Is Inclusion Achieved for Gender Diverse Students?

By: Martha Petrou  

A growing volume of research evidence agrees that the construction of gender identity is a dynamic process. Schools may function as facilitative environments that support gender negotiation, or as rigid heteronormative regimes where gender diverse students are not welcome. The need for inclusion is imperative and many initiatives have been taken to that end. Yet, not all countries advance at the same pace, so an attempt is made to position Greece in the global discourse of gender identity policies. To what extent have we achieved inclusion for our gender diverse students? Which points have already been adressed and on which ones should we focus in the future? In order for these questions to be answered, a review was conducted of the extant literature on gender identity inclusion policies and legislation. I started by searching the relevant literature, then screening for relevant results. Then, I assessed the findings and extracted the specific data required to synthesize a robust reference point for everyone interested in the topic.

Gender, Gender Identity, Gender Diversity, Education, Inclusion, Legislation, Policy
Identity and Belonging
Paper Presentation in a Themed Session

Martha Petrou

English Teacher, English Studies, Ministry of Education, Greece
Attica, Greece

For the past 14 years I have been an appointed English teacher in Greek secondary schools. I have mainly worked in Athens and in urban areas. I have completed my MA in 2015 and I am currently doing my PhD research on the topic of gender identities. Among my interests lie e-Learning and Educational Technology.