MTF Crossdressing

Male to female crossdressing, also known as MTF crossdressing, is something that is gaining in popularity. Many men today are trying this trend and actually have been able to give the look of being a true woman. There are many things that help them to do that including the clothing they use, the hair they wear and the makeup they choose. All of these things make the MTF cross dressing experience more like male to femme transformation. I’ve actually seen many crossdressers before and have had to take a second look to see if that was really a man dressed as a woman. But the people who have been able to accomplish this have mastered the art by following a few simple guidelines that helped them make the transformation complete.

When one decides that they want to try MTF crossdressing they need to understand that just because you want to look like a woman, not everything that is made for a woman will look right on a man. Annoying but it’s true. Most all women’s tops and blouses are made to accommodate breasts which let’s face it, men just don’t have. If you want to make your venture permanent then yes, you can have breast augmentation so that you have breasts permanently there. But if you are simply trying out MTF cross dressing then something that you might try is buy a bra that makes you look as though you have breasts. There are several on the market that can make you look as though you have very natural looking breasts. They will give you not only the look of real breasts but the feel as well.

When shopping for clothes, you might try looking in a store that caters to those that like to crossdress. They will have clothing in their store that is made to look good on a man that wants to look like a woman. Clothing designers know that there is a market for that particular type of clothing need and have tapped into it making stores like this easier and easier to find. Also there are many online stores that you can visit that will have exactly what you are looking for.

Makeup is something that can complete any person that is trying MTF crossdressing. It can give you a look of true femininity but you must know how to apply it. One of the number one problems for men that chose this lifestyle is that they will see a look in a magazine or on someone else and try to imitate it whether it is a look for them or not. They like it so they try it. But what looks spectacular on one person can make another person look as though a clown rubbed faces with them. To avoid that ever happening, try having someone show you how to purchase and then apply the right makeup for you. If you don’t know anybody that can help you then try talking to someone at the nearest makeup counter as they are paid to know what looks good.

Keeping all of these things in mind will make MTF cross dressing something that holds fun as well as creativity.

crossdressingcafe.com – 2012

The Spirit & The Flesh: Sexual Diversity In American Indian Culture

American Historical Review 93 (February 1988):218-219

By skillfully integrating historical and anthropological literature with the results of his own unique cross-cultural fieldwork among contemporary berdaches, Williams provides an extraordinarily perceptive study of the berdache and the most comprehensive treatment of this controversial topic to date. One of the goals of this work is to “allow Indian people to speak for themselves” (p.7). The most effective use of quotations occurs in part 1, which explores the character of the berdache… Particularly valuable insights are conveyed by various traditionalists…. This is a provocative book that will undoubtedly rattle a number of cages. It will also prove to be an essential tool for scholars engaged in gender studies and an extremely useful source for ethnologists, historians and others interested in the human condition. There is a wealth of information in the book.

American Anthropologist 89 (December 1987): 978-979.

Walter Williams produced a detailed study of the sexual diversity among American Indians in six years, 1980-1986. “The Spirit and the Flesh” achieves an important place in anthropological literature regarding berdaches or transvestites and homosexual behavior among American Indians by means of finding and interviewing berdaches.

The recent general sexual revolution in the United States and the gay liberation movement contributed greatly to the production of Williams’s wide-ranging and fully documented book. It will surprise some, shock some, but almost everyone can learn something new from it.

Journal of the American Academy of Religion 57 (Autumn 1989): 607-615.

Walter Williams explores both the extensive literature and the berdache phenomena in considerable depth in a volume that is a decided contribution to the discussion and understanding of complex issues. It becomes essential reading for all of us who would engage in an ongoing study, as well as for those busy academicians who would hope for at least some knowledge of the subject. They will find Williams’ style eminently readable and at the same time well documented….

Williams would push us to move beyond a commonly cited definition to think of berdachism as representing a third, distinctive gender, a ‘mixing’ of the two biologically obvious genders…. Williams perfers ‘gender mixing’ as a more appropriate description of berdaches as an in-between gender…. Williams does a good job of surveying a great variety of ethnographic, anthropological and historical reports… Williams does put the ethnographic evidence into a new interpretive framework. This much alone insures that his work will be in the center of academic discussion about berdache traditions. It should be added that he has also done rather broad field work assessing the state of the issue in contemporary tribal situations….

The analysis of the shifts in contemporary Indian cultures, as we have noted, is one of Williams’ intended contributions…. He advances far beyond other interpreters, although there are certain problems. The strength of Williams’ interpretation of the contemporary context and also the problematic is in the reporting of his field work, namely his broad based conversations with a variety of modern berdaches / gay Indians from very differing tribal traditions. While his treatment is not and probably could not yet be thoroughly systemic, he attempts to move beyond treatment of berdaches as merely a historical phenomenon…. At the very least, evidence from Native America will emphasize that it is simply not the case that the despising of homosexual individuals is a human universal.

Ethnohistory 37 (Autumn 1990):449-451.

Already a classic, this prodigal, prizewinning ethnography about cross-cultural sexual variation remedies serious empirical deficiencies even as it contains important interpretive problems of its own. The many and overwhelming data it presents confirm not only the presence of sanctioned homosexuality but its diverse institutionalization in indigenous and contemporary Native American cultures. Focused largely on male homosexuality, this book draws on Williams’ fieldwork in North America, Central America, and Hawaii and on his exhaustive excavation of the ethnographic and historical literature….

Most of the evidence for the berdache’s social legitimacy is strikingly convincing… yet at times the book’s argument does not seem to register the contradictory evidence which, to its credit, it actually cites…. The narrative and theoretical voice is stronger in the second, historical section of the book, which uses a dialectical model of colonial domination to examine the transformation of the berdache tradition since European contact…. [It] illustrates very powerfully how domination, by contradictorily facing in as well as out, generates resistance: the recent gay liberation movement among whites, having drawn symbolic nurturance from the surviving berdache tradition, has in turn helped to energize that tradition as a symbol and catalyst of its own culture’s revitalization….

The last chapter surveys data that suggest a wide cross-cultural range of sexual diversity. The concluding paragraphs rightly chastise social constructionists like Foucault and Weeks for their ethnocentric ignorance of emics, which prevents them from fully comprehending variant models of sexuality and gender or imagining truly revolutionary ones. While the book’s own use of etics is a bit random (the first section’s grab-bag functionalism posits now reproductive survival, now social leveling, now biopsychological need, as the telos of social custom), its description and evocation of emic categories admirably begin the task for whose continuation it calls.

Journal of American History 77 (June 1990): 308.

For decades anthropologists and historians have mentioned or provided brief discussions of the role of the berdache within traditional native American cultures, but this volume by Walter L. Williams, a professor of ethnohistory in the Program for the Study of Women and Men in Society at the University of Southern California, provides the first in-depth, systematic examination of this institution and its relationship to both Native American and Euro-American cultures. Combining extensive research in travel accounts, personal narratives, and anthropological reports with his own field research, Williams argues that the institution was prevalent throughout most of the western tribes, and that berdaches played prominent social, economic, and spiritual roles within tribal societies….

This is a well-researched, well-written study. Williams admirably blends his fieldwork with more traditional historical research, and the volume will unquestionably remain the standard reference work on this subject for the forseeable future. Unfortunately, however, Williams’s arguments for the legitimacy of the berdaches and his condemnation of Euro-American attitudes toward gay and lesbian sexual behavior occasionally border upon advocacy. In addition, his chapter arguing for the prevalence of clandestine homosexual behavior among such socio-economic groups as pirates or cowboys detract from his primary thesis. These shortcomings aside, this volume should be welcomed by historians and anthropologists studying Native Americans. It should also be well received by historians of sexuality.

 

by Walter L. Williams. Boston: Beacon Press, 1986 and revised edition 1992.

transgender.org – 2011

What is Gender Identity?

Gender is a primary category in which individuals both identify themselves and are identified by others. Gender is not a set of binary categpries, but rather a spectrum. The concept of gender can be restrictive in many ways. People are generally expected to identify as a particular gender, the one which has been assigned to them, and act in specific ways deemed accordingly. While gender roles are the expectations a culture has of one’s behavior as appropriate for male or female, gender identity is, the individual’s actual subjective sense of belonging to the female or male category or neither of the two.

Some people discover that their gender identity does not match the gender role they have been assigned, a condition traditionally referred to as gender dysphoria. In other circumstances, children may be born with both sets of genitalia, a condition referred to as being intersexed.

However, bipolar definitions of gender with the assumption of them matching one’s biological sex can create an either/or situation in which people fail to see the existence of an in between. There are severe ramifications. People who do not identify as the gender they have been assigned face the threat of violence, actual physical attacks, verbal assaults, in the worst cases murder, and at the very least mockery and scrutiny.

Interpretations of Gender Identity and Sexual Orientation

Various research and theoretical writing from people such as Kate Bornstein and John Money have examined the notion that gender is a fluid category with room for movement. (Crooks and Baur1998 and Bornstein, 1994) Bipolar definitions, for the most part, require that the gender roles for both men and women involve heterosexuality. This is not always the case. Gay men and lesbian women continue to define themselves as men and women while maintaining primary interest in people of the same gender. There is a conceptual middle ground, almost a crossing between the continuum of gender and sexuality. The existence of people who openly cross this line is certain. Gender identity theories are complex and explanations range from those rooted in psychological, sociological, and biological interpretations, to the personal anecdotes of those whose life experiences have led them to examine the concept of gender. Gender Assignment

Sex is generally referred to as the biological category involving the existence of certain genitalia and reproductive capabilities. Many times people attribute the word “natural” or “normal” to that which exists biologically. Gender is a category which currently maintains two supposed distinct and opposing components. The truth is that many variations in sex exist on a purely biological level. For example, turner’s syndrome involves the existence of female reproductive internal and external structures (Crooks and Baur 1998). Most people with this identify as female however they do not develop breasts nor are they fertile. Klinefelter’s syndrome involves the development of small testes, male reproductive internal structures but also may result in feminization of secondary sex characteristics such as breast development and rounded body contours(Crooks and Baur, 1998). People with Klinefelter’s vary in their gender identity. Androgen insensitivity syndrome involves a lack of set of either male of female internal structures (Crooks and Baur 1998). Puberty may result in breast development but menstruation does not occur. Although they have XY chromosomes, these people mainly identify as female. Several other examples of “natural,” biological contradictions to the binary definitions of sex exist. Suzanne Kessler discussed several problems in choosing the gender of “intersexed infants…babies born with genitals that are neither male nor female.” (Kessler, 1990 ) She notes that the ground on which the determination of a biological male or female is made are socially rooted in “…such cultural factors as the ‘correct’ length of the penis and the capacity of the vagina.” (Kessler, 1990) This sex assignment by persons other than the individual him/herself can cause conflict later in life. If one thing is clear, it is the idea that whatever the root of an individual’s gender identity, it should be a personal decision.

It is important, therefore, to remember that gender identity could have biological roots, but it does not necessarily have to. Many people maintain a gender identity which opposes the gender role they are assigned without having a biologically identifiable root to their gender identity. Gender is a fluid category involving a spectrum of attributes which contribute to gender identity. In the biological respect, there are examples of chromosomal and hormonal combinations in which an individual cannot strictly be deemed a man or woman. In this respect, there are as many sexes as there are humans. On the psychological and social level, several people do not feel that they fit in with other people of the same gender as themselves- they do not feel a part of the gender that they have been assigned without any identifiable biological (hormonal, chromosomal) distinctions between themselves and other people of the same gender. Gender and sex do not necessarily coincide, nor do gender assignment and gender identity. Often times the concepts of gender identity, gender role, and sexual orientation become mixed. But, each is separate and not necessarily a determinant of the next.

Transgender People

The notion of a gender continuum becomes a reality by examining the existence transgender people. The broadest definition of people who identify as transgender includes “anyone who bends or challenges traditional gender roles” (Youth Resource Library). Transgender people contest gender norms “by wearing clothing not generally associated with their own sex and in some cases by modifying their bodies to be more like those of the other sex”(Youth Resource Library). This definition encompasses a large number of people including: intersexed people, transvestites, drag queens/kings, transexuals, and androgynes.

Intersexed people, as mentioned before, are born with genitals “which show characteristics of both sexes” (Youth Resource Library). Transvestites or crossdressers wear clothing traditionally worn by the other gender on occasion, but do not have the desire to change their sex. It is estimated that the percentage of crossdressers in the heterosexual and homosexual communities is about equally at 10% (Crooks & Baur, 1998). This means that 90% of transvestites are heterosexual (Crooks & Baur, 1998). Drag queens/kings present exagerated images of men and women using stereotypes mainly for entertainment. Transexuals feel trapped in the body of the wrong sex. Many transexual people develop a sense of inconformity with their genital anatomy at a young age; some recall identifying strongly with characteristics of the other sex as early as five, six, or seven tears of age (Crooks & Baur 1998). Most transexual people lead heterosexual lifestyles and “…prefer to have sexual relations with a member of the other sex.” – meaning other than the gender they identify as (Crooks and Baur 1998). About 50% of those who have sex changes are female to male transexuals (FTM) (Crooks &Baur;, 1998). The other half are male to female (MTF) (Crooks & Baur, 1998). The number of people living as the gender other than the one they were assigned range from 50,000 to 75,000 and an estimated 25,000 Americans have sex-changing surgery (Brook, 1998). Androgynes or gender blenders “merge the characteristics of both sexes” (Crooks and Baur,1998).

Being transgender has no determinable correlation to being homosexual. Apart from sexuality, transgender people confront gender roles and act in opposition to them. Although they are distinct and unique, each of the above categories challenges gender roles.

The Impact of Gender Identity

The gender identity of an individual can have an incredible impact on his/her life experiences. For example an individual might maintain the gender identity which conflicts with the gender role s/he is assigned. In this case gender, one category generally perceived as simplistic and bipolar, becomes an area of extreme confusion and discontent. Aside from genitalia, which remains generally unexposed, society maintains certain expectation of what each gender should look, sound, and act like. Any deviation from these rigid models opens a person up to at the very least ridicule. Challenging gender roles is often the source of harrassment. Adolescence is a period of growth and development already filled with feelings of awkwardness. Understanding of these concepts open doors to a world of greater understanding and possibly even compassion. Presently, there is little space for those who do not fit within a specific set of gender definitions and regulations. There is a need to look beyond what we see or think we know about other people and start listening to what they know about themselves.

References

  1. Bornstein, K., Gender Outlaw: On Men, Women, and the Rest of Us. Vintage Books, 1994
  2. Brook, J., Sex Change Industry a Boon to Small City. New York Times November 8, 1998
  3. Crooks, R. & Baur, K., Our Sexuality: Seventh Edition. Brooks/ Cole Publishing Company, 1997
  4. Kessler, S., “The Medical Construction of Gender: Case Management of Intersexed Infants” in Signs. Division of Natural Sciences, State University of New York College at Purchase, 1990
  5. Stoltenberg, J., “How Men Have (a) Sex.” in Reconstructing Gender: A Multicultural Anthology. Mayfield Publishing Company, 1997
  6. Youth Resource Library Transgender: What is it? youthresource.com/library/trans.htm

youthresource.com/feat/trans/art_gen.htm – 2004

The Gay, Lesbian, and Feminist Backlash

The modern era of the gay & lesbian rights movement is usually marked as starting on a hot July evening at the Stonewall Inn in New York City’s Greenwich Village. The New York police, as many city police departments across the United States did, made period raids on sexual minority bars to harass and arrest the patrons. On this particular night, transgendered woman, Sylvia Rivera, resisted arrest, touching off a riot that continued for three nights running.

In the next year, three transgendered people, Sylvia Rivera, Marsha P. Johnson, and Angela Keyes Douglas would play pivotal roles in organizing the emergent Gay Liberation Front and the Gay Activists Alliance. The goal of the Gay Liberation Front was complete acceptance of sexual diversity and expression. But by 1971 the gay men’s community had returned to the assimilationist strategy as the lesbians, in 1973, turned to separatism and radical feminism. There seemed to be no room for transgendered people in either camp.

In 1971, the GAA wrote and introduced a bill to the New York City Council that was the first omnibus anti-discrimination bill to protect homosexual people. However, inspite of early and avid support of the GAA by transgendered people the bill completely ignored transgendered people. Silvia Rivera, disgusted by the batrayal, said to the leaders of the GAA, “It’s not us that they are afraid of — its you! Get rid of us. Sell us out. Make us expendable. Then you’re at the front lines. Don’t you understand that?” This marked the first serious batrayal, but certainly not the last.

Disillusioned by the GAA’s betrayal of transgendered people, Angela Douglas formed the Transsexual Activist Organization along the same lines as the GAA, with some of the loftier ideals of the GLF. She began publishing MoonShadow, a quirky newsletter for and about transgendered people and the struggle for legal rights.

In early 1970’s, Beth Elliott was active in a number of organizations including the Alice B. Toklas Gay Democratic Club, which she co-founded, the Board of Directors of the California Committee for Sexual Law Reform working to repeal California’s anti-sodomy laws, and the Daughters of Bilitus. The Daughters of Bilitus had been a pioneering lesbian organization during the 1950s and ‘60s, but was losing membership in the ‘70s as the lesbian community turned to more radical organizing. In ‘73 Ms. Elliott was asked to stand for election as the Vice-President of the San Francisco chapter of the Daughters of Bilitus. Late in her term of office her transgender status became a point of contention at the West Coast Lesbian Conference, where she was outed and vilified for being a MTF transsexual. The complaint was that Beth Elliott had insinuated herself into a position of power over women as a patriarchal man, a propagandist ploy that was to become common when attacking other transgendered people . At the conference she was forced to stop her music concert due to the catcalls from the audience by women that knew nothing more about her than that she was transsexual. She was required to sit through a popular vote of the attendees to determine whether they would let her finish her set. In the weeks and months to follow she was further vilified and even betrayed by women who had once called her friend. The treatment she received led her to become “stealth” for many years after.

In July of 1973, during a “Gay is Good” rally, Sylvia Rivera was followed on the stage by lesbian separatist Jean O’Leary. She denounced transgender people as men who, by “impersonating women”, were exploiting women for profit. It was the beginning of a series of such high profile transphobic attacts from the lesbian community.

In 1977, at the height of the Right Wing / Anita Bryant anti-gay rights backlash, the lesbian feminist separatist movement was busy attacking an even smaller community that only wanted to work within the lesbian community, lesbian identified transsexual women. Central to the conflict in ‘77 was transsexual recording engineer, Sandy Stone, working at Olivia Records.

Sandy Stone was a recording engineer for A&M Records before her transition. Olivia Records needed a recording engineer with skills and experience to help their fledgling all women’s recording studio. They found it in Sandy Stone. She recorded a number of their early albums, training other women on proper recording and mixing technique. When word got around that Olivia had a transsexual in the company, lesbian separatists threatened a boycott of Olivia products and concerts. Olivia Records was on the edge of profitability. A boycott would destroy them. Olivia supported Stone at first but eventually crumpled beneath the separatists demands, asking for Sandy’s resignation.

Angela Douglas became upset at the vitriolic, absurd, and transphobic comments broadcast on listener sponsored station KPFA in Berkeley, California and letters published in the feminist journal Sister. She wrote a very tongue-in-cheek satirical letter to the editor of Sister, the night before the 1977 San Francisco Gay Pride Parade.

The next day, at the Parade, a “gender bending” MTF individual handed out fliers that was written in protest of the Parade Committee’s policy of exclusion of “Drag Queens, Transvestites, and Transsexuals” . The policy was formulated in the hope of heading off the media which tended to focus on the flamboyant, instead of the very serious issues of Gay & Lesbian community pride and efforts to fight homophobia in society. However, transphobia had operated in the Parade Committee to equate transgendered people with “flamboyant” social unacceptability and political liability.

After the parade, Angela Douglas wrote a short essay with photos for the Berkeley Barb, in which she decried the efforts to exclude transgendered people. She asked if there shouldn’t be a counter parade by transgendered people, to be held on Halloween, a day that one is supposed to be flamboyant!

Two years later Janice Raymond in The Transsexual Empire, wrote of the events of 1977, casting Ms. Stone as an agent of the “Patriarchy” and “divisive”. The letter that Angela Douglas wrote as satire was quoted out of context, as an example of transsexual hatred of women, by Raymond. Her quoting out of context a letter written by Douglas was tantamount to intellectual dishonesty, with scholarly repercussions.

Janice Raymond was a professor at the University of Massachusetts. She is infamous for having written her doctoral thesis attacking transsexuality, denying its medical reality, and for viciously attacking individual transsexuals, notably Sandy Stone and Angela Keyes Douglas in her book, based on her dissertation. The book uses insensitive and transphobic language throughout, while vilifying feminine MTF transsexuals as tools of patriarchy for upholding stereotypes of women, and vilifying androgynous lesbian identified MTF transsexuals for being tools of patriarchy, fifth columnists infiltrating womens’ space and “raping womens’ bodies”, a typical ‘damned if you do, damned if you don’t’ trap. She dismisses FTM transsexuals as deluded and misguided lesbians, afraid of the label “homosexual”. Her thesis rests entirely on arguments that sex/gender identity are fixed within the genitals at birth, an essentialist theory that excludes the possibility of transsexuals being a form of intersex, a topic which Raymond never addresses.

The book, while it did not create the transphobic attitude in the lesbian community, did tap into and ‘validated’, at least for the transphobes themselves, the discrimination they practiced. Thus, what began in the ‘70s, occasional attacks on individual transsexual women, became institutionalized discrimination against all transsexuals in the ‘80s.

The Transsexual Empire, was not the most damaging writing that Raymond penned. Far worse was a United States federal government commissioned study in the early 1980’s on the topic of federal aid for transsexual people seeking rehabilitation and health services. This paper, not well publicized, effectively eliminated federal and some states aid for indigent and imprisoned transsexuals. It had a further impact on private health insurance which followed the federal government’s lead in disallowing services to transsexual patients for any treatment remotely related to being transsexual, including breast cancer or genital cancer, as that was deemed to be a consequence of treatment for transsexuality.

Ms. Raymond is closely associated with another noted transphobic writer, Mary Daly, who described transsexuals as “Frankenstien’s Monsters” in her book GynEcology.

Transgender participation continued to be controversial in the Gay & Lesbian Community. Transsexuals taking leadership positions in the community were especially subject to attack.

Ms. Carol Katz was on the Christopher Street West Gay Pride Parade and Festival Committee, serving as Security Coordinator from ‘79 through ‘81. However her position on the board was a controversial one as many gays and especially lesbians objected to the presence of a transsexual. She recruited a number of transgendered people, both FTM and FTM to work as volunteer parade monitors and festival security each year . Her background in law enforcement facilitated greater cooperation between the Committee and local law enforcement organizations, LAPD and the LA County Sheriff’s Department.

In 1980 Ms. Katz was asked to serve as Security Co-ordinator for the “Women Take Back The Night March” in Hollywood. She agreed to help. However… lesbian feminist separatists threatened to boycott the march. Carol offered to step down in the interests of the larger community, with some private bitterness. The Committee accepted her resignation. But at the very last minute, due to overwhelming details in doing the job without her… and perhaps a realization that it was wrong to push her out of her participation… the committee asked her to take back the job the very day of the march. The controversy over Ms. Katz’es leadership role lead to the effective banning of broad transgender community participation in event planning and execution, though transgendered people did march that night .

It should be noted that the memory of the gay & lesbian community is short, as demonstrated by the efforts of the transgender community in Los Angeles to win inclusion in the Parade and Festival in 1995; Transman, Jacob Hale faced a Festival committee that believed transgendered people had never been participants before. The work of the transgendered community in ‘79-’81 had been completely forgotten, erased by the silence of the 1980’s.

In 1991 Nancy Burkholter was ejected from the Michigan Wymyns’ Music Festival at 1:00am by security staff suspicious that she was transsexual. She had done nothing to warrant eviction. She was forced to find transportation back to town to fly home, a holiday trip ruined by transphobia.

Unknown to the transsexuals who had been quietly attending the festival for years was an unpublished policy of the festival organizers that transsexuals were not welcome “on the land”. The policy was written out in the material for the next year that only “Wymyn Born Wymyn” may attend. The language was clearly designed to exclude transsexuals while avoiding debates regarding whether MTF transsexuals were “Wymyn”.

The next year, in 1992 TransActivist Anne Ogborn began organizing a protest to be held at the Festival, unable to go herself, she enlisted Davina Anne Gabrielle to attend. Davina and non-transsexual woman, Janis Hollingsworth handed-out buttons to women reading “I might be transsexual” at a table to enlist festival attendees in a dialog over the transsexual inclusion. Davina was ejected from “the land” in accordance with the written policy.

In 1993, the transgender community pitched CampTrans outside the main entrance. Jessica Xavier, Leslie Feinberg, among others attended to protest the Festivals’ “Wymyn Born Wymyn Only” policy. “Woman Born Transsexual” read a new button worn by CampTrans inmates. At the camp, workshops and concerts were presented as an alternative to the Festival. A number of women came out of the festival to participate in discussions. Notable was the participation of younger lesbians, especially members of The Lesbian Avengers. TransActivist volunteers stood outside the gate taking a poll of the festival attendees attitudes toward transsexual inclusion at the festival. The poll revealed division on the issue, but the majority of the women attending indicated that they would welcome transsexual women.

Participation in CampTrans energized the transgender community to become active once again, after the community’s silent withdrawal from the larger gay & lesbian community the previous decade.

National and local transgender activist worked for months to gain inclusion in the 1993 March On Washington. Transgender volunteers aiding in organizing the March, notably Jessica Xavier, worked with March organizers for months trying to gain inclusion in the name of the March. There was a ‘divide and conquer’ politicking by transphobic gays & lesbians that pitted bisexuals against transgenders. They told the bisexual community members who were also working toward official inclusion that it was either transgender or bisexual, but not both. To their credit the bisexual members did not buy into the ploy. However, the issue of inclusion was still couched in such terms by the foes of transgender inclusion. When the issue was put to a vote by the organizing committee the bisexuals won inclusion easily. The vote for inclusion of transgender was divided. There were actual cheers from the gay and lesbian community when the committee announced their decision to exclude transgender which deeply dismayed the transgender community volunteers.

A new pattern emerged in the mid 1990’s. The generation that had grown up since Stonewall welcomed transgender people without reservation, perhaps even with a tinge of adulation for their contribution to the struggle for Queer Rights. The older generation, those who had struggled just after stonewall, those who had read The Transsexual Empire when it was new, had not changed their minds significantly. Those that had been accepting during the 1970s remained so, those that had been sitting on the fence now came down on transgender inclusion. But those who had adamantly opposed trans-inclusion in the ‘70s still fought against it in the ‘90s. In 1994 The Transsexual Empire was reprinted and used as a textbook in feminist classes once again.

In 1994 CampTrans was pitched again with Riki Anne Wilchins taking a leading role. The turn out was smaller than expected. It was not due to a feeling of failure, but rather a feeling that the issue of transgender inclusion in “wymyn only space” was being by-passed by larger and more important issues.

Also occurring in 1994 was the Gay Games. When transgendered people wished to participate they discovered similar transphobic attitudes that the International Olympic Committee held . The Games organizers refused to allow transgendered people to participate except under very restrictive rules, namely that had to prove that they had had surgery or at least lived two years full time, with hormones, in their gender of identity. Bi-gendered individuals were completely excluded. This reliance on rules that on the surface seem to come direct from the HBIGDA Standards of Care, offended the transgendered community.

Transsexual Menace of New York organized to protest the restrictive and discriminatory rules. In street protests the group held up a banner that read, “Gay Games to transgendered: DROP DEAD!!” The uproar and embarrassment forced the organizers to drop the rules and allow unrestricted participation.

Some gay columnists were calling the events the “transgender Stonewall”, comparing 1994’s protests to ‘the gay riots of 1969’, totally ignoring the historic irony that Stonewall itself was started and fought by transgendered people. This lack of historic recognition sparked another protest in New York, demanding inclusion in planned events to mark 25 years since Stonewall.

In 1994 the issue of discrimination against sexual minorities became the biggest issue. The gay & lesbian community was working towards passing a bill in Congress, the Employment Non-Discrimination Act (ENDA);. Transgender activists worked with the gay & lesbian community and the bill’s sponsors in Congress on inclusive language for the bill, only to discover that the language was removed before the bill was introduced. When the issue was researched by Phyllis Frye, she discovered that the Human Rights Campaign (HRC) had objected to the language. Once again transphobia in the gay community had resurfaced as betrayal.

The betrayal of the HRC was echoed at the local level. In 1995, transactivists in Oregon worked with gay & lesbian activist with the Right To Privacy Political Action Committee (RTP) for a state version of ENDA. Once again language was changed at the last minute, behind the back of the transgender community. Later, RTP board members denied this fact when charged by transactivists. However, transsexual law student and legislative intern, JoAnna McNamara was in the meetings that were held with RTP and the bill’s sponcors. RTP representitives did not know that Ms. McNamara was transsexual, who later provided information to the local gay press regarding the betrayal.

The transgender community lobbied the HRC and other organizations to amend the language to include transgender and gender variant gay & lesbian protection. Each year saw organizations that had previously supported the bill, drop its support. Each year of the second half of the ‘90s saw organizations officially add transgender to their mission statement. Each year saw what started as inclusive lip service become real support.

In 1998. the Gay Games was held in the Nederlands. Ironically, while transsexual pop singing star Dana International performed at the opening festivities, the transgender community protested the re-instatement of the same restrictive rules that had excluded some transgendered people in New York four years earlier. However, European officials of the Games were unmoved.

In 1999, five years after the disagreement between the HRC and the transgender community over inclusion in ENDA surfaced the controversy continued, one of the bill’s Congressional sponsors, openly gay Representative, Barney Frank, played the “Bathroom Card”, saying that employers will not accept transgender people as employees since they won’t be able to convince their other employees to tolerate transgender people in the restrooms. This was quickly denounced by transgender activists as truly expressing transphobia, though Frank had earlier voiced his concern regarding violence and discrimination against transgender people in the wake of the death of Tyra Hunter, pointing out the irony as the “Shower Card” was used against the gay & lesbian community in its fight to gain the right to serve in the armed forces earlier in the decade .

In 1999, at the close of the 20th Century, the gay & lesbian community was still divided over transgender inclusion. Camp Trans was once again pitched in front of the gate of the Michigan Wimmins’ Music Festival. This time post operative male to female transsexuals were allowed ‘on the land’, but pre-operative MTF women and post-operative FTM men were not. The issue had now come down to possession of a penis. Although they were now allowed on the land, vocal transphobic lesbian separatists menaced transsexual women, while members of The Lesbian Avengers supported them.

At the end of the 20th Century, the Transgender Question in the gay and lesbian community was still unsettled, and unsettling for the majority.

transhistory.org/history/TH_Backlash.html – 2003

Gender Benders

Little boys in high heels, jewellery and make-up seem cute at three, less so at school age. And what if your little girl would rather play footie than dress her dolls? Denise Thornton has some sound advice

All societies treat boys and girls differently and expect different things from them, so understanding about gender is a crucial stage in a child’s development. As soon as children understand that they are a boy or a girl, it helps them to organize the way the will relate to the world around them.

You shouldn’t panic if your child seems to behave in a way more typical of the opposite sex. Preferring to play with girls may get a boy teased but it isn’t that unusual. In most cases this sorts itself out quite naturally as the child develops, though sometimes it happens much later than parents expect (or feel comfortable with!). Even when teenagers are displaying cross-gender behaviour, it generally sorts itself out by the end of the teenage years. Over-reacting may do more harm than good as it can make children feel inhibited and criticized by their parents and peers.

Discovering gender

We become aware of gender differences very early on. By 9 to 12 months most infants can discriminate between male and female faces. At 15 to 18 months old, they can identify features that are typical of men or women such as hairstyles and clothes. And by the age of two they can usually pick out a picture showing a person of their own sex.

But few children understand that a person’s gender stays the same and does not change until they are nearing their fourth birthday. As a result children can often pick out pictures of men and women, but a picture of someone who is obviously a man dressed up as a woman will confuse them until they are nearer to five years of age. The lack of understanding that a man is a man regardless of what he is wearing is the reason why so many young children are confused by pantomimes.

By two years old, many children have already learned that certain tasks and objects are associated more with males or females. However, most children are almost five years old before they link personality traits with being male or female. As a result, four-year-olds generally think it is fine for boys to play with dolls, while six-year-olds think it is totally wrong. By the age of nine, children will have changed their attitudes once again, with boys, for instance, deciding that there is nothing wrong in a boy playing with a doll after all.

Once children understand about gender they tend to look for rules to explain how they should behave. At first they are very rigid in the way they interpret their roles, which is why young boys think doll play is wrong – it breaks their rules. As they get older, they realise that lost of things break the rules and they become less worried by doll play, even though they might still feel they don’t want to play with the boy concerned.

Nature and nurture

Gender specific behaviour is a complex mix of nature and nurture. Studies point to the importance of both biology and learned behaviour. Children biologically born as boys but brought up as girls (because of freak accidents which robbed them of their male organs and so on) show that some boys take on female characteristics easily, while other studies have confirmed that at puberty boys become more boy like and go on to take on traditionally male jobs despite their girlie upbringing.

Mostly, children learn about gender from watching and copying and then re-enacting their observations in play. Male stereotypes develop faster than female stereotypes. Boys generally choose to be in larger groups and rely on status to organise the group. They tend to learn more from boys, give each other more feedback and expect boys to play boy-type games. Girls typically prefer to make fewer close relationships and are less concerned if girls prefer boy-type activities.

Obviously, children have to understand whether they are boys or girls before they start to choose behaviours which fit their gender. Parents play a key role in the development of gender as they tend to respond differently to boys and girls. For example, parents tend to be more robust with newborn boys than girls. A study from the 70s and 80s, called Baby X, showed that when baby boys are dressed as girls adults respond differently to them. The differences may be so subtle that parents are totally unaware that they have changed their behaviour.

Stereotyping continues, and even intensifies, as babies become children. People give girls different kinds of presents < often more arty or creative, while the gifts they give boys are more action based. Children of parents who consistently reinforce gender behaviour often learn to label things as being for boys or girls earlier. Television is also a major influence in boy/girl stereotyping.

Dressing-up play

Play is essential for normal development and should be encouraged, particularly pretend and imaginative play. Most three-to four-year-olds love dressing up, to explore how things feel and use their imaginations. If a child constantly wants to dress up as a policeman, few parents seriously believe that he can only be a policeman when he grows up. But if boys carry on dressing up as girls once they pass five years old, their parents soon start worrying. These worries are usually unfounded as most cross-dressing adult males are heterosexual anyway. This is simply another phase your child is going through. Stay relaxed and let him play in peace.

Daniel’s story

Daniel’s older sister, Miriam, loved dressing up. When Daniel was six he was still playing imaginative games with his nine-year-old sister, often involving him dressing up as a girl, a ballerina or wearing make-up carefully applied by Miriam!

Daniel’s parents began to worry when he seemed to be avoiding the kind of games other boys at school played because he thought they were too rough. They had always thought that dressing up was a phase that Daniel would grow out of, but they were increasingly criticised by Daniel’s grandparents, who believed they should take a more active line and stop him dressing up. They tried, but Daniel just carried on, hiding in his room quietly so that he wouldn’t be noticed.

Things seemed to come to a head when Daniel asked for ballet lessons for Christmas. His parents patiently explained that there were no boys in the ballet class. Daniel said he didn’t mind and that he wanted to go anyway. After much discussion, the family agreed. To their astonishment, Daniel showed real talent, the teacher constantly praised him and put him in for exams much earlier than his sister.

Now aged 13, Daniel rarely dances (despite being picked out by the Royal Ballet scouts, who recognized his potential as a young child) as he has lost interest. His parents cannot remember when they stopped worrying – they just did! In the last six months, Daniel has become more ‘masculine’ and he is more often found in the company of boys. At this same time, his hormonal changes have gathered pace and he is beginning to show an interest in girls – not so much for the companionship he used to enjoy, but as members of the opposite sex.

Daniel’s parents believe that if they had sought help for the son, they might have done more harm than good. They wish there had been someone they could have talked to, who could have reassured them that by following their own instincts, they were actually doing the right thing.

What to do if you’re worried

If your child is happy at school or in a social situations with other children, and seems to be developing well in other ways, it is most unlikely that your have anything to worry about. Only one child in a thousand has any real difficulty with gender identity and most of these problems are resolved in adolescence.

For parents who want reassurance, it can be difficult finding the right person to talk to. In this country, we are fortunate to have Mermaids, a support group set up to help children and parents with gender identity issues. They can advise from a position of experience, rather than just theory. Mermaids offers support and information to parents, families and carers. The Mermaid helpline is 07020 935066 (12 noon until 9pm [UK Time – Mermaids Editor]) or you can contact them via their website http://www.mermaids.freeuk.com or at Mermaids, BM Mermaids, London WC1N3XX

Denise Thornton is a chartered educational psychologist

Reproduced with the kind permission of Right Start magazine, Adam House, 7-10 Adam Street, The Strand, London WC2N 6AA Editor: Lynette Lowthian

Britain – Right Start magazine… August 2001… BLS transcribed text pages 18 – 20… Behaviour matters

by Denise Thornton
From Right Start Magazine
August 2001, mermaids.freeuk.com/rstart.html

Male on Male Sexual Violence

Male Survivors of Incest or other Sexual Assault

It is estimated that 5-10% of reported cases of rape or sexual assault each year involve male victims (Scarce, 1997) . Some rape crisis centers see nearly equal numbers of girls and boys up to age 12. Researchers report one out of six boys will have been assaulted by age 16. Experts believe the number of cases are under-reported because survivors are less likely to report than are female survivors. Any male can be assaulted. Survivors are gay, straight, and bisexual. Most reported perpetuators are male. Several reports stated that the majority of rapes of males are perpetrated by heterosexual males (Isely & Gehrenbeck-Shim 1997, Scarce 1997).

The identification of sexual assaults committed against males is a recent phenomenon. Previous to the feminist efforts of the last 30 years, resulting in much more comprehensive laws and growing public awareness, rape was the only “sex crime” recognized by law. Only males could be charged with rape and females were the only victims recognized by law. Rape meant vaginal intercourse. Now, the term sexual assault includes many more of the behaviors by which people could be hurt. Many, but not all, states use the phrase sexual assault. Many states are beginning to recognize the sexual assault of males as a problem.

Boys tend not to be taught to empathize. We haven’t taught boys that they deserve the right to feel safe in their bodies, that the autonomy of their body is sacred, that “no” equals “no” for everyone and that when stated it should be respected. Without teaching little boys to expect these rights for themselves, how can we expect young men to respect these rights for men (or women)? Little boys are not taught how to say”no” to abusive clergy, scout-masters, coaches, uncles, fathers, baby-sitters, and other potential male perpetrators.

Males are only beginning to recognize how many of them have experienced sexual assault. For reasons similar that female survivors, male survivors deny their victimization. Their reasons include 1) a lack of information to define their experience as sexual assault; 2) a sense that they will be disbelieved by people; 3) a fear of reprisal by the perpetuator(s); 4) an unwillingness to think of themselves as survivors of sexual assault and fearing all the potential changes in themselves that might inevitably ensue; and 5) a resentment that the behavior of the perpetuator(s) had or has the power to cause the survivor to expend time, energy, emotional and financial resources-and therefore essentially take control of their life-for an unknown length of time.

Sex or Sexual Assault?

Sexual assault is commonly defined as forced intercourse or sexual contact that occurs without consent as a result of actual or threatened force (Crooks & Baur 1998). Only recently, however, have many states amended their criminal codes to include adult males (meaning sixteen years of age and older) in their definition of rape (Isely & Gehrenbeck-Shim). All sexual assault is an expression of power, hate, and control. To many heterosexuals, an assaultive male is, crudely put, manifesting “homosexual” behavior. The majority of rapes of males are perpetrated by Caucasian, heterosexual men who often commit their crime with one or more cohorts (Scarce 1997) This demonstrates, again how straight culture confuses sex with sexual assault.

Any male who has been assaulted by another male has a disincentive to report the incident because many people assume that any male assaulted by another male is automatically gay. If the survivor is gay and the perpetrator is gay then reporting the sexual assault may involve “coming out” to authorities, which can be unsafe. Living in a homophobic culture which equates the rape of males to homosexual sexual behavior; a male survivor, who is gay or presumed to be gay, may assume that he will be disbelieved and harassed by the police rather than supported.

Some sexual assaults of gay males are committed by perpetrators who self-identify as heterosexual. The motivations of these men to assault gay males is similar to their motivation to assault females-to dominate and express hatred. Some sexual assaults of gay males are committed by other gay males. Estimates of numbers of assaults are impossible to come by with the prevalence of homophobia in the United States. Consent is what separates sex from sexual assault. Consent is not adequately taught to straight, bisexual or gay teens.

Sexual assaults are not sex. When a male sexually assaults another male: 1)neither male becomes a homosexual as a result of the assault; 2) it is not the manifestation of latent homosexual behavior. There are homosexual men who commit assault but the assaults they commit are not homosexual sex acts. When a man punches another man we do not call it “homosexual battery.” “If you hit someone over the head with a frying pan, you wouldn’t call it cooking.” says Mike Lew, author of Victims No Longer: Men Recovering From Incest & Other Sexual Child Abuse.

Males Who Sexually Assault Other Males

Most of the perpetuators of sexual assault committed on male are other males. As stated before, the majority of perpetrators are heterosexual and Caucasian (Scarce 1997). The boy or young man who is a survivor can be confused, angry, blaming himself, hurt, desperate to understand. The hysteria and misinformation rampant about homosexuality makes understanding their assault very difficult for male survivors.

How Sexual Assault Affects You and Others

Some male survivors’ confusion about their sexual orientation, can hinder their recovery. While some males assaulted as boys by older males come to realize that while they don’t want to replicate the abusive component of their experience, they do want to explore consensual interactions with males. Gaining clarity about one’s sexuality is much more difficult for sexual assault survivors.

 

When you are dealing with survivors who you know, they may “frustrate or anger” you by not wanting to report their assault, call it assault, change behavior that you find problematic or even destructive, or other things. You may be irritated with the survivors’ rate of recovery or unwillingness to do things that you objectively know would be positive for them. Since the root of eating disorders, depression, and addictions is often incest and others sexual assault, our attention can be misdirected by manifestations of these “symptoms.”

When you are dealing with perpetrators who you know, they too may “frustrate or anger” you by not wanting to call their behavior assault, change behavior that you find problematic, etc. Their resistance may be maddening. Their alleged act may well contribute to the polarization of their circle of friends. The presumption of innocent until proven guilty can be sorely tested. Additionally, you may know or like them as people, and experience difficulty believing they could “do” this.

You don’t have to arbitrate, heal or solve this problem alone. Survivors need support not rescue. You will be helping yourself if you first look at your resistance or denial. Know your own biases and prejudices. And if you can’t/won’t listen at that particular time because you are busy/stressed, or this brings up discomfort from personal experience; you so not have to at the moment.

How to be a supportive listener for a friend/lover/relative who is a survivor of incest or other sexual assault

Most survivors never tell anyone that they have been assaulted. If someone tells you about their abuse, consider it an honor. You may not feel lucky but you are. Welcome to a very confusing, murky world.

  • Believe them-they are telling the truth. Tell them you’re sorry and it wasn’t their fault.
  • Really listen, don’t jump to solutions. Ask what help they would like.
  • Do not distract yourself with heroic fantasies to beat up the perpetrator.
  • Offer to make an appointment with them to see a counselor, clergy, police, etc.
  • Do not say that you know/understand how they feel. You don’t, even if you’re a survivor yourself. Your experience was not identical to his/hers.
  • Suggest counseling in addition to talking to you. Professional counselors are very useful.
  • There is no limit to how long the healing process takes. Saying things like, “You’ve got to forget about this.” won’t help and may harm recovery.
  • Be aware of school/local support resources and share those.
  • Sometimes you can’t “do” what seems to you very much, but the “little” that you do may be sufficient for survivors now. Don’t assume for them what they need.
  • Give them time and space. If you’re talking more than they are, you’re probably not helping.
  • Do not give advice, even if asked for it. Survivors of sexual assault have had their power profoundly taken from them. Making decisions overprotects them and may send a message that you think they’re incompetent. Help them problem-solve by offering all possible options. Offer to support whatever decision they make, then do it.
  • Get support for yourself too-the more you care, the more you are affected. Look inward; pay attention to your own feelings, your needs are valid too.
  • Don’t burden the survivor with your “stuff.” Males learn to expect others to “take care of” our emotional needs and want them to explain to us what we are thinking/feeling about their trauma. It isn’t wrong for us to have emotional needs. It is wrong for us to add to the survivor’s burden.
  • Respect their need for absolute confidentiality. Not making their secret public may be the only safe thing for them to do as they see it. If you get support for yourself as an affected “significant other,” do not tell the details of the abuse to anyone. If a person who you confide in presses you to identify the survivor, do not tell them. If you help make the details of the assault public, you will do the survivor harm.
  • Check-in with a person before leaping into an intense follow-up discussion. Don’t assume that the level of disclosure that you shared previously is acceptable currently or later when you talk to that person. If you want to talk further, recognize that this might not be a good time for him/her to talk.
  • Sometimes a friend/lover/relative will share that they were assaulted by someone. Some survivors never bring it up again. Some refuse to talk further about it. Some even avoid you. This doesn’t necessarily have anything to do with you. You might be the only person they have confided in and every time they see you they recall their abuse. Don’t punish them for your feeling of being used if that is how you feel. Similarly, you may choose approach them at a private time and ask them if they want to talk further. If they don’t, that’s fine. If they do,that’s also fine as long as you both feel comfortable and safe.
  • When a survivor tells you tell you that they have been abused, you may feel uncomfortable for a variety of reasons. You have the right to state that what they are telling you is too difficult for you to hear. You may help them find someone else who can be there for them.
  • If anything you hear or feel resonates for you as you hear their story, it does not prove that you are a survivor. If you are a survivor and you are feeling old feelings again, there are (hopefully)caring resources available in you community.
  • Some people will seek out a stranger to tell their story to. They may feel safer telling their story to someone they won’t see again, feeling safer with anonymity this person provides. We all deserve the right to feel safe. ( Protective Behaviors, Inc).
  • Remember the value you place on a friend who took the time to really listen to you.
Possible Reactions of Male and Female Incest or other Sexual Assault Survivors

Note: I include this sections to illustrate the multitude of sometimes contradictory effects that sexual assault survivors experience. This list was created from several lists that compiled responses of many survivors, both male and female. Not all survivors necessarily experience all or even most of these.

  • Nightmares
  • Swallowing and gagging sensitivity (suffocation feelings)
  • Alienation from the body-poor body management. Manipulating body size to avoid sexual attention.
  • Fear that everyone is a potential attacker
  • Eating disorders, drug or alcohol abuse; other addictions; compulsive behaviors
  • Self-destructiveness; skin carving; self-abuse
  • Suicidal thoughts, attempts, obsessions; Depression (sometimes paralyzing); seemingly baseless crying
  • Inability to express anger; fear of actual or imagined rage; constant anger
  • Intense hostility toward entire gender or ethnic group of the perpetuator
  • Depersonalization; going into shock, shutdown in crisis
  • A stressful situation is always a crisis; psychic numbing
  • Physical pain or numbness associated with a particular memory, emotion (for example anger), or situation (for example sex)
  • Rigid control of one’s thought process; humorlessness or extreme solemnity
  • Nervousness about being watched or surprised; feeling watched
  • Trust issues; inability to trust; trusting indiscriminately
  • High risk behaviors; inability to take risks
  • Boundary issues; control power, territorial issues; fear of losing control
  • Obsessive/compulsive behaviors
  • Guilt, shame; low self-esteem, feeling worthless, high appreciation of small favors by others
  • No sense of own power or right to set limits or say no
  • Pattern of relationships with much older persons (beginning in adolescence)
  • Blocking out part of childhood (especially ages 1-12), or specific person or place
  • Feeling of carrying an awful secret; urge to tell, fear of its being revealed
  • Certainty that no one will listen; feeling “marked” (“The Scarlet Letter”)
  • Feeling crazy; feeling different; feeling oneself to be unreal and everybody else to be real, or vice versa; creating fantasy worlds, relationships, or identities
  • Denial; no awareness at all; repression of memories; pretending
  • Sexual issues: sex feels “dirty”; aversion to being touched (especially in gynecological exam); strong aversion to or need for) particular sex acts; feeling betrayed by one’s body; trouble integrating sexuality and emotionality; compulsively “seductive” or compulsively asexual; must be sexual aggressor, or cannot be; impersonal, “promiscuous” sex with strangers concurrent with inability to have sex in an intimate relationship; sexual acting acting out to meet anger or revenge needs; sexualizing of meaningful relationships. Note: Homosexuality is not an after effect.
  • Limited tolerance for happiness; reluctance to trust happiness

youthresource.com/library/ygm5.htm – 2000

Making Colleges and Universities Safe for Gay & Lesbian Students

The following is a summary from Making Colleges and Universities Safe for Gay and Lesbian Students: Report and Recommendations of the Massachusetts Governor’s Commission on Gay and Lesbian Youth, Warren J. Blumenfeld, Principal Author. (For a free copy of the report, write to: The Governor’s Commission on Gay and Lesbian Youth, Room 111, State House, Boston, MA 02133)

I. Policies
  1. Enact nondiscrimination policies on the basis of sexual orientation in >matters of hiring, tenure, promotion, admissions, and financial aid.
  2. Have policies and procedures for dealing with homophobic violence and harassment.
  3. Have a written, inclusive, and affirming definition of “couples” that is nondiscriminatory towards same-sex couples in a way that is appropriate for each institution.
  4. Ensure equal access and equality of all benefits and privileges granted to all employees and students.
  5. Have policies of active outreach in hiring openly GLBT and/or GLBT- sensitive faculty, staff, and administrators in all segments of the campus community.
  6. Actively recruit openly GLBT prospective students. All of the above policies should be written, clear, consistent, accessible, and well-publicized throughout the campus.
II. Training and Development
  1. Homophobia and other “diversity” workshops should be implemented for the entire campus community to sensitize and educate staff, faculty, and administrators.
III. Services
  1. Colleges and universities provide official recognition, support, and funding of campus GLBT student organizations.
  2. Physically safe, secure, and appropriate space with a welcoming, emotionally safe atmosphere should be available to GLBT organizations for meetings, social events, coffee houses, lectures, fora, workshops, and other events.
  3. Legal and fundraising support services should be available to GLBT students.
  4. Campus housing should include GLBT living options.
  5. University leadership should make strong, clear, public statements on a regular basis that state the college’s commitment to ending discrimination, conviction that violence and harassment are entirely unacceptable, and appreciation of the value of diversity on campus, including diversity of sexual identity.
  6. Colleges and universities hire openly GLBT or GLBT-sensitive therapists/counselors, faculty, staff, and administrators.
  7. Peer counselors and/or campus crisis hotline volunteers be adequately trained in sensitivity to sexuality, sexual orientation/identity, and “coming out” issues.
  8. Effective AIDS education, imperative for all people of all sexual orientations, must be available and widespread.
  9. Social activities through residence halls, Offices of Student Activities, and other organizations must be not only inclusive of all sexual orientations and identities, without pressures toward heterosexuality, but actively welcoming of GLBT people as well as same-sex couples.
  10. College and university presidents have a standing advisory committee, panel, or board, appointed or elected in consultation with GLBT students, staff, and faculty members.
  11. Student opinion should be assessed regularly, by the above mentioned panel or in some other manner, in order to gauge the effectiveness of implemented changes.
  12. Campus publications should take care to provide adequate and fair coverage of GLBT events and issues, both on and off campus.
  13. Colleges and universities should aid students in alumni outreach.
  14. Internship opportunities may also be cultivated among local GLBT- owned businesses and GLBT activist and community service organizations.
  15. The diversity within the GLBT community should be recognized and affirmed.
  16. The location and availability of resources of value to GLBT people should be published in materials distributed to all students, faculty, staff, and alumni.
  17. Personnel at the Career Planning/Placement Center, like personnel in every college area, should be sensitive to GLBT issues and be aware of employment opportunities in GLBT owned or GLBT friendly businesses and community service organizations.
  18. While needs differ greatly at each of the hundreds of institutions of higher education, it seems clear that for many, if not most, the most critically important and invaluable resource is a GLBT campus resource center with a paid administrator, staff, and resources.
  19. In institutions where financial resources do not allow for centers and/or administrative support for any “minorities,” there should at least be an ombudsperson or other clearly recognized, identified, and publicized as an official liaison to the campus GLBT community.
IV. Curriculum / Educational Materials / Academic Affairs
  1. Issues relating to GLBT people should be formally and permanently integrated into existing courses across the curriculum.
  2. Speakers on GLBT topics, and particularly those who present scholarly research on GLBT topics, should be brought to campus regularly.
  3. Courses dealing specifically with GLBT issues in the humanities, natural sciences, education, social sciences, and other disciplines should be established.
  4. A visiting scholar position in GLBT studies should be created and supported on a continuing basis.
  5. College and university libraries should increase their holdings of GLBT books, periodicals, and computer networking systems.
  6. Campus facilities should be available for regional GLBT studies conferences, with administrative support provided.
  7. Fellowship opportunities should be created and funded for teaching and research of GLBT topics.
  8. Scholarship and research into GLBT history, culture, and theory should be encouraged and supported in faculty and students.
  9. All multicultural education should be inclusive of the issues, history, culture, and experiences of GLBT people in the United States and worldwide. Multicultural awareness (social diversity) courses should be mandatory for all students at some point during the undergraduate years.
  10. An archive and history of GLBT organizations on campus should be created.
V. Employee Concerns
  1. Policies regarding equal benefits and nondiscrimination should be made clear in recruiting brochures, informational materials, campus publications, and orientation sessions.
  2. The university should aid, support, and fund the creation of GLBT faculty and staff discussion, support, and networking groups.
  3. Trade unions and professional organizations should have inclusive policies and supportive services available to their members.
  4. There should be equality in all benefits, including, for example: bereavement leave, insurance coverage, library privileges, access to gym and other recreational facilities, listings in directories if spouses are customarily listed, housing for GLBT couples where the qualifications are analogous to the qualifying basis for heterosexuals, “couple” rates must be made available to GLBT couples, access to any and all other privileges and benefits by GLBT partners if access is available to heterosexual spouses.
  5. There should be ongoing sensitivity training and staff development on GLBT issues for all employees.
  6. Colleges and universities should cover the expenses of employees attending conferences on GLBT issues.
VI. Community / Off-Campus Concerns
  1. Community GLBT groups should be invited to attend campus events as participants, guests, and event leaders and facilitators.
  2. Information regarding social, religious, and other community resources should be made easily accessible to all students, staff, faculty, and administrators.
  3. Counselors, administrators, and faculty should be available to parents or other community members to alleviate any concern that may arise out of the implementation of any of the above recommendations, as well as any concerns arising during their child’s coming out process, if that is the case.
  4. Representatives of GLBT student groups from different schools should meet regularly to keep each other appraised of upcoming events, plan events together, and strengthen the GLBT community.
  5. Publications, fundraising materials, and all other publications distributed to parents and alumni should include relevant and appropriate stories, essays, and news regarding GLBT issues, organizations, and events.
  6. Corporations, public agencies, and government, religious, and community agencies and institutions that do not have official written policies against discrimination based on sexual orientation should be strongly discouraged or prohibited from on-campus employment or enlistment recruiting.

youthresource.com/library/blumen.htm – 2000

Feminine Boy forced out of Private Georgia School

Crossdressing Student Matthew Alex McLendon, shown dressed as a female, was ‘invitd to withdraw’ from private high school earlier this month. ‘Alex wasn’t causing any problems. She got along well with everybody,’ said classmate Meayghan Denkers.

CARROLLTON, Ga. – Patrick Nelson had heard there was a cross-dressing boy enrolled at his high school. But darned if he could figure out just who it was.

“I looked for him the first couple of weeks. The honest truth – I didn’t even know,” Patrick said.

One day, he was talking about the mystery to a friend, who smiled and pointed to the pretty blonde at the desk next to his.

“I said, ‘No way, that’s too weird!'” Patrick recalled. ” Then I thought about it, and I said, ‘So what’s so weird about that?'”

But while Patrick and his friends were willing to accept Matthew “Alex” McLendon’s feminine appearance and mannerisms, others in this rural conservative western Georgia community of about 20,000 weren’t.

And so 15-year-old Alex withdrew from school under pressure, leaving supporters of the popular, easygoing student wondering what threat they had supposedly been protected from.

“Alex wasn’t causing any problems. She got along well with everybody,” said classmate and friend Meayghan Denkers. “She wasn’t trying to change anybody to be like her or anything.”

After a heated meeting of the board of the small, private Georgian Country Day School on Oct. 6, Alex was “invited to withdraw” or face expulsion. Alex, who had enrolled in September after attending public school, was cited for wearing a tongue ring, but had been called before school authorities earlier about his female dress, makeup and hairstyle.

Most of Alex’s classmates – including some of the boys – wore bows in their hair in protest until ordered to remove them by the principal. Some indignantly quoted their school handbook, which urges acceptance of “diversity in opinion, culture, ideas, behavioural characteristics, attributes or challenges.”

“Alex represents something that’s way beyond the experience and the comfort zone of the very conservative people we live with,” said Lori Lipoma, Meayghan’s mother and a drama teacher at the school. “I really think we all lost something very precious that night.”

School officials would not discuss the case.

“We make no comments on students,” said Rex Camp, chairman of the board of the school, where tuition is more than $5,000 a year for the 50 or so high school students. Kindergarten and elementary students are in a separate building, but one parent of a 6-year-old expressed concern at the board meeting about Alex’s effect on younger children.

“I believe in sexual standards in society, and I want my child in a school that holds the same sexual ethics that I do,” said Craig Neal.

Alex, who speaks in a soft, feminine voice, began cross-dressing two years ago and considers himself “95 percent girl.”

Larry Harmon, a Dade County, Fla., psychologist who counsels parents in sexual identity, said such feelings appear to fit a rare condition called gender-identity disorder. He said it doesn’t necessarily imply homosexuality, and it’s difficult to know how many youngsters have it and why.

“I’m not homosexual,” Alex said. “I just look like a girl and I dress like a girl. It wasn’t anything flamboyant, not sequins or anything. But because I’m a guy….”

He enrolled in night school but quit in less than a week because he didn’t feel the courses offered would help his education goals. He hopes to pursue a career in fashion merchandising and modelling.

Alex said Thursday he’s looking into the possibility of home-schooling.

“I do wish I was still at the Georgian School,” he said.

At the Georgian Country Day School – where Alex said he enrolled to get a better education – he struck up a friendship with Meayghan and was soon invited to spend nights at her house. The first few times, Meayghan’s mother popped in on them unannounced just in case.

“They’d be sitting there doing hair, or painting nails, and I said to myself, ‘This is a girl,'” Lipoma said.

A few weeks into the school year, he and his father were summoned to a meeting with school officials. They said that parents had complained, and that he had to dress like a boy, Alex recalled. He refused. A special board meeting followed.

Under the law, a public school would have to show that Alex was disrupting education or undermining safety. A private school has more leeway.

Alex’s mother died when he was young. He said that his cross-dressing initially caused a rift with his father, but that the older man stood with him in the dispute with the board. Mack McLendon declined an interview.

“School is supposed to be preparing you for life,” Alex said. “Parents are trying to protect their kids by covering their eyes. It’s going to be a real shock for some of these parents when their kids get out into the real world.”

by Dan Sewell
From Associated Press
30 October 1998, mermaids.freeuk.com/ap001.html