogenital system, as a male-female binary. Anatomical sciences curricula need to adopt a more current approach to sex including the introduction of the category of “intersex”/“differences in sexual development” and present sex as a continuum rather than two sharply divided sets of characteristics. This approach offers a better understanding of the complexity of sex differences and, at the same time, provides students with an improved theoretical framework for understanding human variation in general, transcending the limitations of biological typology. When well delivered, the non-binary approach could play a significant contribution to the formation of competent and responsible medical practitioners and avoidance of problematic practices such as non-consensual “normalizing” surgeries.     

从主体间性德育提出看道德教育中的悖论

传统德育的弊端和由此引发的道德教育中的一些悖论现象已引起人们的广泛关注,并试图寻找各种解悖途径。主体间性德育的提出不失为解决道德教育中悖论问题的一个有效方法和途径。问题的关键在于从引发这一理论提出的道德教育悖论现象分析出发,以便针对性的寻找到主体间性德育更好的模式。     

间性山羊的研究进展

间性山羊的出现给畜牧业生产带来了极大地危害,作者从间性山羊的解剖学、组织学、细胞遗传学、免疫遗传学及分子遗传学水平作了详尽的论述,对决定山羊间性的PIS区域及对其如何鉴定、预防进行了阐述.     

Teaching a Human Sexuality Course: What Are Counseling Students Thinking?

The pervasiveness of sexual issues in counseling suggests the necessity of educating counseling students about relevant topics. Students enrolled in a human sexuality course anonymously submitted topical questions and secrets/fantasies. Following a content analysis, findings depicted themes of content and tone that provided curricular implications for counselor educators.