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Journeys in Film: Gender Revolution
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Table of Contents
We Are in the Midst of a Gender Revolution 3
Introduction 5
Understanding Yourself to Understand Gender 6
Gender Identity and Gender Expression: A Primer 7
What Science Tells Us About Gender 8
Shaping Gender in Childhood 9
Talking With Your Children About Gender 10
Helping Families Talk About Gender 11
(from National Geographic Special Edition)
Gender and the Larger Culture 13
Danger and Discrimination for Girls Around the World 14
Next Steps 15
Additional Resources 16

Journeys in Film: Gender Revolution
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By National Geographic magazine Editor in Chief
Susan Goldberg

Gender is making headlines around the world.

In October, the U.S. Supreme Court
told a 17-year-old transgender
student that it will decide whether
he has the right to use the boys’
restroom at his Virginia high
school. In November, the popular
dating app Tinder announced
it was expanding its options for
gender identification to nearly 40 choices, following in the
footsteps of Facebook, which now has more than 50 gender
options to choose among. Pew Research reports five federal
agencies are collecting data about about gender identity. And
just last week the National Center for Transgender Equality
(NCTE) released the results of a new survey that paints a
disheartening picture of the treatment of transgender people:
One in 10 trans individuals experienced physical violence
at the hands of a family member; even higher numbers left
school to avoid mistreatment.
At National Geographic, we have a nearly 130-year history of
bringing stories about cultures and science to the forefront.
The evolution of our societal thinking about gender—as well
as newly revealed complexities about the science of gender—
is no exception.
The story of gender plays out all around us. More and
more, celebrities are shining a spotlight on the subject.
But more quietly, our children, parents, teachers, medical
professionals, and officials every day confront an array of
issues with gender at the center. Everywhere we looked, in
the U.S. and around the globe, individuals and organizations
are fighting to redefine traditional gender roles, whether it is
girls in war-torn Sierra Leone rejecting the cultural norm of
female genital mutilation and child marriage, men in Sweden
making use of extended paternal leave after having a child, or
people who reject binary, boy–girl labels and find their true
identity elsewhere on a gender spectrum.
This is why we’re devoting the January issue of National
Geographic magazine entirely to an exploration of gender
issues—in science, social systems, and civilizations—and why
we decided to feature a transgender person for the first time
on the cover of our magazine: nine-year-old Avery Jackson.
We know our choice to do this may be criticized in
some quarters as sensational, or worse. And some of the
experiences we document in the magazine and in our online
content are hard to write about; the pictures can be hard to
look at. This is especially true in the stories about the lives of
girls in the developing world, and the revelations of brutal
discrimination and ostracism faced by transgender people.
But something profound is happening around gender,
whether we choose to see it or not. We thought these
stories needed to be illuminated. These are not the stories
of celebrities in evening dresses on magazine covers, but
those of regular people around the world whose choices are
changing our societies. I commend them for their bravery in
letting us see into the good, and bad, of their lives.
Not surprisingly, the 80 children we talked to in eight
countries from the Americas to the Middle East, Africa to
China, were the most candid in reflecting our world back at
us. “The worst thing about being a girl is that you just can’t
do things that boys can do,” says Tomee War Bonnett, a

Journeys in Film: Gender Revolution
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nine-year-old living on the Pine Ridge Reservation in South
Dakota. This sentiment was expressed by girls worldwide—
using different words and in different languages, but bound
by the same constraints. It breaks your heart, and it makes
you mad to hear the voices of these plain-spoken children,
who doubt their ability and their potential to a degree that
should have ended long, long ago.
As the first female editor in chief of National Geographic
since its founding in 1888, I am proud of our role in bringing
a discussion about gender to the forefront. You’ll find it
across all of our media platforms—print, digital, and in our
original documentary, Gender Revolution: A Journey With
Katie Couric. Our award-winning news team will expand on
the coverage with videos, interactives, a glossary, and maps—
including a first-of-its-kind map that takes a look at the legality
of gender change around the globe. And I hope our footprint
as the number one non-celebrity brand on social media will
spark thoughtful conversations around the world.
Now that we know XX and XY, and blue and pink, don’t tell
the full story, it is time to write a new chapter to ensure that
we all can thrive in this world no matter what our gender—
or decision to not identify a gender. That is why National
Geographic has set out to tell the story of the gender revolution.
Susan Goldberg is a recipient of the Exceptional Women in
Publishing Award. A passionate advocate for the advancement
of women, Goldberg served as the first female managing editor
and executive editor of the San Jose Mercury News, the first
female editor of the Cleveland Plain Dealer, the first female
reporter to cover the State Capitol for the Detroit Free Press
,and, in 2014, was named the first woman to run National
Geographic magazine. Today, she serves in an expanded role as
Editorial Director of National Geographic Partners, overseeing
all of the company’s print and digital content globally. Goldberg
conceived of and oversaw the development of “The Gender
Revolution,” a comprehensive, cross-cultural, multiplatform
compendium of individual stories and analyses about everyday
life and challenges on the ever widening gender spectrum. The
January “Gender Revolution” issue of National Geographic
magazine is on newsstands and online at www.natgeo.com/
genderrevolution. You can follow Susan on Twitter.

Journeys in Film: Gender Revolution
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According to the World Health Organization,

Gender
refers to the socially constructed characteristics of
women and men—such as norms, roles and relationships
of and between groups of women and men. It varies
from society to society and can be changed. While most
people are born either male or female, they are taught
appropriate norms and behaviours—including how they
should interact with others of the same or opposite sex
within households, communities and work places. When
individuals or groups do not “fit” established gender
norms they often face stigma, discriminatory practices
or social exclusion—all of which adversely affect health.
It is important to be sensitive to different identities that
do not necessarily fit into binary male or female sex
categories.
1
This discussion guide for teachers and parents is not a
discussion guide on sex or sexual orientation. Rather, used
in conjunction with the magazine and film, it is a tool to help
you understand the nature of gender and its ramifications
as we work together toward a more inclusive and tolerant
world.
Introduction
In 2017, National Geographic magazine and the National
Geographic Channel are joining forces to help us all
understand more about the meaning of gender. In both
daily life and political discourse, gender has become
an increasingly frequent topic. The special edition of
National Geographic magazine, Gender Revolution, and
the documentary film of the same name are efforts to allay
confusion and misinformation; they provide a wealth of
facts, images, and ideas about gender and how it is expressed
in our contemporary world.
1 http://www.who.int/gender-equity-rights/understanding/gender-definition/en/

Journeys in Film: Gender Revolution
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• What prompted you to choose and read this magazine
or see this documentary? What did you hope to learn?
• What are your earliest memories related to gender?
When was the first time you understood how your
gender would affect your life?
• How did your understanding of gender develop as you
grew older, and as the world changed around you? Were
your own experiences relating to your gender positive or
negative, or both?
• Consider the question that was put to both Gloria
Steinem and Sheryl Sandberg in the “3 Questions” pages
in the magazine: “What was a defining moment in your
life, related to gender?”
• How have Gloria Steinem and Sheryl Sandberg
contributed to our understanding of gender by the lives
they have lived and the positions they have taken?
• What other women come to mind when discussing
gender and particularly the status of women? Did these
women gain status by exemplifying expected gender
roles, by expanding them, or by defying them?
• What are your society’s traditional expectations for men?
How much pressure do these expectations impose?
• Gender is a social construct, and Western culture starts
to impose its values before we are born, even in the
way we decorate nurseries for babies. What has been
your own experience? Do you generally choose gifts for
children based on their gender? What impact might this
have on the child? In particular, since children recognize
their gender as early as two or three years of age, how
does it affect a child who does not self-identify within
the male–female concept of gender?
• In some cultures, gender is seen as completely binary,
a dichotomy. If your culture tends to view gender as
binary, is one gender dominant, or are the genders
of equal value, as in the yin-yang symbol in Chinese
culture?
• In other cultures, gender is seen as more of a continuum,
a spectrum of positions. What is your view now as you
begin this discussion?
• Think back to your study of United States history in
high school or college. How fully integrated into the
curriculum was women’s or LGBT history? Judging from
your own reading or experience, has the curriculum in a
typical high school history course broadened since then?
Understanding Yourself to Understand Gender
The first step in understanding gender is to assess your current understanding of the term. What have you learned from
your experiences, from the people you have interacted with, from what you have read, from the culture that surrounds and
influences you? Take some time to consider these questions:

Journeys in Film: Gender Revolution
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Gender Identity and Gender Expression: A Primer
1 Literally, “world-view,” a comprehensive image of the universe and humankind’s
place in it.
2 Literally, “harm-joy,” pleasure felt at the misfortune of someone else.
Resources:
National Geographic video of Gender Revolution:
A Journey With Katie Couric
“A Portrait of Gender Today,” in the front
section of National Geographic Special Issue
Gender Revolution
Before we can talk about gender, it’s important to have the
words to use. That’s not always easy.
We adopt words from other languages when our own
language is not sufficient; for example, we use the German
words Weltanschauung
1
and Schadenfreude
2
for certain
concepts for which there are no equivalent English words.
Similarly, English words for computer terms find their way
into other languages. Having the vocabulary is the first step
to understanding; it embodies concepts we can’t discuss or
even think about otherwise.
The vocabulary of gender is constantly evolving. Note that it
can sometimes seem regional as well; “genderqueer” appears
to be more popularized in the South than in the North. Be
open to this changing linguistic landscape. What it so often
means is simply, “You can’t put me in a box.”
• After reading “A Portrait of Gender Today,” can
you define these terms in your own words? Why is
it important to have words to describe the variety of
gender expressions and identities?
Agender
Androgynous
Cisgender
Gender binary
Gender conforming
Gender dysphoria
Gender expression
• Why is it important to recognize nonbinary categories for
gender? What are the gender categories that are leading
us away from a binary interpretation or understanding
of gender?
• Why is it important to have the most accurate possible
words to describe the variety of gender expressions and
identities?
• For most of us, at least some of these gender terms will
be unfamiliar. Has your understanding of gender altered
after you have familiarized yourself with these terms?
Gender identity
Gender marker
Gender nonconforming
Genderfluid
Genderqueer
Intersex
Nonbinary
Pronouns
Puberty suppression
Queer
Sexual orientation
Transsexual

Journeys in Film: Gender Revolution
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• What explanations does the science of biology offer
for the birth of children who are biologically neither
exclusively male nor exclusively female? What roles are
played by genes and hormones?
• How has brain research added to our understanding of
gender? Are the male and female brains significantly
different from each other, or do you think the research
is inadequate to say? What does research say about the
brains of gender nonconforming individuals?
• Why is the information from science and particularly
brain research important? How could scientific
information like this affect prevailing attitudes toward
gender and gender identity?
• Puberty blockers are currently being given to
transgender or questioning children to delay the onset
of physical traits that don’t match with their gender
identity. What are the effects of this policy? Would you
consider choosing this for your own child?
• Most LGBTQ children today are raised by parents
who identify as heterosexuals and also as cisgender
individuals. While the parents ordinarily might seek
advice from their own parents, little guidance is available
because the grandparents are likely similar to their
children; neither generation self-identifies as LGBTQ.
Who can best advise the parents of an LGBTQ child?
• Since the time of Plato, a tendency toward dualism
has dominated Western thinking, from philosophy to
politics, and certainly to the binary understanding of
gender. To what extent has the binary concept of gender
shaped the broader culture of your country?
What Science Tells Us About Gender
• Other cultures have not shared this binary mindset, but
seem more open to a broader spectrum of possibilities.
Research a little about the third-gender groups mentioned
in the article “Rethinking Gender.” How does each of these
groups illuminate the continuum of gender experience?
How is each integrated into the larger society?
• What additional questions about gender do you think
scientists should study?
• How can we as a society expand our understanding of
gender to become more inclusive of those who do not
fall within the binary?
Resources:
National Geographic video of Gender Revolution:
A Journey With Katie Couric
“Rethinking Gender,” in the National Geographic
Special Issue Gender Revolution (pp. 48–73)

Journeys in Film: Gender Revolution
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• How and why does our culture pre-condition children
to certain gender roles? Are there historical reasons
why these habits have evolved? If so, are these
historical conditions still valid today, or has this gender
conditioning outlived its rationale?
• Think about the children you know personally. How do
they react to such gender conditioning?
• How are schools handling the evolution of thinking
about gender and about gender expression? Should the
same rules be applicable to students attending both
elementary schools and high schools?
• Schools frequently assign different colors of caps and gowns
for graduation to males and females, even though the
students receive the same diploma and have done the same
work. Why do schools do this? What message is being sent?
• If a student confides to a teacher and raises personal
matters about gender identity, does the teacher have a
responsibility to inform the parents? What guidelines
would you suggest for teachers?
• The state of North Carolina recently passed a so-called
“bathroom bill” that mandated that schoolchildren (and
others) use only the bathroom designated for their sex
shown by their birth documents; the Justice Department
and others have sued and currently a temporary
Shaping Gender in Childhood
Resources:
National Geographic video of Gender Revolution:
A Journey With Katie Couric
The National Geographic Special Issue Gender
Revolution magazine:
“Girls, Boys, and Gendered Toys”
“Color Code”
“Who’s the Fairest?”
“I Am Nine Years Old” (pp. 30–47)
Research tells us that neither gender identity nor sexual orientation can change, yet
some people continue to hope that it can, whether through shaming, legislation,
or “conversion therapy.” As you consider the questions below, keep in mind
how attitudes about gender have shifted over recent decades and how they may
continue to develop.
injunction prevents enforcement of the law. Large
business conferences, national sports tournaments, and
entertainment organizations have boycotted the state.
How do you think the case ultimately will be resolved?
• There have been conscious attempts to offer alternatives
to traditional stories for children. For example, Canadian
Jeremy Whitley’s Princeless comic books feature a strong,
smart princess who loves adventure. What other materials
do you know that provide gender-neutral alternatives?
• Consider the question that was put to Gloria Steinem
and Sheryl Sandberg at the beginning of the National
Geographic Special Issue Gender Revolution: “What
advice would you give to boys and girls today?”

Journeys in Film: Gender Revolution
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10
Talking With Your Children About Gender
Resource:
“Helping Families Talk About Gender,” on the
next page.
For many possible reasons, American parents have often experienced self-consciousness and hesitation in talking to their
children about sex; many oppose sex education classes in schools, as well. As previous discussions have pointed out, the Gender
Revolution has made gender identity and gender expression even more fluid than in previous eras and the “birds and the bees”
discussion is now even more complex.
• How can parents best prepare themselves for a discussion
of gender with their children?
• How do children show that they are aware of gender
around age two? How do they express their early sense
of gender identity?
• How can parents encourage healthy gender development?
How can they create an environment that reflects a diversity
of gender roles? What should they avoid doing or saying?
• If a child is gender nonconforming or gender creative,
what are the best ways for parents and other relatives to
be supportive?
• Is it important for parents to share their own values
regarding gender identity (as well as sexual orientation)
with their children? Why, or why not?
• How can parents help ensure that their children will respect
the gender identities of others in their peer group?
• What should parents do if their children are being
bullied because of their gender identity, their expression,
or nonconformity? What resources are available?
• What is the best way to ensure that parents and schools
provide children with consistency in values?

Journeys in Film: Gender Revolution
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11
By Patricia Edmonds
When addressing gender and sexuality matters, where should
families begin? This guidance is drawn from HealthyChildren.
org, the American Academy of Pediatrics’ parenting website. 

Gender identity:
Once young children learn to talk, most will
declare a gender identity, boy or girl, that aligns with their
biological sex. However, as some children grow, identity is
not so clear-cut. Around two years old, children become
conscious of the physical differences between boys and girls.
By age four, most children have a stable sense of their gender
identity. During this same time of life, children learn gender-
role behavior—that is, doing stereotypical “things that boys
do” or “things that girls do” when they choose toys, clothes,
activities, friends.

What parents can do:
All children need the opportunity to
explore different gender roles and styles of play. Ensure your
young child’s environment reflects diversity in gender roles
and opportunities for everyone. 
When children’s interests and abilities are different from what
society expects, they’re often subjected to discrimination and
bullying. It is natural for parents to want their children to
be accepted socially. But if children’s strengths don’t always
conform to society’s or your own expectations, it’s important
to help them fulfill their own unique potential rather than force
them into the mold of current or traditional gender behavior.
Helping Families Talk About Gender
For some young children, identifying as another gender
may be temporary; for others it isn’t. Some children who
are gender nonconforming in early childhood grow up to
become transgender adults (persistently identifying with a
gender different from their assigned sex at birth), and others
don’t. The causes for this are likely both biological and social;
there is no evidence of a link to parenting or experiencing
childhood trauma. 
Illustration by Felix Sockwell

Journeys in Film: Gender Revolution
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There is no way to predict how children will identify later
in life. This uncertainty is one of the hardest things about
parenting a gender-nonconforming child. It is important for
parents to make their home a place where their child feels
safe, loved unconditionally, and accepted for who they are.
Research suggests that gender is something we are born with;
it can’t be changed by any interventions.

Sexual orientation:
While gender identity typically becomes
clear in early childhood, sexual orientation—which refers to
the person one falls in love with or is attracted to—becomes
evident later. Research suggests that like gender identity,
sexual orientation cannot be changed.
Parent and child alike experience anxieties as an
adolescent enters and moves through puberty. Many
parents feel that by talking to their children about
sex, they are sanctioning it, but the opposite is true:
Adolescents who are the best informed about sexuality are
the most likely to postpone sex. When talking about sexuality,
parents should not shy away from discussing their values.
They should openly explain their beliefs and their reasons for
them to their child. 
Many gender-nonconforming children grow up to identify
as gay, lesbian, or bisexual; all are at risk for bullying and
mental health problems. Gender and sexuality concerns spur
a large share of teen suicide attempts. 

What parents can do:
Your most important role as a parent is
to offer understanding, respect, and support to your child. A
nonjudgmental approach will gain your child’s trust and put you
in a better position to help your child through difficult times. 
When your child discloses an identity to you, respond in an
affirming, supportive way. Understand that gender identity
and sexual orientation cannot be changed, but the way people
identify their gender identity or sexual orientation may
change over time as they discover more about themselves.
Be on the lookout for signs of anxiety, insecurity, depression,
and low self-esteem. Stand up for your child when your child
is mistreated. Do not minimize the social pressure or bullying
your child may be facing. Make it clear that slurs or jokes based
on gender identity or sexual orientation are not tolerated.
Having a gender-nonconforming child can be stressful for
parents and caregivers as they deal with uncertainty and
navigate schools, extended families, sibling relationships, and
the world around them. Among the organizations that support
parents and families with gender-nonconforming children are:
the Family Acceptance Project, familyproject.sfsu.edu; Gender
Spectrum, genderspectrum.org; and PFLAG, pflag.org.

Journeys in Film: Gender Revolution
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Gender and the Larger Culture
Resources:
National Geographic video of Gender Revolution:
A Journey With Katie Couric
The National Geographic Special Issue Gender
Revolution magazine:
“Making a Man” (pp. 74–103)
“Parental Leave on Dads’ Terms” (pp. 104–109)
“American Girl” (pp. 110–127)
3 http://www.cdc.gov/lgbthealth/youth.htm
4 http://williamsinstitute.law.ucla.edu/wp-content/uploads/AFSP-Williams-
Suicide-Report-Final.pdf
• As you look at the photographs that accompany the
article “Making a Man,” cultural differences are apparent.
What photographs did you find particularly effective?
Why? Do you see any universal themes underlying this
collection of photos?
• How important is parental leave for fathers? To the
child? To the parents? How do parental leave policies in
the United States compare with those of other Western
nations?
• What kinds of pressures do contemporary young women
face compared with young women in past decades? How
does society impose its vision of ideal body image and
what effect does that have on young women? Do young
men, including trans men, face similar expectations?
• Economists have noted what they call a “pink tax”—
that is, similar products marketed to men and women
often cost more for women. For example, dry-cleaning
a woman’s blouse is usually more expensive than dry-
cleaning a man’s shirt; women’s deodorant is more
expensive than a similarly sized men’s deodorant. What
causes this differential? What can be done to bring about
reasonable parity in this area?
• Skim through the pages of two magazines, one aimed
at male readers and one at female readers. What are
the values to which the advertising in each magazine
appeals? How much do they have in common? How are
the values different? How does marketing reflect cultural
understandings of gender? Or does it serve to influence
or exaggerate them?
• What is the legal status of transgender individuals in
your own geographical area? (The American Civil
Liberties Union webpage at https://www.aclu.org/map/
non-discrimination-laws-state-state-information-map
and the Transgender Law Center webpage at http://
transgenderlawcenter.org/equalitymap provide a starting
place if you are not sure.) Are you satisfied with existing
laws or would you like to see those laws reformed? Why?
What is the status of federal law with respect to this area?
• Title IX, part of U.S. civil rights law, declares that “No
person in the United States shall, on the basis of sex, be
excluded from participation in, be denied the benefits of,
or be subjected to discrimination under any education
program or activity receiving federal financial assistance.”
Does Title IX protect trans students?
• According to the Centers for Disease Control and
Prevention, the suicide rate among LGBTQ youth is
twice the rate of that of non-LGBTQ young people.
3
In
fact, for transgender youths of color, the suicide rate is
far higher.
4
Hotlines that serve the LGBTQ community
report increased use of those lines. How can the larger
society act to improve this situation?

Journeys in Film: Gender Revolution
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Danger and Discrimination for Girls
Around the World
Resources:
“The Dangerous Lives of Girls” in the National
Geographic Special Issue Gender Revolution
(pp. 130–151)
• How does each of these factors make progress so difficult
for girls in West Africa?
• Terror groups
• Poverty
• Diseases, including Ebola
• Genital mutilation
• Early marriage and pregnancy
• Other social customs
• What efforts are currently being made to improve
conditions for these girls?
• What is Boko Haram in Nigeria? What is the current
status of girls who were kidnapped by Boko Haram? Has
the reaction of the Nigerian government and the world
at large made a difference?
• What limitations have been placed on the freedom and
achievements of girls in other areas of the world?
• Read over the following United Nations documents:
Declaration of the Rights of the Child
http://www.un-documents.net/a14r1386.htm
Convention on the Elimination of All Forms of
Discrimination Against Women
http://www.un.org/womenwatch/daw/cedaw/
text/econvention.htm
To what extent are these rights respected today?
• Who is Malala Yousafzai? Describe her work to improve
the educational opportunities open to girls and women.
• In your own country, are educational opportunities for
women on a par with those for men?
• The Human Rights Campaign has documented
workplace discrimination against trans individuals. See
http://www.hrc.org/resources/discrimination-against-
transgender-workers. What actions should be taken
to eliminate such discrimination? Are current laws
adequate? What should legislators do to strengthen
them? How can employers improve hiring and human
resources practices? What other steps could be taken to
improve the situation for trans individuals?
• Evidence of violence against trans individuals is also
readily available. See, for example, the Human Rights
Campaign report at http://hrc-assets.s3-website-
us-east-1.amazonaws.com//files/assets/resources/
HRC-AntiTransgenderViolence-0519.pdf. Because of
discriminatory hiring and firing, some trans individuals
have turned to supporting themselves as sex workers,
where the rate of violence is high. Again, for trans
individuals of color, violence can play an even uglier role.
What else can be done to protect these individuals and
help them lead more productive lives?

Journeys in Film: Gender Revolution
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Next Steps
Resources:
National Geographic video of Gender Revolution:
A Journey With Katie Couric
The National Geographic Special Issue Gender
Revolution:
“Where in the World Are Women and Men
Most—and Least—Equal?” (front pages)
“Our Evolving Sense of Self” (pp. 153–154)
5 https://en.oxforddictionaries.com/definition/intersectionality
• Consider the question that was put to Gloria Steinem
and Sheryl Sandberg at the beginning of the National
Geographic Special Issue Gender Revolution: “What do
you consider the most pressing gender issue today?” Here
are some possibilities to consider, or suggest your own:
—Discrimination in the school or workplace
—“Rape culture”
—Discrimination in housing and civil liberties for
transgender individuals
—Limited access to education in many countries
• Study the graphics on the pages titled “Where in the
World Are Women and Men Most—and Least—
Equal?” at the beginning of the National Geographic
Special Issue Gender Revolution. What information on
these graphics surprised you? What conclusions can you
come to? If you were to graph gender inequality in your
own country over time, what might that graph look like?
Would the inequality gap be closing or widening?
• The Oxford Dictionary defines intersectionality as
the “interconnected nature of social categorizations
such as race, class, and gender as they apply to a given
individual or group, regarded as creating overlapping
and interdependent systems of discrimination or
disadvantage.”
5
In your own words, what does this
mean? Have you witnessed examples of discrimination
that could be described as examples of intersectionality?
And finally…
• Have your own ideas about gender changed from using
this guide? If so, how?
• What is the first step you will take in creating equity,
inclusion, and a better understanding of gender in
today’s world?
• How do other identifiers such as race, socio-economic
status, religion, family structure, age, ability, and sexual
orientation play into the role of gender? How do these
identifiers affect our personal view of gender and how
we express or identify our gender?

Journeys in Film: Gender Revolution
16
Additional Resources

Organization websites:

Gender and Family Project, Ackerman Institute for the Family
www.ackerman.org/gfp
interACT Advocates for Intersex Youth
http://interactadvocates.org/
Rainbow Youth Alliance
www.rainbowyouthalliancemd.org
Philadelphia Trans Health Conference
https://www.mazzonicenter.org/trans-health
Gender Odyssey
http://www.genderodyssey.org
GLSEN
http://www.glsen.org/
Trevor Project
http://www.thetrevorproject.org
Trans Lifeline
http://www.translifeline.org
Gender Spectrum
https://www.genderspectrum.org
Schools in Transition
(Human Rights Campaign)
http://www.hrc.org/resources/schools-in-transition-a-
guide-for-supporting-transgender-students-in-k-12-s
PFLAG
https://www.pflag.org
Harbor Camps
www.camparanutiq.org
Hollaback (Street harassment)
http://bmore.ihollaback.org/
Human Rights Campaign
http://www.hrc.org/campaigns/trans-toolkit
Transgender Law Center
http://transgenderlawcenter.org/
National Center for Transgender Equality
http://www.transequality.org/
Transgender Legal Defense & Education Fund
http://www.transgenderlegal.org/

Blogs:

www.blackgirldangerous.org
https://raisingmyrainbow.com/
http://www.huffingtonpost.com/Amelia/no-my-10-year-old-son-isnt-looking-for-a-girlfriend-he-likes-boys_b_6297180.html

Books:

Brill, Stephanie A. The Transgender Child: A Handbook for Families and Professionals
Eaklor, Vicki L., Queer America: A People’s GLBT History of the United States (New Press People’s History)
Feinberg, Leslie. Transgender Warriors: Making History from Joan of Arc to Dennis Rodman
Green, Eli R. and Luca Maurer. The Teaching Transgender Toolkit (Available through http://www.teachingtransgender.org/)
Stryker, Susan. Transgender History

Journeys in Film: Gender Revolution
17
This discussion guide was written by Eileen Mattingly,
Director of Education at Journeys in Film, and Lorraine
Martinez Hanley, Director of Equity and Inclusion at Indian
Creek School, Crownsville, Maryland, and founding faculty
member of the National Diversity Practitioners Institute.
For additional free materials to bring the world to your
classroom and to explore significant world issues through
film, see the website http://journeysinfilm.org.
Copies of this guide and additional resources may also be
found at the following websites:

National Geographic Kids

kids.nationalgeographic.com
National Geographic Kids teaches kids about the world
and how it works, empowering them to succeed and make
it a better place. National Geographic Kids inspires young
adventurers through award-winning magazines, books, apps,
games, toys, videos, events and a website, and is the only kids
brand with a world-class scientific organization at its core.


National Geographic Education

natgeoed.org
National Geographic Education creates and provides high-
quality educational resources for teachers, parents, and
students across the U.S. and around the world. Everything
on our website from lesson plans to classroom activities to
educational games and interactives is free to everyone and
aligned to state standards.

Film credits:
Katie Couric Media

Executive Producers: Katie Couric and Mitch Semel

World of Wonder Productions

Executive Producers: Fenton Bailey, Randy Barbato,
and Jeremy Simmons

National Geographic Channel
CEO:
Courteney Monroe

President, Original Programming and Production:

Tim Pastore

Executive Producers, National Geographic Studios:

Jeff Hasler and Brian Lovett

EVP, Global Communications and Talent Relations,
National Geographic Channels:
Chris Albert

EVP/Chief Communications Office, National Geographic
Partners:
Laura Nichols

Education Specialist, Communications:
Tracy Smith
N
ational Geographic Magazine
Editor in Chief:
Susan Goldberg

Executive Team:
David Brindley, Dan Gilgoff, Sarah Leen, David
Lindsey, Jamie Shreeve, Emmet Smith

Image credits:

Cover (photo of Katie Couric)/Andrew Eccles
p. 8: National Geographic/Chris Wrobleski
p. 9: National Geographic/Jeremy Simmons
p. 10: Wikimedia Commons/Linda Bartlett
p. 11: National Geographic/Felix Sockwell
p. 15: National Geographic/Chris Wrobleski

Journeys in Film
50 Sandia Lane
Placitas, NM 87043
505.867.4666
www.journeysinfilm.org
Educating for Global Understanding | www.journeysinfilm.org
National Geographic Channel
1145 17th Street NW
Washington, DC 20036
http://channel.nationalgeographic.com
In Partnership with USC Rossier School of Education

Why Community Matters?
When a child transitions, the entire community
transitions along with them. Everyone needs a new
understanding of gender, including the complexities
of gender development and the best way to show
acceptance and respect.
6,7
Tips for community leaders:
•
Include gender diverse material, programs and resources
•
Lead by example and have a gender diverse leadership
•
Enlist partnerships and education on gender diversity
•
Promote transgender rights as human rights
•
Take responsibility for your own education
Why Family Matters?
We first learn about gender through our family’s gender roles and
expectations. Research indicates that children identify their own
gender expansiveness as young as three years old.
1
Family acceptance
is the single most predictive factor when we consider safety, self-
acceptance, and optimal wellbeing of transgender or gender expansive
children.
2,3,4,5
Tips for parents:
•
You can’t make or break a child’s gender identity
•
Gender diversity is not contagious
•
Listen to your child’s self affirmed gender identity
•
Allow for questions and exploration
•
Remember that you are your child’s most important ally
Why School Matters?
Messaging from teachers and peers play an important role in developing
our gender identity. Ensuring a gender inclusive place of learning is
particularly critical for transgender and gender expansive youth. More than
half of transgender students reported being physically assaulted at school
and skipping class as a result of bullying.
8, 9, 10
Tips for schools:
•
Have gender neutral bathrooms and changing facilities
•
Have a GSA or gender-inclusive student alliance
•
Include preferred name and gender pronouns in admission forms
•
Have a zero tolerance policy on gender based discrimination
•
Include gender diversity in curricula and class options
1. Kennedy, N., & Hellen, M. (2010). Transgender children: more than a
theoretical challenge. Graduate Journal of Social Science, 7(2), 25-43.
2. Durwood, L., McLaughlin, K. A., & Olson, K. R. (2017). Mental health
and self-worth in socially transitioned transgender youth. Journal of the
American Academy of Child & Adolescent Psychiatry, 56(2), 116-123.
3. Olson, K. R., Durwood, L., DeMeules, M., & McLaughlin, K. A. (2016).
Mental health of transgender children who are supported in their identities.
Pediatrics, 137(3).
4. Ryan, C., Huebner, D., Diaz, R. M., & Sanchez, J. (2009). Family rejection as a
predictor of negative health outcomes in white and Latino lesbian, gay, and bisexual
young adults. Pediatrics, 123(1), 346-352.
5. Ryan, C., Russell, S. T., Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in
adolescence and the health of LGBT young adults. Journal of Child Adolescent Psychiatric Nursing,
23(4), 205-213.
6. Malpas, J. (2011). Between pink and blue: A multi-dimensional family approach
to gender nonconforming children and their families. Family Process, 50(4), 453-470.
7. Malpas, J. (2016). The transgender journey: What role should therapists play?
The Psychotherapy Networker, April 15 2016.
8. Greytak, E. A., Kosciw, J. G., & Diaz, E. M. (2009). Harsh realities: The experiences of transgender youth in our
nation’s schools (978-1-934092-06-4). New York: GLSEN. Retrieved from:
http://www.glsen.org/sites/default/files/Harsh%20Realities.pdf
9. Toomey, R. B., Ryan, C., Diaz, R. M., Card, N. A., & Russell, S. T. (2010). Gender-nonconforming lesbian,
gay, bisexual, and transgender youth: School victimization and young adult psychosocial adjustment.
Developmental psychology, 46(6), 1580.
10.Russell, S. T., Ryan, C., Toomey, R. B., Diaz, R. M., & Sanchez, J. (2011). Lesbian, gay, bisexual, and transgender
adolescent school victimization: Implications for young adult health and adjustment. Journal of School Health,
81(5), 223-230.

gender inclusivity quiz
The Gender & Family Project (GFP) empowers youth, families and
communities by providing gender affirmative services, training and research.
Ackerman.org/gfp | GFP@ackerman.org | 212.879.4900 ext. 150
After watching gender revolution: a journey with katie couric, please take this short
Gender Inclusive Quiz. Whenever you respond “Not Yet” or “Not Fully,” it indicates a next step on
your journey to gender inclusivity. For more information, education material and support, please visit:
Ackerman.org/GFP

QUESTIONSANSWERS:
Yes!
Not Yet
Not Fully
NEXT STEPS?
Please identify at
least one next step.
ACTION PLAN:
Who will be taking
the next step? What is
your time frame?
As a person, I can:

Define “transgender”
Define “cisgender”
Define “intersex”
Define “non-binary”
Define “gender-neutral bathroom”
Differentiate between “assigned sex”
and “gender identity”
Differentiate between “gender identity”
and “sexual orientation”
Name one gender-neutral pronoun

As an institution, we:

Have gender inclusive restrooms/lockers
Have gender inclusive forms
Use gender inclusive language on all
communications
Have gender inclusive and transition
guidelines
Have a student group that includes
transgender and intersex members
Received gender inclusivity training
Can provide resources and referrals for
parents and students with questions
about gender
Can support students who identify
as gender non-binary or fluid




INTERSEX 101
A Beginner’s Guide!

“Intersex” refers to people who are born with any of a range of characteristics
that may not fit traditional conceptions about male or female bodies.


The term ?
intersex
?is an umbrella term that refers to people who have one or more of a range of variations
in sex characteristics that fall outside of traditional conceptions of male or female bodies. For example,
intersex people may have variations in their chromosomes, genitals, or internal organs like testes or
ovaries. Some intersex characteristics are identified at birth, while other people may not discover they have
intersex traits until puberty or later in life. People with intersex traits have always existed, but there is more
awareness now about the diversity of human bodies. People with intersex bodies, like anyone who may be
seen as different, sometimes face discrimination, including in healthcare settings (as early as infancy).

People who are intersex are more common than you think!
?Experts estimate that as many as 1.7% of
people are born with intersex traits – that’s about the same number of people who are born with red hair.
People with intersex traits aren’t all the same, and some people may not even know they are intersex
unless they receive genetic testing (this may happen, for example, with athletes). Intersex people are not
that uncommon — they just have been mostly invisible. But that is changing.

Many intersex children undergo unnecessary and irreversible surgeries — without consent.


For many years, the medical establishment has viewed babies born with atypical sex characteristics as
having bodies that need to be “fixed.” As many as 1/2000 are faced with unnecessary medical intervention
at an early age. Some intersex babies and older youth have undergone extensive, involuntary surgeries for
no other reason than to make their bodies conform to traditional notions of what it means to be male or
female. The vast majority of these surgeries are not medically necessary when performed on young
children and could instead be delayed until the intersex individual can decide whether surgery is right for
them. In some instances, intersex individuals grow up without ever having known about the medical
procedures they underwent as children. Others report being told that surgery was necessary only to find
out later that this was not the case.
Evidence is increasingly showing the harms of these surgeries when performed without informed consent,
which can include physical pain, loss of genital sensitivity, scarring, and even sterilization, as well as
significant psychological consequences and the risk that the sex assigned will not match the individual’s
gender identity. Because of these risks, intersex genital surgeries are now considered human rights abuses
by groups like the ?United Nations?, the ?World Health Organization?, and the ?Gay and Lesbian Medical
Association?, the world’s largest and oldest association of LGBT healthcare professionals. While this has led
some countries, such as Malta, to outlaw non-consensual medical interventions to modify sex anatomy,
such procedures are not directly addressed by any law in the United States and are still performed by a
small group of specialists across the country.


Intersex people should enjoy autonomy over their bodies. Unfortunately, parents may feel pressured into
making irreversible decisions about their children’s bodies before the child can meaningfully participate and
choose what, if any, medical procedures they desire.

Most intersex people experience many different harms.
? Many intersex youth and adults today talk
about the consequences suffered as a result of unwanted surgeries, including poor self-esteem,



depression, anxiety, and issues with trust and intimacy in relationships. While parents and doctors may act
with the best intentions, rushing to "fix" a child's bodily difference most often does much more harm than
good.
Most people think biological sex is either “male” or “female,” but it can actually be more complicated. This
misunderstanding makes intersex people feel alone and unnecessarily ashamed of their bodies.

Don’t make assumptions and let people share their own stories.


If you meet someone who you think may be intersex or who has shared they are intersex, let them share
the information they wish to share. Don’t ask about their bodies or what procedures they’ve undergone.
Respect their privacy!
Intersex people may identify as men, women, genderfluid, no gender, multiple genders, and many
more—and they may outwardly express their gender in different ways. Similarly, intersex people, like all
people, may be straight, gay, lesbian, bisexual, asexual, or identify in another way.
Some (but not all) intersex people may choose to use gender pronouns other than “he” or “she,” like “they”
or “zie.” Always allow intersex people to identify what pronouns they’d like you to use.

Being intersex is not the same as being transgender.


A person who is intersex was born with a variation in their internal or external sex characteristics; a person
who is transgender identifies with a different gender than they were assumed to be at birth. Intersex people
and transgender people may face similar barriers to accessing appropriate medical care and may
experience similar discrimination based on their gender identity and expression. Both communities have a
shared interest in autonomy and grapple with the loss of decision-making authority over their own bodies.
While intersex individuals are frequently forced to undergo unwanted and unnecessary surgeries during
infancy, transgender individuals are often denied necessary medical treatment in adolescence and beyond.
Transgender people may also be required to undergo surgery they ?don’t? want in order to update the
gender marker on their identity documents.
By better understanding the similarities and differences between these communities, we can be better
allies to both!

There are many ways to be an ally.

?Helping educate friends and family about intersex people through social media. ?Follow us on
facebook for some shareable posts!
?Opposing unnecessary and non-consensual surgeries on intersex babies and children.
?Supporting nondiscrimination protections that include intersex people.
?Opposing laws that make it illegal for people to use restrooms that don’t match the gender marker
on their birth certificate, which can create serious issues for intersex as well as transgender people.
?Supporting changing regulations and laws around identification so that not every adult intersex
person has to choose a male or female gender marker.
?Treating intersex people with respect by not asking invasive questions and using their preferred
pronouns.
?Donating to interAct today!


365 Post Road Suite 163 Sudbury, MA 01776 | ?info@interactadvocates.org? | 707-793-1190










Gender Revolution: A Journey With Katie Couric

Intersex Viewing Guide

1.Brian, an adult intersex person, spoke about his experience as a young child and how his parents'
decisions continue to affect his life today. What about Brian's story stood out to you? ?
Is there anything
you think his parents or doctors should