Sarah Hoffman's Blog Archives - Page 11 of 20

Queen Esther, Again

March 14, 2011 by Sarah

I posted this blog last year at Purim time, and I find it’s just as true this year as it was last.

Happy Purim to all of you! May we remember Queen Esther, and her bravery as she stood up for her authentic self and her people.

It’s Purim, the Jewish holiday I love for its signature cookie, Hamentashen, for its dress-up potential, and for its wonderful tale of social justice and feminine strength. I’m also loving thisessay by Anat Shenker about the holiday, and her three-year-old son’s desire to dress up as Queen Esther. My son Sam dressed as Queen Esther in kindergarten, and, fortunately for Sam—and thanks to gender education in the classroom—his costume went over splendidly.

This year, Sam dressed as Anakin Skywalker from the third Star Wars movie, Revenge of the Sith (for those of you who have been reading Sam’s story, how’s that for gender-bending?). My husband and I went to Sam’s school yesterday for the annual Purim talent show. Near the school entrance, we bumped into the head of school. He was dressed as a woman. With his shaggy brown wig and beige gauze skirt, he looked more like a hippy cavewoman than the fabulous transwomen I see walking around San Francisco every day. But still, the sight of the head of school in women’s clothes made my day.

I’ve been trying to get the school to do a training for the entire school community–teachers, students, and parents–for the nearly three years that Sam has been there. We’ve found both a loving attitude toward Sam as an individual and an administrative reluctance to bring his gender nonconformity to the attention of the broader community. At times, particularly when he gets harassed in the bathroom by kids who don’t know any better (and should not be expected to know any better, until the adults in their lives commit to teaching them), this makes me furious. But yesterday, with the school’s Purim celebration in full swing and the head of school dressed as a woman, I thought: this school is modeling the message I want heard, in a language everyone can understand. It’s no replacement for gender training, but it’s a wonderful message just the same: Dare to be different. Gender lines aren’t fixed. Be yourself, and you just might end up a leader.

The Unitarians and I

March 8, 2011 by Sarah

I am honored to be speaking this Saturday afternoon at the Unitarian Universalist Church of Berkeley. Rev. Chris Holton Jablonski and I will be leading a facilitated discussion about supporting our kids in being their authentic selves, and working to build safe schools and communities. You are all invited.

I love the Unitarians. If I weren’t a reform Jew who is already Unitarian-ish anyway, I would become Unitarian. Unitarians believe in compassion and social justice, in the worth and dignity of each individual, in acceptance of other people even if they are different from who we are or who we expect them to be. They value learning from, and deepening our relationships with, people and situations who challenge us to think or act differently than we usually do. And they believe in actively making the world a better place for not just ourselves, but everyone. See what I mean? Don’t you want to be a Unitarian too?

Here’s the workshop description:

When Sarah’s son asked at age four if he could wear a dress to school, she and her husband weren’t sure what to do, fearing he would be teased by his classmates. Now, at age eight, Sam continues to defy gender norms, and faces new social challenges. How is it possible to let a child be who they are, but also protect them from society’s judgment?

Parents of gender-nonconforming children face particular challenges as they grapple with their own beliefs and biases as well as those of our culture, and as they see their children become victims of bullying at school and in our communities. But these challenges raise questions for all parents: how can we support our children to be their authentic selves? How can we work together to ensure that our schools, communities, and places of worship are safe places for our families? How can we turn our challenges and questions into means to broaden our sense of our deepest values?

Our children—whether gender-nonconforming or gender-normative, special-needs or typically-developing—push us to expand our thinking. What is acceptable? What does it really mean to accept our children as they are, not as how we expect them to be? How can we be ambassadors in the world for our children?

Sarah will share her own story as well as insights gleaned from parents across the country to illuminate the particular challenges faced by gender-nonconforming children and how these challenges relate to universal issues for all children and parents.

Please join me!

Saturday, March 12 at 5pm

Unitarian Universalist Church of Berkeley

1 Lawson Road

Kensington, CA 94707

(510) 525-0302

TransActive Study Announcement

January 25, 2011 by Sarah

I received this press release today and thought some of you would be interested in participating in TransActive’s study–they’re looking at the effects of family support and acceptance on transgender and gender-nonconforming kids.

FOR IMMEDIATE RELEASE

Portland, Oregon – January 24, 2011

TransActive Education & Advocacy, a leading national organization serving the needs of transgender and gender non-conforming children, youth and their families is in the beginning stages of conducting a national PRE and POST research study on the impact that affirmation of a child or youth’s gender non-conforming identity or expression has had on the youth and their family.

The goal of this research is to evaluate the responses and eventually educate others on the effectiveness of providing supportive and affirming care to transgender and gender non-conforming children and youth.

Specifically, we are requesting:

1. A narrative account (min. 500 words) of your child’s emotional, behavioral, and physical health and family and social interactions PRIOR to being affirmed (supported) in their gender identity or gender expression.

2. A narrative account (min. 500 words) of your child’s emotional, behavioral, and physical health and family and social interactions AFTER being affirmed (supported) in their gender identity or gender expression.

It would be helpful to our study if you included an account of changes you’ve observed in any of the following areas: (This is completely optional, and at your discretion)

Behavior
Personality
Self-esteem
Emotions / Mood
Relationships
Health
School performance
Socialization
Family interactions

This is an ongoing study and there is no current deadline for submissions.

To Participate:

Share your narrative account in whichever format works best for you (plain text, Word, etc.) by sending them to TransActive by email or postal mail.
Please enter “Narrative Account” in the subject line or header and send it to:

Email:
research@transactiveonline.org

Postal Mail:
TransActive Education & Advocacy
Attn: Sheryl Rindel, LPC, NCC
1631 NE Broadway
Ste. 355-T
Portland, OR 97232

Your privacy is of the utmost importance to us. While certain generalized details of your narrative may be used in our study or for educational purposes, absolutely no personal or identifying information (including specific geographic locations) will be included in any published research materials.

If you have any additional questions about this study or research, please don’t hesitate to call our office at 503-252-3000 or email your inquiry to:info@transactiveonline.org

Further Research Participation Opportunities:
If you would be willing to participating in future surveys and/or interviews for this or other future research projects please indicate your interest when sending your narrative accounts.

Thank you.

Jenn Burleton
Executive Director
TransActive Education & Advocacy

Queen Esther, Again

The Unitarians and I

TransActive Study Announcement

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