Sex and Gender-Based Systems in Schools Texts: Queering Our Schools (Rethinking Schools Editors) + RI/PPSD Transgender & Gender Expansive Policy

Texts: Queering Our Schools (Rethinking Schools Editors) + RI/PPSD Policy

Beginning

This week's readings were about how schools deal with gender identity and inclusion. They showed the difference between what policies say and what students actually experience in schools.

Summary: Making Our Schools Queer

This text talks about how schools show the bigger problems in society when it comes to LGBTQ+ rights. Even though things have gotten better, like same-sex marriage becoming legal, students are still being bullied, left out, and hurt in school. The authors contend that schools lack neutrality. They either support bad systems or fight against them. The text encourages teachers to rethink how they teach, what language they use, and how they run their classrooms to make sure that all students feel safe and valued. In general, it shows that inclusion isn't just about rules; it's also about changing how schools work.

Summary: RI + PPSD Policy

The goal of the Rhode Island and Providence Public Schools policy is to make sure that transgender and gender nonconforming students feel safe and supported. It stresses that all students should be protected from unfair treatment and have the same access to education. The policy says what schools should do, such as stopping bullying, keeping students' privacy, and helping families stay in touch with each other. In general, the policy is meant to make sure that everyone is treated fairly and safely, and it tells schools how to help students in real-life situations.

Queering Our Schools Breakdown

Beginning: The text talks about how society is getting better, but LGBTQ+ students are still being hurt in schools.

Middle: It says that schools aren't neutral and must actively fight against harmful norms through what they teach and how they teach it.

End: The text tells teachers that they are responsible for making sure that all students feel welcome and that inclusion must be a choice.

A Breakdown of RI and PPSD Policy

Beginning: The policy says that all students should have a safe and welcoming place to learn where they won't be discriminated against.

Middle: It lists specific duties, such as stopping bullying, keeping privacy, and helping students and their families.

End: It makes the case for the policy by pointing out real problems that students have, like bullying and being left out.

Things to Talk About

At first, the conflict between progress and harm made me wonder if schools are really keeping up with changes in society. The notion that schools are not neutral is significant, as it illustrates the considerable influence teachers wield in shaping student experiences.These policies show that while schools attempt to regulate behavior through guidelines, they do not automatically disrupt the underlying beliefs, biases, and power structures that shape how students are treated in everyday interactions.This is where the gap between policy and practice becomes most visible.

End: The focus on reducing stigma made me realize that teachers need to actively work to make everyone feel welcome, not just avoid discrimination. This author says that even though policies and progress in society suggest that LGBTQ+ people should be included, schools still have systems that can push students to the edge. This means that teachers need to work hard to make schools truly welcoming and helpful places. This has to do with what we've been talking about in class about systems and intentions. If the way you teach and the way your classroom is set up don't show that all students are welcome, then saying "all students are welcome" isn't enough. This also has to do with ideas like asset-based thinking, fairness vs. equality, and making sure that all students can learn in a safe place.

Resource: https://www.glsen.org

Reflection


The most important thing I noticed was the difference between policy and reality. As a teacher, I know that writing something down doesn't always mean doing it. This made me think about my own classroom and whether I'm really making it an inclusive place or just assuming it is. Students are still figuring out who they are in the early grades, so it's important that they feel safe and accepted. This reading made me realize that inclusion is something that teachers need to do on purpose every day.

One experience that really shaped how I understand these policies was when I worked with a student who was assigned male at birth but had transitioned and was recognized as a girl in our school system. On paper, the policy supported her. Her name was updated, and there were clear expectations around respect and privacy. But in practice, the reality was very different. I witnessed adults in the building speaking about her in ways that were dismissive and inappropriate, often discussing her identity openly in spaces where confidentiality should have been protected. It became clear to me that having a policy in place does not automatically change beliefs or behaviors.

I found myself trying to advocate for her privacy and dignity, especially in moments where her identity was being treated as something to debate rather than something to respect. At the same time, I saw how quickly adult perceptions shaped the environment around her. Once information began to spread, some families expressed discomfort, questioning whether their children should share spaces like bathrooms with her. That moment really showed me how policies exist within larger social beliefs, and how those beliefs can either support or undermine a student’s experience.

This connects directly to the idea that inclusion is not just about rules, but about culture. A school can have clear guidelines around names, pronouns, and access to spaces, but if the adults in the building do not uphold those expectations with care and professionalism, students will still feel unsafe. That experience pushed me to think more critically about my role, not just in following policy, but in actively protecting students’ dignity, challenging harmful narratives, and ensuring that confidentiality and respect are not optional, but consistent.

Last Thought

Inclusion in schools isn't just about having rules; it's also about what teachers do every day to make sure every student feels valued, safe, and seen.