Collins: To Better Support The Nation’s Transgender And Nonbinary Students, Nonbinary Educators Must Have A Seat At The Policy Table

Collins: To Better Support the Nation’s Transgender and Nonbinary Students, Nonbinary Educators Must Have a Seat at the Policy Table

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Speaking on a platform before an audience of 300 female and gender-diverse students, a high school junior declared, "It’s no secret that I’ve been open about being a lesbian for a long time". The response from the auditorium was overwhelming, with a resounding cheer filling the air. "But today, I have something else to share. I identify as nonbinary," the student continued. This announcement was met with an even louder cheer, leaving me in awe of the acceptance and support displayed by the student body. Reflecting on my own journey as a nonbinary individual, I had never imagined that such immediate acceptance and love from peers, regardless of gender, could exist, especially in middle America in 2019.

Nonbinary students are individuals who do not identify strictly as either female or male. Their gender identity does not conform to the traditional binary structure. This is not solely based on physical anatomy, but rather on how these students perceive themselves when they look in the mirror each morning. Some of my former students identified as having no gender at all (agender), while others had a strong gender identity. Some leaned towards femininity (femme), some towards masculinity (masc), others identified as a different gender (third gender), and some experienced fluctuating identities. The term "nonbinary" encompasses a diverse group of individuals who do not fit within a societal structure that categorizes individuals solely as either "pink dresses" or "blue baseball caps".

Accurate statistics regarding the number of nonbinary students in the United States are difficult to obtain. The majority of those I personally encountered were, in some way, concealing their identity from friends, family, school, or a combination of these factors. Consequently, reliably quantifying the number of nonbinary students is an ever-changing and nearly impossible task. When these students do come forward, they often anticipate the potential trauma it may invite into their lives. Not everyone they encounter will exhibit the same kindness as the individuals in that auditorium. In fact, most people may not, and unfortunately, transgender and nonbinary students are disproportionately vulnerable to increased bullying, physical assault, and mental health issues due to the pervasive lack of acceptance they face.

As a nonbinary teacher who disclosed my gender identity in my thirties, I underwent a parallel process but from a vastly different perspective. When I encountered instances where parents or fellow teachers misgendered me, I possessed the ability and authority to correct them. If I noticed the absence of a gender-neutral restroom in a particular area of the school (an amenity many nonbinary individuals prefer), I could speak to the administration and advocate for its creation. When I believed it was time for my name to more accurately represent who I am, I had the ability to make that change and ensure that my email address, school accounts, and identification were all updated accordingly.

Most nonbinary students lack the same situational authority, resulting in substantial challenges. To cisgender individuals (whose gender aligns with the one assigned to them at birth), some of the concerns faced by nonbinary students may seem trivial. Questions such as "Can’t you just use any restroom?" or "Why does it matter if your old legal name is listed on the school website?" may arise. However, these individuals may struggle to comprehend the trauma and anxiety that nonbinary individuals endure as they navigate the pervasive gendering (and misgendering) that occurs in highly formal environments like schools. School dances, which are enjoyable and identity-forming experiences for many students, can become anxiety-inducing ordeals for others. The constant need to switch names throughout the day based on a teacher’s or peer’s understanding of their gender can lead to persistent states of anxiety. The fear of having to choose between binary restroom and locker room options can result in depression and increased absenteeism. Every day becomes a negotiation between one’s safety and their identity. This fragmented existence is something that many cisgender and even some binary transgender individuals do not have to endure.

This fragmentation of students’ lives begins at the highest levels of authority. During my time working at the U.S. Department of Education under Secretary Betsy DeVos in the Trump administration, I was asked to speak at an upcoming event titled "Fathers and Family" in celebration of Father’s Day. At the time, I was open about being pansexual but kept my nonbinary gender identity a secret. I was chosen for this event because I was a father and led the department’s efforts in early learning and educational technology. However, shortly after receiving the invitation, I discovered that I would be sharing the stage and auditorium with the Family Research Council, an anti-LGBTQ+ group that supports conversion therapy for individuals like myself.

While some advocates for LGBTQ+ student rights remained in the secretary’s office after I departed, other LGBTQ+ federal employees like myself were increasingly marginalized throughout the executive branch. This marginalization occurred not only through direct means, but also through hostile and petty work environments, increased collaborations with openly transphobic and homophobic organizations and individuals, and various other shifts in the workplace that deviated from the inclusive approach of the Obama administration. As a consequence of the silencing of these voices, policies that discriminate against transgender and nonbinary students continued to proliferate. It is imperative that these vulnerable students receive greater support in order to address the past injustices they have faced.

The appointment of Rachel Levine as assistant secretary of health by President Joe Biden is a groundbreaking moment in history. She is the first transgender individual to ever hold a Senate-confirmed position. This appointment will provide representation and amplify the voices of many transgender individuals, including myself, who have struggled to access and have been barred from receiving adequate medical care. While it is indeed remarkable to witness a transgender woman assume a top health post and witness the Biden administration taking steps to reverse the deeply ingrained discrimination against transgender students, it is crucial that my former high school students in Cleveland and students across the nation have an advocate and representation in the field of education as well.

To this day, no openly nonbinary individual has occupied a position of power in the White House or the U.S. Department of Education. We have been confined to educational institutions where, until recently, many of us risked losing our jobs simply for expressing ourselves through wearing nail polish or clothing that defied traditional gender norms. Those of us who have managed to reach higher ranks in the realm of policymaking have been compelled to conceal our identities due to the fear of backlash and retaliation.

The time for change is now. Nonbinary students across the country are bravely stepping forward to demand recognition and acknowledgement for who they truly are. They deserve to have representation at the highest levels of policymaking. They deserve to have individuals who understand and embrace the diversity of gender identities seated at the table, actively contributing to the decisions that will shape their lives, as well as the lives of future students. This includes policymakers, political appointees, and career professionals. The excuse that there are no suitable candidates to occupy these positions is no longer valid. Teachers across the nation are already being referred to with gender-neutral titles such as "Mx." It is time to uplift them and include them in policy discussions that will define the future of our nation’s children.

Grace Collins served as the educational technology liaison for the Department of Education under Secretaries Arne Duncan, John King, and Betsy DeVos. Grace currently leads a startup that focuses on the intersection of games, education, and equity.