Gender, Gender Identity, and Sexual Orientation

Gender is also a social construct, meaning that each of us builds an understanding of what gender is, what options are available (e.g., male or female), and what characteristics or qualities are generally associated with each option by interacting with and observing others. This includes the concepts of gender we are exposed to in different forms of media. In most cultures, there are two commonly recognized genders: male and female. This is referred to as a binary gender construct; there are only two options and these two options are often portrayed as opposite. But some cultures recognize multiple genders. Modern Native American cultures use the term two-spirit to describe individuals who are both genders or a nonbinary gender (Beemyn, 2017). Throughout history, two-spirit people were affirmed or celebrated in many cultures.

An individual’s identity is made up of many components. For example, a person's religion, where they were born, where they went to school, their cultural belief system and personal experiences together help to form who that person is. The ability to share one’s identity without fear of discrimination or retribution is an important aspect of a respectful and diverse culture. It is also critically important for a person’s positive sense of self.

Children and adults who identify as gender-expansive or lesbian, gay, bisexual, transgender or queer – what we refer to with the acronym LGBTQ—are often pressured by society to hide or be careful when deciding how to express their identity. It is likely that programs serving children and youth have at least one gender-expansive or LGBTQ child or a child with a gender-expansive or LGBTQ family member. The estimates of the size of the adult gender-expansive and LGBTQ population vary, with a common estimate being 10 percent of the population identifying as LGBTQ. More recent Gallup surveys show closer to 5 percent. Between 700,000 and 1.4 million adults in the United States identify as transgender specifically (Flores et.al, 2016).

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child 

    For some families, this process is a long journey. The level of acceptance varies based on many factors, including geographical, familial, and community connections. If family members express that  they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child, I will first use active listening to understand and validate their experiences. I would say that "I hear your concerns but in our childcare center we value the diversity and differences. Our commitment to your child’s well-being and development is essential, so we ensure a safe space at home or in programs where the child is loved, cared for, and valued.

1. I will create a supportive environment where there is a commitment to the well-being of the child. Families are frequently worried about the discrimination or bullying their LGBTQ or gender-expansive child will face in various contexts. And provide outside resources such as The Gender Spectrum website has a section devoted to Parents and Families (see https://www.genderspectrum.org/resources/parenting-and-family-2/)

2. Require respectful treatment. Family members or staff members in your program may have different beliefs about expansive gender expression or sexual identities; however, it is important within our program that all caregivers assert that they expect others to behave and speak respectfully around and about all children and families, including gender-expansive and LGBTQ individuals.

    While an inclusive program helps ensure the safety and positive development of individuals who have historically faced discrimination and prejudice, it also promotes a greater exchange of perspectives, ideas, and creativity that aids in the knowledge-building and development of all members. There are many ways child care providers can create safe and inclusive environments and celebrate diversity. Listening carefully to individuals’ experiences is a first step in honoring and celebrating diversity.

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families

    In response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families, you would say, “We work to make sure that every child is safe and respected in the program and we want to make sure that all children in our program see their families represented so they feel valued. We have lots of books that show a mom and a dad, also.” This helps to show that different kinds of families are represented.

    Diversity and inclusion are important topics in most organizations, including and perhaps especially, child and youth programs. We want all people within the program to know they are valued and the program community accepts and cares for them. When a program has a strong commitment to diversity and inclusion, the differences among people in the program are viewed as assets that strengthen the entire community, and members of the program actively work to make sure all children and families have a chance to contribute in ways that feel comfortable and supportive. A diverse and inclusive environment actually benefits all individuals in the community. 

References

Beemyn, G. (2017). Gender. In Academic World Book. http://www.worldbookonline.com/academic/article?id=ar756229​

Flores, A.R., Herman, J.L., Gates, G.J, & Brown, T.N.T. (2016). How Many Adults Identify as Transgender in the United States? Los Angeles, CA: The Williams Institute. https://williamsinstitute.law.ucla.edu/wp-content/uploads/How-Many-Adults-Identify-as-Transgender-in-the-United-States.pdf