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Nearly 300,000 transgender youth and adults may be negatively impacted by legislation introduced in 15 states. This report estimates the number of transgender people ages 13 and older in each of those states, including Hawaii, Illinois, Indiana, Kentucky, Massachusetts, Mississippi, Missouri, Oklahoma, South Carolina, South Dakota, Tennessee, Virginia, Washington, Wisconsin, and Wyoming. These bills would limit access to single-sex restrooms and locker rooms at schools and in public places; limit protections based on gender identity; permit individuals and businesses to discriminate against transgender people based on religious and moral beliefs; and limit the ability to change certain vital records documents, such as birth certificates, or enforce the use of birth certificates to establish an individual's sex for certain purposes. The report includes a brief description of each bill, which age groups it would affect, and how many transgender people we estimate live in each state.

Transgender individuals in the U.S. face many forms of discrimination that lead them to unstable housing situations or homelessness. Although some governmental social programs such as programs under the Runaway and Homeless Youth Act help address transgender homelessness, more social service programs are necessary to sufficiently resolve this critical problem.

Die Auseinandersetzung mit der Transgenderthematik auf politischer, gesellschaftlicher und kultureller Ebene wird immer wieder auch medial verhandelt. Um Verständnis und Akzeptanz zu fördern und Diskriminierung und Transphobie entgegenzuwirken, gilt es, das Thema auch pädagogisch aufzuarbeiten. Die Thematik wird aus medizinischer, gesellschaftlicher und rechtlicher Perspektive dargelegt, um anschließend aufzuzeigen, inwiefern sie in der Lebenswelt von Jugendlichen und in der Schule vertreten ist. Dabei wird offensichtlich, dass hinsichtlich pädagogischer Ansätze in der Schule Nachholbedarf besteht. Um Jugendliche für die Identitätsherausforderungen von Transgendern zu sensibilisieren, eignet sich der US-amerikanische Spielfilm "Trans america", welcher hier insbesondere im Hinblick auf die Identitätsherausforderungen der Hauptcharaktere medienpädagogisch analysiert wird. In der abschließenden medienpädagogischen Einschätzung wird erörtert, inwiefern der Film auch im Unterricht eingesetzt werden kann. (DIPF/Orig.)

Die Auseinandersetzung mit der Transgenderthematik auf politischer, gesellschaftlicher und kultureller Ebene wird immer wieder auch medial verhandelt. Um Verständnis und Akzeptanz zu fördern und Diskriminierung und Transphobie entgegenzuwirken, gilt es, das Thema auch pädagogisch aufzuarbeiten.Die Thematik wird aus medizinischer, gesellschaftlicher und rechtlicher Perspektive dargelegt, um anschließend aufzuzeigen, inwiefern sie in der Lebenswelt von Jugendlichen und in der Schule vertreten ist. Dabei wird offensichtlich, dass hinsichtlich pädagogischer Ansätze in der Schule Nachholbedarf besteht. Um Jugendliche für die Identitätsherausforderungen von Transgendern zu sensibilisieren, eignet sich der US-amerikanische Spielfilm "Trans­america", welcher hier insbesondere im Hinblick auf die Identitätsherausforderungen der Hauptcharaktere medienpädagogisch analysiert wird. In der abschließenden medienpädagogischen Einschätzung wird erörtert, inwiefern der Film auch im Unterricht eingesetzt werden kann.

This is a handbook to aid transgender Service members with their transition, assist commanders with rules and regulations, and teach Service members of polices.

The experiences of countries all around the world show that there is no single, the same and universally applicable scenario of legal changes in terms of regulating the status of transgender people. The process most commonly begins by providing gender reassignment hormonal surgery procedures, which are followed by the legal recognition of a new gender identity. The next step necessarily implies the need to enact legislation to regulate the so-called social gender or gender identity, according to the right to self-determination of transgender persons, which is unrelated to previously undertaken medical treatment and gender reassignment surgery. Some countries have gone far in the implementation of this third step, while others have not taken even the first steps. Notably, different initiatives and events may be observed worldwide, many of which constitute the necessary 'first steps' aimed at increasing the social acceptance of gender diversity. These steps may seem small and insufficient, but they are actually huge and significant in breaking the sanctity of the binary gender division and accepting specific transgender individuals. All the steps are based on the need to protect all people, including transgender people, from discrimination, violence, different forms of victimization, and other impacts of neglecting gender identity. Once gender identity becomes legally protected, it is possible to gradually build procedures and other types of legal protection mechanisms designed for all people whose gender identity differs from the rigid binary division into women and men, as the only identity options. In Serbia, there is still a significant lack of legal regulations on the status of transgender persons, which implies that there is much room for improvement in this area. While it would be easy to keep ignoring this issue, it would be irresponsible to exclude transgender persons from the analysis of social phenomena involving marginalization and victimization.

This paper reports the results of research on education inequalities in Northern Ireland, carried out by a team from Queen's University Belfast on behalf of the Equality Commission for Northern Ireland. A focus group and individual interviews were carried out with key stakeholders (transgender individuals, parents of transgender students, and advocates from organisations that support transgender students) to explore and understand the contributory factors and manifestation of educational inequalities for transgender students at different stages of their education, along with potential enablers of equality. The main barriers found were: gender stereotyping in schools; a lack of awareness and understanding of trans issues; a lack of guidance for schools; inflexibility around school rules; exclusion (including self-exclusion due to feelings of not being accepted); the timing of transition; difficult enrolment processes; moving away from home; and inappropriate facilities. Enablers of education equality for transgender students included: central directives and joined-up working between government departments; training for school staff; flexibility in school practices; and a systematic approach to data collection concerning the experiences of transgender students.

Though disgust is one of the most basic of human feelings, recent research (Schaich Borg, Lieberman, and Kiehl, 2008; Tybur, Lieberman, and Griskevicius, 2009) has provided new insights into the cognition of this emotion. The present work incorporates these new findings as it examines the political implications of different types of disgust motivated by evolutionary pressures to avoid pathogens, enhance reproductive success, and deter freeloading social behavior. Prior research has linked political conservatism, opposition to gay marriage, and disgust sensitivity (Smith et al. 2011). However, the role disgust plays in political attitudes toward transgender individuals has not been investigated previously. My research shows that the role of disgust in political conservatism pertains not just to matters of sexual orientation, but gender identity as well. Using an undergraduate sample, the present study finds a gendered relationship, wherein females (but not males) with higher self-reported sexual disgust sensitivity and those with greater physiological reactivity to a sexually disgusting stimulus have greater transphobia and anti-transgender positions on legislation that affects transgender individuals. Skin conductance levels (SCLs) served as the physiological indicator of psychological arousal when various types of disgust were induced by means of video clips.

The U.S. Department of Education (ED) is committed to providing students with the information they need to experience a safe, supportive, and nondiscriminatory learning environment. This report points out policies and emerging practices for supporting transgender students. ; U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Healthy Students

Transgender studies is a heterogeneous site of debate that is marked by tensions, border wars, and rifts both within the field and among feminist and queer theorists. Intersecting the domains of women's studies, sexuality, gender and transgender studies, Debates in Transgender, Queer, and Feminist Theory provides a critical analysis of key texts and theories, engaging in a dialogue with prominent theorists of transgendered identity, embodiment and sexual politics, and intervening in various aspects of a conceptually and politically difficult terrain. A central concern is the question of whether the theories and practices needed to foster and secure the lives of transsexuals and transgendered persons will be promoted or undermined - a concern that raises broader social, political, and ethical questions surrounding assumptions about gender, sexuality, and sexual difference; perceptions of transgendered embodiments and identities; and conceptions of divergent desires, goals and visions.

Transgender students in higher education face disproportionate violence, victimization, and discrimination. Having a comprehensive policy regarding these students can be vital for their health and wellbeing. With these recommendations, the authors encourage every institution to explore additional ways to promote transgender health and wellbeing that are unique to their campus. ; Trans Student Educational Resources

The experiences of countries all around the world show that there is no single, the same and universally applicable scenario of legal changes in terms of regulating the status of transgender people. The process most commonly begins by providing gender reassignment hormonal surgery procedures, which are followed by the legal recognition of a new gender identity. The next step necessarily implies the need to enact legislation to regulate the so-called social gender or gender identity, according to the right to self-determination of transgender persons, which is unrelated to previously undertaken medical treatment and gender reassignment surgery. Some countries have gone far in the implementation of this third step, while others have not taken even the first steps. Notably, different initiatives and events may be observed worldwide, many of which constitute the necessary "first steps" aimed at increasing the social acceptance of gender diversity. These steps may seem small and insufficient, but they are actually huge and significant in breaking the sanctity of the binary gender division and accepting specific transgender individuals. All the steps are based on the need to protect all people, including transgender people, from discrimination, violence, different forms of victimization, and other impacts of neglecting gender identity. Once gender identity becomes legally protected, it is possible to gradually build procedures and other types of legal protection mechanisms designed for all people whose gender identity differs from the rigid binary division into women and men, as the only identity options. In Serbia, there is still a significant lack of legal regulations on the status of transgender persons, which implies that there is much room for improvement in this area. While it would be easy to keep ignoring this issue, it would be irresponsible to exclude transgender persons from the analysis of social phenomena involving marginalization and victimization. ; Iskustva drugih zemalja sa raznih krajeva sveta, ...

While the pride rainbow has been part of political and social intervention for decades, few have researched how lesbian, gay, bisexual, transgender and queer young people perceive and use the symbol. How do lesbian, gay, bisexual, transgender and queer youth who experience greater feelings of isolation and discrimination than heterosexual youth recognise and deploy the symbol? As part of a larger study on supportive lesbian, gay, bisexual, transgender and queer youth environments, we conducted 66 go-along interviews with lesbian, gay, bisexual, transgender and queer youth people from Massachusetts, Minnesota and British Columbia. During interviews, young people identified visible symbols of support, including recognition and the use of the pride rainbow. A semiotic analysis reveals that young people use the rainbow to construct meanings related to affiliation and positive feelings about themselves, different communities and their futures. Constructed and shared meanings help make the symbol a useful tool for navigating social and physical surroundings. As part of this process, however, young people also recognize that there are limits to the symbolism; it is useful for navigation but its display does not always guarantee supportive places and people. Thus, the pride rainbow connotes safety and support, but using it as a tool for navigation is a learned activity that requires caution.

A 2012-2014 Gallup Poll reported that 4.4 percent of the population of Hampton Roads is LGBTQ in orientation. Available data suggest that LGBTQ women fare relatively better economically speaking than LGBTQ men. Norfolk and Virginia Beach are viewed as the region's friendliest cities for members of the LGBTQ community.

This article is based on the social rights of a social transgender group, traditionally discriminate by society, which denies them of their own identity, worthy life and the right of a better and happy life. In this modern society, it is assume the acceptance of equal rights without distinctions of gender, which has suppress the correlation between gender and exclusion. They are not able to eliminate the effects of the exclusion in which some groups are submitted, in consequence this attend against their dignity, particularly in transgender group. In this sense and to obtain some concretions of the fundamental and social rights of every person, it is accurate to drop out the conception of society that force a person to identify themself exclusively as Men or Woman, also to implant a new paradigm related with the existence of a democratic citizenship that include a public integral politic and contemplate the construction of genders identities no regulated. ; El presente artículo aborda el tema de los derechos sociales del grupo social transgénero, tradicionalmente marginado y discriminado por una sociedad que le niega la existencia de una identidad propia, a una vida digna y, por lo tanto, el derecho a la felicidad. Se asume como punto de partida que en las sociedades modernas la aceptación del derecho de igualdad sin distinción de sexo ha suprimido la correlación entre género y exclusión, pero no ha conseguido eliminar los efectos de la exclusión de la que son objeto algunos grupos con el consiguiente atentado a su dignidad, particularmente los que componen el grupo de las personas transgénero. En este sentido, y para lograr la concreción de los derechos fundamentales y sociales de todas las personas, se plantea que es preciso abandonar la concepción de la sociedad que obliga al ser humano a identificarse exclusivamente como hombre o mujer e implantar un nuevo paradigma acorde con la existencia de una ciudadanía democrática e incluyente mediante una política pública integral, que contemple la construcción de identidades de género no normativas