|
|
|
|
|
|
|
|
|
Posted: Thu Jan 11, 2007 8:31 pm
i would like to know why is it so hard to accept children of transgender and gender-noncomforming students.For as long as iv known kids who dont follow the societys veiw of gender-roles and how their suppose to act and behave, have always been looked down upon and harassed.
Dress code rules come to mind,". "These ways of enforcing gender presentation, like a girl can't come to prom or graduation dressed in male clothing or vice versa. These things create an unwelcome climate for transgender students."
More than just unwelcome, statistics show that for many transgender students, school also can be unsafe.
The 2003 School Climate Survey, conducted by the Gay, Lesbian and Straight Education Network, shows that more than 25 percent of transgender students reported experiencing verbal or physical harassment because of their gender expression. The survey also shows that more than 80 percent of transgender students reported experiencing sexual harassment because of their gender expression.
so what i would like to know is what are your responces to this.should we accept this current behavior agisnt transgender students or go agaisnt it?
|
 |
 |
|
|
|
|
|
|
|
|
|
|
|
|
Posted: Sun Jan 14, 2007 9:36 am
I don't mind trransgender ppl, I just feel temporarily disturbed in their presence (with good reason, I very rarily encounter transgender people in school). These people need to be left alone, because if boys want to put on some makeup and girls decide to come to school a little ragged (no offense) I don't care, just as long as they are not the same people diliberatly disrupting class I am in (which I really doubt theyll do). School can only have two choices when it come to favoring indivualism: Either a let practically everyone wear what they want (just so long they are WEARING something), or make evryone wear same thing (promte harmony, but if you ask me, I doubt uniform actually promote harmony after school graduation, but I might be wrong)
|
 |
 |
|
|
|
|
|
|
|
|
|
 |
|
|
|
|
|
|