From the Atlanta Journal Constitution comes Cobb teen told he can’t dress like a female at school:

Jonathan Escobar says he chooses to wear clothes that express himself.  Skinny jeans, wigs, “vintage” clothing and makeup are the staples of his wardrobe.



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“I don’t consider myself a cross-dresser,” he said. “This is just who I am.”

But the 16-year-old says an assistant principal at North Cobb High School told him last week he needed to dress more “manly” for school, or consider being home-schooled. He had only been a student at the school for three days…

The reason he was given for being kicked out dropping out of school?

Escobar said the  assistant principal told him his style of dress had caused a fight between students at the school.

So we deny a student an education not because the student has is inciting violence, but because others are reacting to the students gender expression in a violent way. Apparently, declaring a student “distracting” is for gender expression is a way for school bureaucrats to say “‘We’ can acceptably be bigoted towards lesbian, gay, bisexual, heterosexual, and transgender students who express gender in ways ‘we’ are ‘uncomfortable’ with.”

When I took Sociology 101 (oh so many years ago at Long Beach City College), one of the things I learned about in class was about schools’ hidden curriculum. One example is school bells. What did school bells teach many students? The importance of orderly transition from activities, and how to show up places on time — or pay the consequences for not showing up when the clock tells you to show up somewhere. Eating lunch when the bell and the clock said it was lunch time no longer was a function of when one was hungry, but of when authority figures told one was the scheduled time to eat. In other words, the secondary, hidden curriculum has been to teach students how to be good factory workers and good cubicle bound office employees.

So what is the hidden curriculum here at North Cobb High School? The message that I see hear is that the school values gender conformity over the teaching of subjects to their students. Harsh Realities: The Experiences of Transgender Youth in Our Nation's SchoolsAnd, apparently since gender diversity isn’t prized in factories and cubicles — and certainly isn’t prized by Bible Belt culture — the teaching of students who express gender in a way that doesn’t conform to societal norms doesn’t appear to be something that is seen as necessary.

At least, that’s my take.

For those who don’t remember, last March we at Pam’s House Blend posted on GLSEN’s Harsh Realities For Transgender Students. It’s a good refresher to go back to that post — to GLSEN’s report — and read about the findings. These included school outcomes for trans students:

•  Almost half of all transgender students reported skipping a class at least once in the past month (47%) and missing at least one day of school in the past month (46%) because they felt unsafe or uncomfortable.

•  Transgender students experiencing high levels of harassment were more likely than other transgender students to miss school for safety reasons (verbal harassment based on sexual orientation: 64% vs. 25%, gender expression: 56% vs. 32%, gender: 68% vs. 38%).

•  Transgender students who experienced high levels of harassment had significantly lower GPAs than those who experienced lower levels of harassment (verbal harassment based on sexual orientation: 2.2. vs. 3.0, gender expression: 2.3 vs. 2.8, gender: 2.2 vs. 2.7).

How much below average the graduation rates are for out trans and gender variant youth appears to be an unanswered question at this point — As far as I know, no school district or organization is collecting and/or tracking that data.

But, should gender expression that varies from societal norms be a reason to deny a student a public education? At Georgia’s North Cobb High School, the answer is apparently “Yes.”