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Page contentThe Code does not define the grounds of gender identity, gender expression or sex. Instead, the understanding of these and other related terms, and the implications for the Code and OHRC policies, is evolving from tribunal and court decisions, social science research as well as self identity and common everyday use. Sex is the anatomical classification of people as male, female or intersex, usually assigned at birth. Gender identity is each person’s internal and individual experience of gender. It is a person’s sense of being a woman, a man, both, neither, or anywhere along the gender spectrum. A person’s gender identity may be the same as or different from their birth-assigned sex. Gender expression is how a person publicly expresses or presents their gender. This can include behaviour and outward appearance such as dress, hair, make-up, body language and voice. A person’s chosen name and pronoun are also common ways of expressing gender. Others perceive a person’s gender through these attributes. A person’s gender identity is fundamentally different from and not related to their sexual orientation. Trans or transgender is an umbrella term referring to people with diverse gender identities and expressions that differ from stereotypical gender norms. It includes but is not limited to people who identify as transgender, trans woman (male-to-female MTF), trans man (female-to-male FTM), transsexual, cross-dressers, or gender non-conforming, gender variant or gender queer. Gender non-conforming individuals do not follow gender stereotypes based on the sex they were assigned at birth and may or may not identify as trans. “Lived” gender identity is the gender a person feels internally (“gender identity” along the gender spectrum) and expresses publicly (“gender expression”) in their daily life including at work, while shopping or accessing other services, in their housing environment or in the broader community. See section 13.3.3 of this policy: Recognizing lived gender identity. For more information on these and other related terms see Appendix B: Glossary for understanding gender identity and expression. Book Prev / Next NavigationWhich of the following actions of teachers is most likely be supported by Gloria Ladson Billings the proponent of culturally responsive teaching quizlet?Which of the following actions of teachers is most likely be supported by Gloria Ladson-Billings, the proponent of culturally responsive teaching? In diverse classrooms, teachers can use generalizations about students from different cultural groups but should avoid stereotypes.
Which of the following approaches uses native language as a bridge to English language instruction where subjects are taught first in the native language quizlet?The transitional approach uses the native language as a bridge to English language instruction. Academic subjects are first taught using the native language, but progressively students transition to English, their new language.
When did Ovandos family first emigrate from Latin America?When Ovando's family first emigrated from Latin America, school was difficult for him because of his limited proficiency in English and because he was not allowed to speak Spanish at school. His experience was similar to that of: Kinney Lau, whose difficulty in school led to a landmark court case, Lau v. Nichols.
Which of these is a characteristic of charter schools?However, charter schools generally share three characteristics: They are public schools - free to attend, publicly funded, part of the state school system, and accountable to public bodies for their results. They are schools of choice, so they do not enroll students solely based on where they live.
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Being ________ refers to a persons innate identity of being male, female, or somewhere in between.
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