Outline GID Final Paper (15-20 pages, 10-25 sources).

Lacey, R. (2016). Teachers lead charge against LGBTQ bullying. District Administration, 52(12), 14.
Science Week: Body mapping anxiety with life-sized artworks. (n.d). ABC Regional News,

Anakwenze, U. & Zuberi, D. (2013). Mental health and poverty in the inner city. Health &
Social Work, 38(3), 147-157.

Gender Identity Development through Body Mapping: Improving School Culture and
Climate for Gender Nonconforming Youth through Cross Curricular and Arts
Integrated Practices

Kahn, E. (2016). The schools transgender students need. Educational Leadership,

74(3), 70-73.
Trans students experience high rates of harassment, bullying, other types of inschool victimization, including verbal or physical assault by peers and humiliation
by educators refusing to use the correct pronouns.
Harmful effects: when facing significant rejection are 8x more likely to attempt
suicide than non-lgbtq
Life saving difference if we are supportive and accepting
Rans face most hostile environments
42% prevented from using preferred name
60% forced to use bathroom/locker room not corresponding to gender identity
30% banned from wearing clothes representing their GI
Significant consequences for students social and emotional well-being/academic
performance
As educators we must:
Understand what transgender means and vocabulary such as gender
identity/gender expression/sex assigned at birth/cisgender/transgender/transition/
Foster a culture of inclusion: cultivating inclusion/not making assumptions/speak up
about gender roles
Step in when others are using hurtful language
Any of students may be questioning: all live in a world with trans people create
inclusive culture
Educating educators and students among others

Lacey, R. (2016). Teachers lead charge against LGBTQ bullying.

Need specialized professional development
Need to be talking about these issues in the classroom (only half do it right now)

Graybill & Proctor

Schools can be hostile and unsafe environment for students who experience
systematic harassment, discrimination, and bullying (such as LGBT youth).
51.4% LGBT youth reported hearing homophobic comments from school staff
(Kosciw et al. 2014)
61.6% who reported bullying/harassment said adults did nothing about it
Absenteeism, poor academic achievement, low-self esteem depression, and suicidal
ideation increase among LGBT youth in unsafe school.
Educators serve critical role in school experiences
Positive relationship relates to academic success and social-emotional regulation
When T youth are harassed, support for adults increased feelings of safety
Educators need knowledge, skills, and competence to support LGBT youth in
schools
Educators feel underprepared/uncomfortable supporting youth in schools
lGBT issues not underrepresented in preservice teacher training/prof dev
Educators feel undertrained or uncomfortable meeting needs of LGBT youth and
families

Greytak, E.A., Parsons, J.T. and Ybarra, M.L. (2015). Gender minority social stress in
adolescence: Disparities in adolescent bullying and substance use by gender
identity. Journal of Sex Research, 52(3), 243 256.

11.5% youth in study self-identified as gender minority (trans/gender

nonconforming/ have gender different from sex assigned at birth
Health disparities for gender minority
High prevalence of substance abuse
Social stress model disadvantage in the social hierarchy leads to more stressful
conditions and fewer resources, resulting in greater rates of mental disorder

High rates of bullying, harassment, violene, and victimization places groups in the
category of minority group that is stigmatized
Gender minority youth experience high ratesw of these types of in school
harassments:
75% regularly verbally harassed
32% regularly physically harassed
17% regularly physically assaulted because of gender expression
Worse school functioning for trans youth being bullied (absenteeism, academic
performance, decreased aspirations)
Gender minority youth disproportionately experienced bullying and harsasments
and substance use was significantly more common
Based on gender minority social stress perspective, bullying accounts for part of
why more prone to substance abuse.
Gender affirmation (affirming or validating ones gender) can be key in reducing
health risks (theorized)
School based curricula and prevention programs are needed
Inclusive curriculum, spportive educators, less likely to be bullied

Section One:
School Culture/Climate for Gender Nonconforming Youth
-Bullying
-Sexual Harassment
-Gendered Harassment
-Teacher complacency
-School connectedness
Basically: school are dangerous, violent, and unpleasant environments for gender
nonconforming individuals. Many authors suggest improving both student and
teacher awareness, as well as teacher action, as one way of addressing this
problem.

Gubrium, A.C., Fiddian-Green, A., Jernigan, K. & Krause, E.L. (2016) Bodies as
evidence: Mapping new terrain for teen pregnancy and parenting. Global Public
Health, 11(5-6), 618-635.

Body mapping: participatory visual methodoly engages participants as artists

incarnate
Arts-based research method in which participants can draw, write, paint, or use
other artistic means to respond to prompts, which correspond to different parts of
the body, so as to explore their lives
Acknowledges and incorporates multifaceted nature of peoples lives
Active participation in creation of visual artefact (body map) can be positive and
enjoyable process
Bodies as evidence
Exploration of stigmatised topics (including sexual health education)
Participants determine what should be added important, valued, problems and
discuss physical evidence resulting from particular social and structural constraints
Involves tracing shape of body and responding to promts. Create body map and a
key. Begin by thinking about identity. Physical emotion markers and sources of
strength/support
Life trajectories
Symbols to represent emotions felt throughout different parts of the bodies
Educational system prominent source of trauma

Griffin, S.M. (2014) Meeting musical experience in the eye: Resonant work by
teacher candidates through body mapping. Visions of Research in Music Education,
24, 1-28.
Body mapping helps candidates conceptualize experience through process of
reflecting through visual art body mapping.
Arts-based inquiry
Reflexive practie offering resiliency and strength to those engaging in the process
Restoration of control over bodies and lives, in context where participants often
attempting to negotiate balance between fear and hope
Authentic/honest narration of life
Narrative therapy realm of health and medicine
Power of teacher candidates creating body maps to acknowledge influential
experience

Recognize, acknowledge, and interrogate prior experiences while diminishing fear

and increasing self confedence
Looking at past experiences and making sense of them catalyst to engage more
deeply in conversation and address sentiments
Body mapping offers the possibility of deep engagement while inquiring into how
experiences shape who people are, how they know, and the various meanings they
make in their worlds.
Meaningful, dynamic, and unique

Davy, C. Magalhaies, L.V., Mandich, A. & Galheigo, S.M. (2014). Aspects of the
resilience and settlement of refugee youth: A narrative study using body maps. Cad.
Ter. Ocup., 22(2), 231-241.
Body mapping creative and meaningful to elicit life stories.
Creative process
Reveal history in less confrontational way avoiding harmful recounts from the past
Workshops for diseases, trauas, and living conditions
Inclusive for youth populations where language/literacy and culutural background
can inhibit other approaches (interviews)
Collaboration
Reminds of strengths

Section 2:
Suggestion of body mapping as a tool for teachers and students
Show positive impacts of body mapping
Cross curricular
Situated within the arts
Basically: body mapping can be used to approach the topic of gender
nonconforming youth with both teachers and students. By approaching this topic
with teachers it will improve preparedness. Teachers need training on this issues

surrounding gender nonconforming youth. Preparation of the body mapping lessons

can lead to conversations that help them develop this knowledge and awareness.
By approaching the topic with students, they become a more close knit community.
They can express and listen to each others ideas and opinions and become more
knowledgable and less transphobic.

Section 3: Body mapping as art integration

Importance of AI for wellbeing
Cross curricular addings issues that involve t-youth as part of the curriculum (not
segregated like bhm). We arent teaching you about trans stuff we are teaching
math through trans stuff.
Basically: body mapping during other classes is a way to make learning cross
curricular and subtle. Rathing than excluding, isolating, or segregating gender
nonconforming youth to talk about the development of their gender identities,
everyone is participating in the conversation. Additionally, the use of body mapping
(a visual art technique) makes the learning more meaningful, improves retention of
information, and improves overall wellbeing for students.

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