| Course Number: |
EDX 5710 S09 |
| Instructor: |
Patrick Peters, Ed.D. |
| Location: |
Online. Remote Asynchronous (fully online without scheduled meeting times.) |
| Dates and Times: |
Oct 06, 2025 - Jan 16, 2026 |
| Credits: |
3 Graduate Credits |
| Tuition: |
$1,195 |
Course Description
This course explores the connection of gender identity, educational equity, and inclusive school practices needed to create gender-inclusive school communities. Students will critically examine how to support gender-expansive youth through culturally responsive pedagogy, inclusive policy analysis, family engagement strategies, and student empowerment. In addition, students will also learn how to assess, plan, and implement educational strategies that affirm the identities of all students. Through the readings, assignments, and final project participants of this course will develop the skills needed to lead inclusivity efforts within their school community.
Audience: K-12 Teachers, Administrators, Special Educators, Interventionists with a Bachelors Degree
Course Goals & Objectives
Course Goals: This course aims to teach the students:
- Strategies to supporting Trans and GNC students.
- How to develop inclusive teaching strategies that affirm the identities of all students.
- How to analyze and change school policies to be gender inclusive.
- How to develop a gender inclusive school and classroom community.
Course Objectives: By the end of this course, participants will be able to:
- Demonstrate foundational knowledge of gender identity, expression, and terminology
- Analyze and revise classroom and school-level practices for gender inclusivity
- Evaluate school policies and practices through a gender-inclusive lens
- Engage with families and communities around gender justice issues
- Anticipate and respond constructively to resistance
Course Schedule
Week 1: Foundation of Gender Justice.
Readings Stock Inro & Chapter 1; Meyer Inro.
Assignments:
- Discussion: What does "gender justice" mean in the context of your educational role? and How do structural inequalities around gender manifest in school settings?, due Friday. Respond to two students by Saturday.
Week 2: Understanding Gender Identity.
Readings Stock Ch. 2-4; Edwards Ch.1.
Assignments:
- Discussion: What are the key takeaways from Braxton Phoenix Stock's explanation of identity development? How does language shape our understanding of gender identity?, due Wednesday. Respond to two students due Saturday. Mini project: Develop a gender Identity tool kit, due Friday.
Week 3: Creating Affirming Classrooms.
Readings: Edwards Ch.2-3; Myers Ch.3.
Assignments:
- Discussion: What elements of Edwards' affirming classroom strategies feel most feasible in your context? What barriers might you face in creating a gender-inclusive classroom?, due Wednesday. Respond to two students due Saturday.
- Mini project: Classroom audit and 2-3 page action plan due Week 5.
Week 4: School Culture and Gender Norms.
Readings: Myers Ch.1-2; Meyers Ch.2.
Assignments:
- Discussion: How do implicit and explicit gender norms operate in your school? In what ways can educators challenge traditional gender binaries?, due Wednesday. Respond to two students due Saturday.
- Mini project: 2 page school norm analysis. Due Saturday.
Week 5. Policy and Practice.
Readings: Edwards Ch. 4; Myers Ch. 4.
Assignments:
- Discussion: How inclusive are your school's current gender-related policies? What role should teachers play in shaping or revising school policies?, due Wednesday. Respond to two students due Saturday. Classroom audit assignment due Saturday.
- Mini project 3-4 page policy critique and recommendations due week 7.
Week 6: Supporting Students in Transition.
Readings: Myers Ch.5; Edwards Ch.5.
Assignments:
- Discussion: What are the most important elements of a supportive transition plan? and How can schools balance student privacy with communication needs?, due Wednesday. Respond to two students due Saturday.
- Mini project: Write a sample support plan, due Saturday.
Week 7: Family and Community Engagement.
Readings: Edwards ch. 6; Stock Ch. 5.
Assignments:
- Discussion: How can educators foster trust and allyship with families of gender-expansive youth? What strategies can educators use to engage resistant community members? due Wednesday. Respond to two students due Saturday.
- Mini project: Policy critique due Saturday. Caregiver information sheet, due Saturday.
Week 8: Curriculum and Inclusive Pedagogy.
Readings: Meyer Ch. 3; Edwards Ch.7.
Assignments:
- Discussion: What does an inclusive curriculum look like in your discipline or grade level? How can you ensure that your curriculum reflects gender-expensive identities? due Wednesday. Respond to two students due Saturday.
- Mini project: Create an inclusive lesson plan due Saturday.
Week 9: Student Voice and Activism.
Readings: Meyer Ch. 4-5; Myers Ch. 11.
Assignments:
- Discussion: How can educators center student voice in decision-making? What forms of youth activism are present in your school community?, due Wednesday. Respond to two students due Saturday.
Week 10: Resistance and Coalition Building.
Readings: Meyer Ch.6; Edwards Ch.8.
Assignments:
- Discussion: What kind of pushback have you witnessed or experienced? How can educators build coalitions to support gender justice in schools? , due Wednesday. Respond to two students due Saturday.
- Mini Project: Write a 2 page pushback response plan, due Saturday.
Week 11: Evaluating School Climate and Institutional Change.
Readings: Myers Ch. 10; Meyer Conclusion.
Assignments:
- Discussion What tools or data can help assess gender inclusivity in school climate? What would an ideal gender-affirming school look and feel like?, due Wednesday.
- Mini project: Mini climate assessment and 2 page reflection, due Saturday.
Week 12: Final Project and Reflection
Assignment:
- Implementation project due Saturday.
- Discussion How has your understanding of gender justice evolved throughout the course? What actions are you most committed to taking as a result of this course?, due Wednesday.
Required Texts
Required Texts are not included in the course tuition.
Edwards, D. (2024). Gender-Inclusive Schools. Free Spirit Publishing.
Purchase at Gender Includsive Schools
Stock, B. P. (2023). Understanding Gender Identity: Explore The True Meaning of Pronouns and Gender Dysphoria, and Learn to be a More Authentic You.
Purchase at Barnes and Noble
Meyer, E. J. (2025). Queer Justice at School: A Guide for Youth Activists, Allies, and Their Teachers. Teachers College Press.
Purchase at Teachers College Press
Myers, A. (2024). Supporting Transgender Student: Understanding Gender Identity and Reshaping School Culture (2nd ed.) University of New Orleans Press.
Purchase at University of New Orleans Press
For additional course information
Patrick Peters
(802) 356-4015
For additional registration information
Center for Schools Team
(802) 468-1325