Case Studies

Dyani

Dyani is now 16 years old and has been attending the same school since she was 5 years old. She started playing basketball in middle school and is one of the school sports stars. Her coaches think that she can earn a sports scholarship to college if she continues to improve her skills. She loves the physical aspects of the game, but even more so, she loves to travel to visit other schools in Alaska. Dyani’s family travels often to some of the bigger towns and cities such as Fairbanks and Anchorage, but she is most interested by the diverse cultural practices and ways of living in the small rural villages. Dyani continues to be involved with the community hall by participating in cultural dances and the classes offered.

Things at school have changed for the better. Dyani’s parents and elders had been working diligently with the school district to improve the curriculum to reflect the needs and wants of the community. Some teachers still utilize the old curriculum, but others have more inclusive themes and units of study, which the students enjoy. These changes came at an important time for Dyani, who had been disconnecting from school and allowing her grades to decline. One of her classmates had died by suicide, and another community member had done the same the year prior. This was difficult for all to process, but the elders had committed themselves to gather the community and dive deeper into Indigenous and spiritual teachings to help people heal.

Anthony

Anthony is now in middle school, but he is attending a community program. His last year of elementary school was rough due to several incidents involving the school administration. Anthony continued to be bullied by a group of boys, mainly during recess time. One time, he was playing soccer with a group of kids and was repeatedly pushed by one of the boys, even after he reported the incident. Anthony became increasingly upset, which set off an asthma attack. When he reached for the inhaler, the mean boy kicked it out of his hand. Anthony rushed toward the boy and started yelling at him. Recess staff rushed over and grabbed Anthony. In the incident report, the staff noted that Anthony was acting very “aggressive” and “hostile” toward the other child.

Things got particularly heated when Anthony was walking in the hall one day and saw one of the boys, who muttered the n-word quietly as Anthony passed by. Anthony could not take it anymore. He yelled and pushed the boy into the wall. A staff member saw Anthony and sent him immediately to the principal’s office. By the time Anthony’s parents arrived at the school, there was a police officer talking to the principal. Anthony’s parents are aware of the racial bias and discrimination in school discipline. They did not believe that the school had Anthony’s best interests in mind, so they decided to enroll him in a different program. The community school is a much better fit for Anthony. There is a small, yet diverse student body, and the teachers are caring and dynamic in their teaching. Anthony is thriving and enjoying school once again.

Gabriela

Gabriela is 17 years old and starting to think about life after high school. Many of her classmates are going to college, which seems like a dream to her. She maintains good grades and hopes that she can get a scholarship to afford additional schooling. A few of Gabriela’s friends do not have legal status, which means that they cannot get any federally funded aid to help pay for tuition. Gabriela would like to become an immigration lawyer to help people like her parents and friends who have emigrated from other countries in the pursuit of a better life. Her parents have worked hard during the time they have lived in California, learning English and starting their own business. Getting citizenship posed many barriers, such as legal hoops and the overall financial costs to become documented. It took several years and the help of legal aid programs for them to finally obtain legal residency.

Despite her good grades, middle school and high school have been difficult for Gabriela. She tried hard to fit in with the other girls at school, but American culture is very different from the traditional ideals of her Mexican family. At one point, Gabriela became embarrassed of her family and being Mexican. She stopped speaking Spanish and started acting and dressing differently. She refused to participate in important rites of passage, such as a quinceañera, which is a Mexican celebration for 15-year-old girls. Things were particularly tough during a presidential election when students would post awful things about Mexicans on social media or yell “build a wall” at school. Thankfully Gabriela’s high school had a program specifically for Latina girls. Through this program, she regained her cultural pride and learned leadership skills that she can use in the future.

Jesse

Jesse is now 15 years old and is focused on expressing their true identity. The journey of self-discovery unveiled a truth they held close to their heart, which was that Jesse identifies as a nonbinary person. While their peers tend toward traditional gender roles, Jesse embraces a unique blend of masculine and feminine qualities. They gravitate toward clothing that defies societal norms rather than conforming to expectations. Though Jesse’s journey has just begun, they are approaching it with an unwavering determination to embrace their true self.

When Jesse approached their parents, Ashley and Jeremy, with the truth about their nonbinary identity, they responded with a mix of love, concern, and a desire to understand. Jesse’s parents understand the importance of creating a safe and supportive environment for their child. However, their own experiences have been shaped around more traditional gender roles. They love their child, but they feel ill-equipped to support them through their gender identity development and worry about how their community will treat Jesse.

Jesse and their parents embarked on a journey of learning and education, seeking resources and connecting with support networks within their rural community. Conversations around gender identity became an integral part of their family life, and they actively listened to Jesse’s experiences and emotions, ensuring their child felt seen and heard. Ashley and Jeremy recognized that this was uncharted territory for them, but their unwavering love for Jesse fueled their commitment to embrace and celebrate their child’s authentic self. Together, they navigated questions, challenges, and occasional missteps, building a foundation of open communication and unconditional acceptance, ultimately empowering Jesse to flourish and thrive in their identity.

In the small rural school Jesse attends, the journey of self-discovery proved to be more challenging than anticipated. Unfortunately, their teacher, Ms. Johnson, struggled to understand and support Jesse’s nonbinary identity. Instead of embracing and fostering a nurturing environment, Ms. Johnson’s lack of knowledge and empathy led to dismissive remarks and a refusal to acknowledge Jesse’s chosen pronouns. This lack of support left Jesse feeling isolated and unheard within the school community. Despite the teacher’s resistance, Jesse’s resilience and determination persisted. They sought solace in the acceptance they found at home and leaned on supportive friends and allies who championed their identity.