Schools, Families, and Communities in Action, Revised Edition
Edited By Elizabeth J. Meyer and Annie Pullen Sansfaçon
Chapter Thirteen: “Expanding the Circle”: Serving Children, Youth, and Families by Integrating Gender Diversity and Affirming Gender-Independent Children
← 189 | 190 →CHAPTERTHIRTEEN
Dedicated to the memory of Kyle Smith Scanlon (1971–2012), Trans Leader, Educator, and Advocate
Take a moment, sit back, and imagine …
… a bright, energetic 6-year-old child bursts into the room, dancing around in a sparkly, swirly pink dress … a child whose eyes shine even more than the dress. … You revel in watching this child dance about, satisfied that this is a happy, healthy child developing well. You remark with a smile, “Sign that girl up for dance classes!” But then the realization hits home … it’s not a girl, it’s a BOY!
Or at least, the child has a male body and, consequently, people made an automatic decision to raise the child in ways we think boys need to be guided—with trucks instead of dolls, with action figures instead of princesses, with hockey instead of ballet, to be like “Daddy” instead of “Mommy.” Now imagine you provide some kind of human service to this child or the family. Perhaps you are the child’s teacher, or a parent-child drop-in coordinator. Or perhaps you provide support services to the family, or you are a child welfare worker, mandated to protect children from ← 190 | 191 →physical, sexual, and psychological harm. What do you do? Some options may include:
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