The 3rd annual Trans* Youth Forum held at Rutger’s University’s Livingston Student Center made a huge impact this past weekend, May 20, sponsored by GLSEN Central New Jersey and HiTOPS.

With a similar layout to that of the GSA* Forum held every fall, the Trans* Youth Forum brings forth the fight for transgender peoples and different gender identities and expressions. Workshops built to not only open hearts and minds are here to educate, empower, expand, and show love to Trans* youth, parents, allies, adults, educators, administrators, students, etc. The power of this forum is to engage and show that these students are not alone and have rights.

As keynote Christine Hamlett said, “Be resilient—never give up.”

Hamlett, a graduate of William Paterson University, receiving her B.A. in history, to then receiving her M.A. in Student Personnel Services from Montclair University and State Certification as a Supervisor of Education Administration from Kean University is a force to be reckoned with. Hamlett, a proud transgender woman of color,  has been teaching for 30 years, all the while supporting her community in strength and prosperity.

The passion filled activist said that her message to the youth here today from her workshop titled, “Engaging Gender Justice for All” to her keynote speech, is, “That you can make a difference when you live your life.”

The forum tackled many issues that affect the trans* community, in particular, politics. One of the session one workshops, titled, “Building Communities Through Action in Politics” was run by one up and coming politician who shall not be named in this article, and Richard Green III, both from the Middlesex County Democrats organization LGBTQ caucus and LGBTQ State Caucus.

The workshop delved into some political knowledge that some may not be aware of. For example, we discussed the Primary election and how the voting for the Primary works. For one, always make sure you are registered to vote 30 days before the primary election.

“If you are registered to vote, you can always vote,” said one of the presenters.

However, one of the audience members discussed how she went to vote in the Primary election but was turned away as she is registered as unaffiliated. However, as long as you register in the chosen party you are voting in when you go to vote, you should be able to vote and then change your affiliation back once you have.

“I went to vote with my mom who is registered as a democrat. I had to declare a party to vote but no one said that I could do that,” said Eboni Gadsoa, 23, of Burlington.

Gadsoa did not get to vote in the primary election because she was given incorrect information about what one was to do in order to vote in the primary. If this ever happens to you, always know your rights and know that there are always provisional lawyers to clarify the situation. Call 866-OUR-VOTE if you ever need this kind of assistance.  

It was really quite a special day continuing forward, for many of the youth that were participating in the day’s activities were not only well educated, but also came off as strong and confident.

During session two, in Christine Hamlett’s workshop we discussed the lives of transgender peoples and how the media does not show the truth of what it means to be transgender. Hamlett has been following Gavin Grimm, a 17-year-old from Gloucester, VA, fighting for trans* rights, in having gender neutral bathrooms. Grimm’s case went to the Supreme Court, but has most recently been denied a hearing earlier this March.

The workshop discussed the unfavorable representation of transgender people in the media and in television shows such as Transparent, for people are not as so welcoming to trans* people as shows such as Transparent come to make transgender people seem to those who are uneducated about transgender people.

Hamlett discussed how 1/4 transgender peoples will be drawn into sex work, for there is injustice at every turn. Despite 40 percent of transgender adults attempting suicide and 92 percent attempting suicide before the age of 25, as shared by The Trevor Project, many transgender people are kicked out of their home and discriminated against in their communities where sex work ends up being the only realm of life that may support them.

In fact, one audience member in Hamlet’s workshop discusses the type of questions she would have to receive at her job as transgender, having been asked questions along the lines of, “So… did it hurt?” This question was related to the teens “implants” that she does not have, and “Did you get a sex change operation?”

Hamlett shows her workshop audience the struggle of being transgender and stories of transgender people and their truth of what the struggle of being transgender means. One example is Lourdes Ashley Hunter:

Trans woman of color, Lourdes Ashley Hunter, the director of Trans Women of Color Collective, tells the Retroreport that the narrative of being trans and trans of color is far more disheartening than our mainstream likes to show. To give an example of what this may mean: It is beautiful to have an out Caitlyn Jenner, but her struggle does not tell the struggle of the transgender community whatsoever, for her privilege is not realistic amongst the communities of our nation and around the world. Also, where Caitlyn Jenner started her journey off about her physical appearance, most trans people are just trying to make it through the day, trying to wrap their chests without harming themselves, trying to go to school or use the bathroom without any form of sexual harassment.  

hrc.org (known as The Human Rights Campaign shares: “Sadly, 2016 has already seen at least 22 transgender people fatally shot, stabbed and killed by other violent means. As HRC continues to work toward justice and equality for transgender people, we mourn those we have lost.”

Hunter herself was homeless and assigned to a men’s shelter where she was later raped and then blamed for her rape. The narrative of most transgender people is pain.

We discussed why it is people oppose trans rights in session one and Richard Green III said that emotion and lack of understanding get in the way, and if we had social education, the barriers would be cut down.

When Hamlett and her co-keynote Jiselle Madison Parker, creative collaborator, humanist, entrepreneur (CEO of founder of Genderfabulous, a platform and community that aims to provide resources, support, inclusivity, and safety for women of all genders), and activist who has also dedicated her life to LGBTQIA+ people of color and socioeconomically oppressed peoples, talked about their personal struggles, oppression, and prosperity.

“No one will leave you because I will always be here,” Parker continues, discussing her self love in the face of rejection, “I held myself tighter—you are worthy,” she says to her inner child. “Your crown is already paid for. Every trans person who has ever walked the Earth is with you.”

Pandora Scooter, co-host to Daniel Fernandez of HiTOPs, well known spoken word artist, and activist, sat with the keynotes asking them both questions: ‘What are struggles you’ve faced as transgender people of color?’ She asks.

Hamlett discusses the overwhelming discrimination for being poor, black and trans. She said that you can strive.

“When I’m faced with an intersection, I know to go forward,” said Hamlett.

On stage, they mention that the average life expectancy for a black trans woman, which is 35-years-old, as well as asking the question of what about people, youth, dealing with privilege?

“Accountability,” responds Parker, “I think people have to be accountable—they have to take ownership.”

The day was incredibly inspiring to many of the participants, and workshop presenters of the forum:

“I just really love being a part of a community as strong and proud as this one, and this [The Trans* Youth Forum] is a good example of that,” said 18-year-old Mack Massey from Riverside.

From the American Civil Liberties Union (ACLU) website:

"Are there laws that specifically protect transgender students from harassment or discrimination?

More and more, schools are protecting transgender students from harassment or discrimination. California, Colorado, Hawaii, Illinois, Iowa, Maine, Maryland, Minnesota, New Jersey, New York, North Carolina, Oregon, Vermont, Washington, and the District of Columbia have state laws specifically protecting transgender students in public schools from harassment and/or discrimination. Some of these state laws explicitly apply to education, while other states (including Colorado, Illinois, Maine, New Jersey, Nevada, Vermont, and Washington) classify public schools as public accommodations where gender identity discrimination is prohibited. In Colorado, Illinois, Maine, Nevada, New Jersey, and the District of Columbia, gender identity discrimination laws also cover some or all non-sectarian private schools. A number of local school districts, from Decatur (GA) to Kalamazoo (MI), have adopted similar protections through rules or policies. Several states also have more general laws banning bullying and harassment of any sort but not specifically mentioning gender identity.

Several of the states where gender identity discrimination is prohibited in public schools (including Connecticut, Colorado, and Massachusetts) have issued regulations or guidance clarifying what schools must do to accommodate transgender students, in areas like updating of educational records, access to appropriate restrooms, and bullying prevention. A number of school districts have also created rules or policies to address these issues.  In 2013, California became the first state to pass a law that requires students in public schools to be permitted to access sex-segregated spaces, programs, and activities consistent with their gender identity.

The federal law prohibiting sex discrimination in educational programs receiving federal funds (Title IX of the Education Amendment Acts of 1972) bars sexual harassment of any student. Title IX also prohibits gender-based harassment, which includes harassment based on a student's departure from sex stereotypes. Therefore, Title IX should protect transgender students from harassment and discrimination, but the courts are still grappling with the issue. Title IX applies to all public schools, and to many private schools that receive federal funding.

Are there laws that protect transgender students' right to participate in high school and college sports?

Non-discrimination laws that cover gender identity should provide protection for student athletes who wish to participate in sex-segregated sports consistent with their gender identity.

In sex-segregated circumstances, school districts sometimes establish their own policies to determine which team a transgender athlete will compete on and which locker room he or she will use. A few states have adopted statewide policies or guidelines. For example, Washington allows transgender student-athletes to participate in sports consistent with their gender identity irrespective of the gender listed on their student records, and Connecticut has published similar guidance. Colorado and Illinois both have more complicated statewide policies on determining a student's eligibility for gender-specific school activities, including sports, by evaluating students' school records, their medical history, and the advantages of their participation.

The National Collegiate Athletic Association, which organizes competition in 23 sports at over 1,000 colleges and universities, allows transgender student-athletes to participate in sex-segregated sports consistent with their gender identity as long as they are receiving hormone therapy. Under NCAA rules, a transgender woman must take testosterone suppression medication for at least a year before competing on a female team."

https://www.aclu.org/lgbt-rights/know-your-rights-transgender-people-and-law

Here is a list of U.S. states and cities with non-discrimination laws protecting LGBT people!

“Despite increasingly positive shifts in Western societal feelings about homosexuality, educators continue to fail to implement inclusive practices and social justice for children who identify as gay, lesbian, bisexual, and transgender (GLBT)” (Michaelson, 2008).

  Matthew Thomas Michaelson’s (2008) article talks about the importance of having schools take the responsibility of eradicating the homophobic and heterosexist learning environments that are currently psychologically harming LGBTQ youth. He argues that, “few educators attempt to discipline students for name calling and harassment of GLBT students…even though 28% of school personnel acknowledge that their school environments are emotionally unsafe for GLBT youth” (77). In addition, Michaelson adds that, “59% of students have seen teachers ignore complaints of homophobic behavior, and 22% believed that teachers actually perpetuate anti-gay discrimination and harassment” (2008, 77). The inability of educators to create supporting environments within their classrooms for LGBTQ students has detrimental effects on these students’ academic success. In addition, the fact that homophobic harassment is treated as a component of anti-bullying policies in schools highly discourages victims to report such behavior. Instead, teachers and school personnel should take initiative to reach out to these students and ensure that their needs are met. We should hold those who are molding our future leaders to higher expectations. 

"According to the 2011 National School Climate Survey, which tracks the experiences of homosexual and transgender youths in U.S. schools, 64% of middle and high school students identifying as gay, lesbian, bisexual, or transgender reported being verbally harassed in the year prior because of their gender expression" (Jacobson, 2013). 

A study found that transgender youth of color demonstrate five major domains of resilience despite facing racism and trans prejudice in- and outside of their education environment, which include: 

1)     Evolving, simultaneous self-definition of racial/ethnic and gender identities, and their ability to develop racial and ethnic pride to combat the negative experiences of discrimination they face from their peers and school staff in their schools, and from their families at home. This helped instill a sense of empowerment and pride in themselves.

2)     Being aware of adultism experiences, and understanding that because they are seen as youth their agency and their power is limited, especially when dealing with interactions with schools and school staff. These students found a way to get around the lack of respect that they often receive from these individuals and stand up for themselves when it is necessary.

3)     Self-advocacy in educational systems, and standing up for themselves in challenging situations in life, especially when it came to explaining their identities to their families and school personnel. Taking on leadership positions in different clubs and organizations on campus most often helped develop these self-advocacy skills.

4)     Finding one’s place in the LGBTQQ (lesbian, gay, bisexual, transgender, queer, and questioning) youth community was another important theme for resilience in these students. Interacting with other LGBTQQ youth of color helped influence their resilience and helped them find acceptance to combat their un-supporting environments.

5)     Use of social media to affirm one’s identities as a transgender youth of color, as well as to access different support groups and resources. This also allowed these students to come across role models in the LGBTQQ community to which they could derive inspiration and motivation from. 

New York City and State law protects students’ right to be free from discrimination on the basis of their gender identity or because some aspect of their appearance or behavior does not match stereotypes associated with their gender identity or their sex assigned at birth. 

o    A school may not refuse to admit a student because they are transgender or gender nonconforming.

o    A school may not suspend or expel a student because they are transgender or gender nonconforming.

o    A school may not force a student to receive psychiatric treatment before admitting them or once they are enrolled simply because they are transgender or gender nonconforming.

o    A school may not prevent a transgender student from using the restroom or locker room that corresponds with their gender identity.

o    A school may not ask a student to disenroll or transfer to another school because they are transgender or gender nonconforming.

o    A school may not deny a student participation on a sports team because they are transgender or gender nonconforming

Transgender children who are lucky enough to have a supporting family early on, who can accept them as the gender that they desire to be, may have an easier time transitioning from early childhood into their elementary and middle school educational careers. However, as these children begin to surround themselves with children who have been socialized in a heteronormative and gender conforming manner, transgender children begin to experience an increasing amount of bullying and harassment as they move along their primary education.

Therefore, Joy Jacobson (2013), in his article, “Helping Transgender Children and Teens,” states that the National Association of School Nurses (NASN) issued a proposition titled Sexual Orientation and Gender Identity/Expression which recommends that school nurses propose school policies that protect the safety of sexual minority students. This is a significant way schools could be made safer for transgender children, not only by protecting students from harassment or bullying, but by also becoming a significant support system for these children during the time in their life when they need it the most.