P.O.

Box 10334, Portland, ME 04104

www.glsen.org/southernme, glsensomaine@gmail.com

GLSEN Southern Maines Students for Safe Schools Leadership Team

GSTA Handbook
GLSEN

Southern Maine and my GSTA kept me in school. They gave me the resources and the strength
to stand up to the injustice, bias, and inequality that were extremely present in my school. Most of all, they
gave me hope, and it was that hope that kept me from giving up. (Southern Maine GSTA senior)

GLSENs Mission Statement

(from GLSEN website http://www.glsen.org/learn/about-glsen)

The Gay, Lesbian and Straight Education Network (GLSEN) strives to assure that each member of every
school community is valued and respected regardless of sexual orientation or gender identity/expression.

Gay-Straight Alliances/Gay-Straight-Trans Alliances

(from GLSEN website http://www.glsen.org/learn/about-glsen)

Gay-Straight Alliances or Gay-Straight-Trans Alliances or Gender and Sexuality Alliances (GSAs/GSTAs)

are student clubs that work to improve school climate for all students, regardless of sexual orientation or
gender identity/expression. Found in all 50 states, the District of Columbia, Puerto Rico and internationally,
there are over 4,000 GSTAs which have become one of the fastest-growing student clubs in the country.

Who is GLSEN? (from GLSEN website http://www.glsen.org/learn/about-glsen)

In 1990, a small, but dedicated group of teachers in Massachusetts came together to improve an education
system that frequently allowed its lesbian, gay, bisexual and transgender (LGBTQ) students to be bullied,
discriminated against and/or fall through the cracks.
Over 25 years later, that small group has grown into the leading national education organization focused on
ensuring safe schools for all students. Today, were known as GLSEN, the Gay, Lesbian & Straight
Education Network.
We face a pervasive problem with a set of new challenges. 8 out of 10 LGBTQ students are still harassed at
school each year because of who they are.
We are working to change that.

At GLSEN, we want every student, in every school, to be valued and treated with respect, regardless of their
sexual orientation, gender identity or gender expression. We believe that all students deserve a safe and
affirming school environment where they can learn and grow.
We accomplish our goals by working in hallways across the country -- from Congress and the Department
of Education to schools and district offices in your community -- to improve school climate and champion
LGBTQ issues in K-12 education.

We conduct extensive and original research to inform our evidence-based solutions for K-12
education.

We author developmentally appropriate resources for educators to use throughout their school
community.

We partner with decision makers to ensure that comprehensive and inclusive safe schools
policies are considered, passed and implemented.

We partner with dozens of national education organizations to leverage our shared expertise
into creating great schools and better opportunities for every student.

We empower students to affect change by supporting student-led efforts to positively impact their
own schools and local communities.

Every day GLSEN works to ensure that LGBTQ students are able to learn and grow in a school environment
free from bullying and harassment. Join us as we transform our nations K-12 schools.

What LGBTQ Students Face in Maine Schools (http://www.glsen.org/research)

From the 2013 Maine State Snapshot from GLSENs National School Climate Survey

9 in 10 heard gay used in a negative way (e.g., thats so gay) and other homophobic remarks
(e.g., fag or dyke) at school regularly (i.e., sometimes, often, or frequently).

More than 8 in 10 regularly heard other students in their school make negative remarks about how
someone expressed their gender, such as comments about someone not acting feminine or
masculine enough.

More than 6 in 10 regularly heard negative remarks about transgender people.

Students also heard anti-LGBTQ language from school staff. 31% regularly heard school staff make
negative remarks about someones gender expression and 16% regularly heard staff make
homophobic remarks.

The majority experienced verbal harassment (e.g., called names or threatened): 8 in 10 based on
their sexual orientation and 6 in 10 based on the way they expressed their gender.

Many also experienced physical harassment and physical assault: for example, nearly 4 in 10 were
physically harassed (e.g., pushed or shoved) based on their sexual orientation and more than 1 in
10 was physically assaulted (e.g., punched, kicked, or injured with a weapon) based on the way they
expressed their gender.

Students also reported high levels of other forms of harassment at school: 96% felt deliberately
excluded or left out by peers; 90% had mean rumors or lies told about them; 63% experienced
electronic harassment or cyberbullying; 61% were sexually harassed; and 47% had property (e.g.,
car, clothing, or books) deliberately damaged and/or stolen.

49% of students who were harassed or assaulted in school never reported it to school staff, and
57% never told a family member about the incident. Among students who did report incidents to
school authorities, only 33% said that reporting resulted in effective intervention by staff.

10 Tips for Starting a GSTA in Schools (from GLSENs JumpStart Guide, Part 1)
These 10 easy-to-understand steps below are commonly used in public secondary schools where other noncurricular clubs already exist and are allowed. Keep in mind that these are starting points; because situations
and schools vary, no single process is applicable to every school.

1. Follow Guidelines
Establish a GSTA the same way you would start any other group or club. Look in your student handbook for
your schools rules regarding clubs. Some schools require students to go through a process for establishing
a club; this could include writing a constitution or showing student interest.
2. Find a Faculty/Teacher Advisor
Find teachers or staff members who you think would be supportive or who have already shown themselves
to be allies around sexual orientation and gender-identity issues. Consult your school rules for more
information on who can serve as a club advisor.
3. Find Other Students
Work with a diverse range of students who are interested in such a group. Check with existing clubs for
students who might have an interest.
4. Inform Administration
Let administrators know right away what you are doing. It can be very helpful to have them on your side.
They can work as liaisons to teachers, parents, community members and the school board. If an
administrator opposes the GSTA, provide them information about the Federal Equal Access Act (EAA).
5. Pick a Meeting Place
You may want to find a meeting place within the school that offers some level of privacy, yet is still easily
accessible.
6. Advertise
There are many ways to advertise; think about how youve seen other clubs advertise. Use a combination of
your school bulletin, announcements, flyers or word-of-mouth. If your flyers are defaced or torn down, dont
be discouraged. Plan to check on them throughout the day and replace them if necessary. Eventually,
whoever is tearing them down will give up or be reprimanded by the school. Besides, advertising your group
and having words up such as gay, lesbian, bisexual and transgender or end homophobia can be part of
educating the school and can actually make other students feel safereven if they never attend a single
meeting.
7. Plan Your Meeting
Of course you want to have a good meeting, so plan ahead of time. There are tons of things you can do,
from discussions to inviting speakers, holding workshops and playing games.
8. Hold Your Meeting!
You may want to start with a discussion about why people feel the group is needed or important. You can
also brainstorm projects that your club could do this year.
9. Establish Ground Rules
Creating ground rules helps ensure that group discussions are safe, confidential and respectful. Many
groups have a ground rule that no assumptions or labels are used about a group members sexual
orientation.
10. Plan for the Future
Develop an action plan. Brainstorm projects. Set goals for what you want to work toward.* If you havent
already done so, contact GLSENs Student Organizing Department so that you may share ideas, resources
and information. Also look into local GSTA networks in your area.
*(i.e., making presentations on LGBTQ issues for your school staff or student body, developing LGBTQ-inclusive curricula, creating
coalitions among different school clubs to put on Diversity Day, participating in GLSENs Days of Action, etc.)

Creating Norms for Your GSTA (from GLSENs JumpStart Guide, Part 1)
Keep the following questions in mind when thinking about working agreements:
How do we want to speak to one another? How do we want to make decisions?
How do we create an outlet for acknowledging our differences rather than avoiding them?
How do we enable everyones full and equal participation?
How do we balance the seriousness of our work with our need for a fun, relaxing space?
Sample Working Agreements
Working agreements (also known as ground rules or group norms) are standards of behavior
group participants expect of one another so that a respectful and productive environment
exists. They set a clear and positive tone that allows group members to interact comfortably
and safely. It is best to allow participants to come up with their own working agreements.
Below are some examples that you may wish to consider for your group:

Respect Others: You may hear ideas at GSA meetings that are new or different for you, and
opinions that might run counter to your own. As you participate and interact, try to take in new
information without judgment and to keep an open mind. Make sure that your words and body
language reflect a respectful attitude toward others. Learn by listening to others, and make an
effort to be supportive.

Speak From the I: Speak from your own personal experiences and do not judge the
thoughts or experiences of others. Use I-statements such as I feel... or In my experience...
Avoid You should statements and generalizations or globalizations of any kind.

Be Open to New Ideas: New ideas and techniques may be utilized or suggested during
GSTA meetings. Be open to considering new information and incorporating new practices.

Ask Questions: Please feel free to ask any question that comes up for you without fear that it
is too silly, stupid or explicit. Make sure to phrase all questions in respectful ways.

Respect Confidentiality: Please be sure that everything said in the room stays in the room.
When sharing personal anecdotes, avoid using the real names of other people.

Step Up, Step Back: Though we encourage you to express your ideas and opinions, we ask
that you not monopolize the groups time, and that you help create a safe space in which
everyone can speak. No one, however, is obligated to speak. Saying Pass is okay.

Respect Commitments: While you are encouraged to take care of your personal needs
throughout the meeting, please honor your commitment to being here by observing time
guidelines during breaks, turning off beepers and phones, and limiting unnecessary
interruptions. Be fully present!

Choosing Your GSTA Leaders (from GLSENs JumpStart Guide, Part 1)

Given your overall preferences and goals, how does your group want to structure its leadership?
Would your group benefit most from having a single leader or a group of leaders? Fixed
leadership or rotating leadership?
If you havent yet chosen a leader, how do you plan to go about it? Holding an election? Building
consensus? Picking out of a hat?
Its likely that in the group brainstorm, communication skills came up. Given your overall goals,
how important are public speaking and good writing skills? Will your leader(s) be meeting with
administrators and school board members? Will your leader(s) be writing school policy
recommendations, project proposals or articles for the school paper? Remember, those are skills
that can be improved if people are open to learning. If there are other members of the group with
strengths in those areas, the leader(s) shouldnt necessarily have to have those skills; they should
be able to delegate tasks that require those skills.
4

How to Plan for an Effective Meeting(from GLSENs JumpStart Guide, Part 1)

Be prepared! Create an agenda based on the purpose of the meeting.

Set guidelines and working agreements as to how the meeting will operate.
Be specific about outcomes and expectations.
Assign tasks (i.e., recorder, timekeeper, etc.).
Take minutes.
At the end summarize without introducing new ideas; schedule next meeting.
Follow up on proposals made during the meeting; distribute minutes via mail or email, or
post to the groups website.

Possible Agenda List for Meetings (from GLSENs JumpStart Guide, Part 1)

Start with an icebreaker.

Have members share their personal pronouns.
Make introductions or have a check-in with all members.
Review the agenda.
State the working agreements; revise if needed.
Have someone take minutes.
Refer assigned tasks to committees when appropriate.
Always do follow-up.
Start and end on time.

Guidelines for Meeting Facilitators (from GLSENs JumpStart Guide, Part 1)

Dont take issues that arise personally.

Let the discussion flow, but do not lose control.
Hear to listen, not to respond; listen to what participants are saying.
Be prepared to improvise if your original plan/agenda isnt working.
Make decisions, recommendations and/or assign tasks to move forward.

Finding Members for Your GSTA (from GLSENs JumpStart Guide, Part 1)
Finding and keeping committed members can pose a challenge for student groups, including
GSTAs. Some prospective members may misunderstand the purpose of the group; others may
fear its visibility. Current members develop schedule conflicts, their interest grows during times of
high activity and wanes in slower periods, and they sometimes feel overburdened or underutilized.
Its important to establish a concrete strategy for finding and keeping members in order to ensure
that your group remains diverse, inventive and alive after current members graduate.
5

Tips for Finding New Members (from GLSENs JumpStart Guide, Part 1)
1. Advertise, Advertise, Advertise! Plan a meeting for making posters. Come up with catchy
slogans, cool art and colorful graphics. Bring in your favorite quotes. Posters not only advertise
meetings but also educate your school and prompt interesting conversations. Never
underestimate the importance of visibility! Many students have noted that their posters have
been torn down repeatedly. While most students find that if you continually put up the posters
again the people tearing them down will usually stop, some clubs have put statements on the
back of posters educating those who tear them down, such as We will not be silenced by
intolerance and hate. Another effective tactic is to hang a second poster in back of the primary
poster. You also can advertise using a club bulletin board. There you can share information
about LGBTQ issues, current events and upcoming meetings.
2. Bring-A-Friend Day Every member of the club brings a friend to the meeting. This can help get
new people involved in the group while changing peoples perceptions about what the group is
and destroying stereotypes about sexual orientation and gender identity.
3. Open Meeting with Guest Speaker Many groups invite speakers or guests from local LGBTQ
or diversity groups to discuss different issues. Speakers may be invited for an open meeting or
an administration-approved, school-wide event. Community groups that have been invited to
schools include GLSEN chapters, PFLAG (Parents, Friends and Families of Lesbians and Gays)
chapters, the local ACLU (American Civil Liberties Union) and local LGBTQ community groups.
4. School Newspaper An editorial, letter to the editor, or notice in the school newspaper can be a
great way to let other students know about whats going on in your club and what your club is
about.
5. Sign-In Sheets Having sign-in sheets enables students to give information about who they are
and how you can contact them (such as e-mail or phone) about upcoming meetings. Be sure
that you ask for safe places to contact members.
6. Club Share Work with other school clubs to plan shared events. Each club can take turns
holding a special open event, and other clubs can attend as a group to support it and learn more
about that club. This is a great way to build connections with other clubs while reaching students
with your information.
7. Movie Time Lots of people like movies. Screening a movie with an LGBTQ-related theme can
be a great way to attract potential members. After the screening, hold an open discussion about
the movie that ties into issues concerning your club. This enables visitors to see what your
group is about and to join in your discussion. Need help finding LGBTQ movies, books or
curriculum? Visit GLSENs BookLink online at www.glsen.org.
8. Tabling Setting up a table can be a great way to give out information on your club, its issues
and current events. Some schools have a club fair where you can table; others allow school
clubs to set up during lunch in the cafeteria.
9. Provide Snacks Its always nice to have some snacks available, and this is a great way to
encourage people to come by your meetingespecially if you meet after school or during a
lunch period.
10. Youre Invited! The most effective and easiest way to get new people to your meetings is
simply to ask! Asking someone in person, one-on-one, provides an opportunity for you to tell the
person why they should come, whats happening in your club and how important their
contribution would be. A great invitation strategy is to make a piece of paper with multiple
sections on it that says something like, Youre Invited! Meeting Time & Place! Take 1 and Pass
It On! As you pass the paper to your friend, tear off one of the sections and ask them to Take 1
and Pass It On! This can help break the ice and start a conversation about your club.

Register Your GSTA with GLSEN (from GLSENs JumpStart Guide, Part 1)
By registering online at www.studentorganizing.org, you can:
Join a national network of over 10,000 students and allies working to create safer schools!
Sign-up to participate in eventssuch as the Day of Silenceand share your experiences
and learn from others.
Add your student club to the national database.
Learn about and network with other student clubs in your district and state.
Subscribe to state and national email listservs, keeping you informed on events, activities
and important news.
Subscribe to and receive quarterly GLSEN mailings that include free resources, news and
products, such as buttons and stickers.

GLSEN National Days/Weeks of Action

GLSEN sponsors annual National Student Days and Weeks of Action which GSTA youth can lead in their
schools to help improve school climate for all:
Ally Week, often last week in September. (all dates open to local adapting) Students gather pledges to
avoid ani-LGBTQ language and behavior, and to intervene when it is witnessed. www.allyweek.org
Transgender Day of Remembrance, on November 20 every year. Students promote education about
transgender and gender-variant students issues. www.mainetransnet.org, www.transyouthequality.org
No-Name-Calling Week, usually 3rd week in January. Students promote awareness of hateful language
and how to avoid using it, emphasizing how to intervene with peers. Once designed especially for Grades 58, now open to all grades. www.nonamecallingweek.org
Day of Silence, usually a Friday in the middle of April. Youth promote awareness of enforced silence and
invisibility experienced by LGBTQ people and seek to enhance school-wide empathy for all marginalized
members of the school community through taking a pledge of silence in non-academic activities for one
school day. Often followed by a Breaking the Silence event. www.dayofsilence.org

A Few LGBTQ Youth Events in Maine

GSTA Regional Meetings, a fun once-a-month social and educational meeting with program and dinner
provided at rotating high schools in Southern Maine for GSTA members and their advisors.
Students for Safe Schools Leadership Team (SSSLT), a leadership training program for GSTA
members who want to take their leadership experience beyond their local school level. There is an
application process in the fall. These students learn to make presentations and advocate for LGBTQ issues
around the state.
Pride Portland, on the third Saturday in June, a parade of LGBTQ people followed by a festival in Deering
Oaks Park, which has vendors and booths. www.prideportland.org (There are other Pride parades and
festivals around the state in June.)
Rainbow Ball, on a weekend in April at the University of Maine in Machias. http://machias.edu/rainbowball-weekend
Portland Outright Prom, in May each year with different themes. http://portlandoutright.com

Special Thanks!
This handbook is the result of many peoples work including the members of the 2015-2016 Students for
Safe Schools Leadership Team - especially Jessy Brewer, Chloe Mead, and Susanne MacArthur made
possible by grants from the Maine Equity Fund and the Waterville Inclusive Community Project.

Some Resources for LGBTQ Youth and Their Allies in Maine

GLSEN Southern Maine
Gay, Lesbian and Straight Education Network
(207) 619-1417 GLSENSoMaine@gmail.com
P.O. Box 10334, Portland, Maine 04104
www.glsen.org/southernme
Downeast GLSEN
Gay, Lesbian and Straight Education Network
(207) 667-2358 downeastme@chapters.glsen.org
P.O. Box 373!Ellsworth, Maine 04605
www.glsen.org/downeastme

EqualityMaine
Working for full equality for LGBT people in
Maine since 1984
511 Congress St., Portland, ME 04101
(207) 761-3752
www.equalitymaine.org
Portland Outright
Supporting LGBTQA youth in Greater Portland
portlandoutright@gmail.com
www.facebook.com/PortlandOutright
Outright Lewiston Auburn
Safe environments for LGBTQ youth ages 14-21
179 Lisbon St, Lewiston, ME 04240
(207) 795-8956 info@outrightla.org
www.outrightla.org
OUT! Maine Rockland
Serving LGBTQQ Youth and Young Adults
P.O. Box 1723, Rockland, ME 04841
1-800-530-6997
outmaine@yahoo.com
www.outmidcoast.org/
Waterville Inclusive Community Project
Support for LGBTQ Teens in the Waterville area
WICPME@gmail.com
wicpme.wordpress.com/
GLAD
GLBTQ Legal Advocates & Defenders
New England Legal InfoLine: 1-800-455GLAD
www.glad.org
Maine Transgender Network, Inc.
Support and resources for the transgender
community
P.O. Box 1034, Westbrook, ME 04098
www.mainetransnet.org

Health Equity Alliance

Advocating for Maine's LGBTQ community,
those with HIV/AIDS, & those who use drugs
(207) 990-3626
106 Pine St., Suite 10, Bangor, ME 04401
www.mainehealthequity.org
Frannie Peabody Center
Comprehensive HIV & AIDS Services
One Spring Street, Portland, ME 04101
(207) 871-0216
www.peabodycenter.org/
PFLAG Portland
Parents, Friends & Family of Lesbians & Gays
PO Box 8742, Portland, ME 04104
(207) 831-3015 (phone)
www.facebook.com/PflagPortlandMe
USM Center for Sexualities & Gender
Diversity
143B Woodbury Campus Center, Portland
(207) 228-8235 (phone) or (207) 780-5646 (tty)
glbtiqa@usm.maine.edu
www.usm.maine.edu/csgd
Trans Youth Equality Foundation
Advocates for transgender and transsexual youth
(207) 478-4087
www.transyouthequality.org/
Maine Coalition Against Sexual Assault
207-626-0034 info@mecasa.org
83 Western Ave, Augusta, Maine
www.mecasa.org
Maine Coalition to End Domestic Violence
207-430-8334 regina@mcedv.org
One Weston Court, Box 2 Augusta, ME 04330
www.mcedv.org
American Civil Liberties Union of Maine
207-774-5444 info@aclumaine.org
121 Middle St # 301, Portland, ME 04101,
www.aclumaine.org
Civil Rights Team Project
207-626-8548 brandon.baldwin@maine.gov
6 State House Sta.,! Augusta, ME 04333-0006
www.maine.gov/ag/civil_rights

GLSENs Safe Space Kit Glossary of LGBTQ-Related Terms

The glossary is designed to provide basic definitions of words and phrases commonly used in discussions about lesbian, gay,
bisexual and transgender people and related issues. All language is constantly evolving; new terms are introduced, while
others fade from use or change their meaning over time. This remains true for the following terms and definitions. For terms
that refer to peoples identities, people must self-identity for these terms to be appropriately used to describe them.
Ally: A member of the majority or dominant group who works to end oppression by supporting or
advocating for the oppressed population. For example, any non-LGBT person who supports and stands up
for the equality of LGBT people. (sometimes referred to as a straight ally)
Androgynous: Having the characteristics or nature of both maleness and femaleness; neither specically
feminine nor masculine.
Biphobia: An irrational fear of or aversion to bisexuality or bisexual people.
Bisexual: A sexual orientation and/or identity of a person who is sexually and emotionally attracted to
some males and some females.

Cisgender: A person whose gender identity and expression are aligned with the gender they were assigned at
birth.
Coming Out: Declaring ones identity, specically, being lesbian, gay, bisexual or transgender, whether
to a person in private or a group of people. To be in the closet means to hide ones identity.
Drag: Wearing the clothing typically associated with another gender, often involving the presentation of
exaggerated, stereotypical gender characteristics. Individuals may identify as drag kings (in drag
presenting as male) or drag queens (in drag presenting as female) when performing gender as parody, art
or entertainment.
FTM or F2M (female-to-male): An identity of a person who was assigned female at birth, and who
identies as male, lives as a male or identies as masculine. Other related terms include: transgender
male, transman and afrmed male.
Gay: A sexual orientation and/or identity of a person who is sexually and emotionally attracted to some
members of the same sex. Although gay can refer to both males and females, many prefer the term
lesbian for females. Gay is sometimes used as an umbrella term to refer to all lesbian, gay and bisexual
people, but some prefer the more inclusive term LGBT.
Gender: A social construct based on a group of emotional, behavioral and cultural characteristics
attached to a persons assigned biological sex. The gender construct then classies an individual as
feminine, masculine, androgynous or other. Gender can be understood to have several components,
including gender identity, gender expression and gender role.
Gender Binary: The concept that everyone is of two genders: male or female. It also describes the
system which society divides people into male and female roles, identities and attributes.
Gender Expression: An individuals physical characteristics, behaviors and presentation that are linked,
traditionally, to either masculinity or femininity, such as: appearance, dress, mannerisms, speech patterns
and social interactions.
Gender Identity: How we identify ourselves in terms of our gender. Identities may be: male, female,
androgynous, transgender and others.
Gender-Neutral Pronoun: A pronoun that does not associate a gender with the person being discussed.
Two of the most common gender-neutral pronouns are zie replacing she and he, and hir replacing her
and him.
Gender Non-Conforming or Gender Variant: An identity of a person who has gender characteristics
and/or behaviors that do not conform to traditional or societal binary gender expectations.
Gender Orientation: An individuals internal sense of their gender (e.g., feeling male, female or neither).
Gender orientation doesnt necessarily align with the sex assigned at birth.
Gender Role: The social expectations of how an individual should act, think and/or feel based upon ones
assigned biological sex. A set of traditional and stereotypical roles, traits, dress, characteristics, qualities,
mannerisms and behaviors that are associated with societal norms of what is male and what is female.
Genderism: The systematic belief that people need to conform to the gender role assigned to them based
on a gender binary system which allows only female and male.

Genderqueer: An identity of a person who identies as and/or express themselves as somewhere in the
continuum between male- ness/masculinity and femaleness/femininity or outside of the gender binary
system. Genderqueer people may or may not identify as LGBT.
Heterosexism: Applies to attitudes, bias and discrimination in favor of heterosexual sexuality and
relationships. It includes the presumption that everyone is heterosexual or that male/female attractions
and relationships are the norm and therefore superior. It is the belief that everyone is or should be
straight.
Heterosexual: A sexual orientation and/or identity of a person who is sexually and emotionally attracted
to some members of another sex (specically, a male who is attracted to some females or a female who is
attracted to some males). Often referred to as straight.
Homophobia: An irrational fear or aversion to homosexuality or lesbian, gay or bisexual people.
Homosexual: An identity of a person who is sexually and emotionally attracted to some members of their
own sex; originated in the medical and psychological professions.
Currently, many prefer the term lesbian or gay.
Intersex: A general term used for a variety of conditions in which a person is born with a reproductive or
sexual anatomy that doesnt seem to t the typical denitions of female or male. Intersex conditions can
affect the genitals, the chromosomes and/or secondary sex characteristics.
Lesbian: A sexual orientation and/or identity of a person who is female-identied and who is sexually and
emotionally attracted to some other females.
LGBT: An umbrella term referring collectively to people who identify as lesbian, gay, bisexual and/or
transgender. Sometimes the acronym is written as LGBTQ, with the Q referring to those who identify as
questioning and/or queer. In the past gay was used as a general, over-arching term, but currently the
more inclusive terms LGBT and LGBTQ are regularly used and preferred by many LGBT people and allies.
MTF or M2F (male-to-female): An identity of a person who was assigned male at birth, and who
identies as female, lives as a female or identies as feminine. Other related terms include: transgender
female, transwoman, affirmed female.
Queer: An umbrella term used to describe a sexual orientation, gender identity or gender expression that
does not conform to hetero-normative society. While it is used as a neutral, or even a positive term
among many LGBT people today, historically it has been used negatively and is still considered derogatory
by many.
Questioning: An identity of a person who is uncertain of their sexual orientation/identity and/or their
gender orientation/identity.
Sex or Biological Sex: This can be considered our packaging and is determined by our chromosomes
(such as XX or XY), our hormones and our internal and external genitalia. Typically, we are assigned the
sex of male or female at birth.
Sexual Identity: What we call ourselves in terms of our sexuality. Such labels include lesbian, gay,
bisexual, queer, heterosexual, straight, and many more.
Sexual Orientation: The inner feelings of who we are attracted or oriented to sexually and emotionally.
Transgender: An identity of a person whose gender identity is not aligned with their sex assigned at
birth and/or whose gender expression is non-conforming.
Transition: The myriad of actions a person may take to transition from one gender identity to another.
These may include social, psychological and/or medical processes. Transitioning is a complex process that
occurs over a long period of time, it is not a one-time event.
Transphobia: The irrational fear or aversion to transgender people or of those who are perceived to
break or blur societal norms regarding gender identity or gender expression.
Transsexual: A term, originated in the medical and psychological communities, that historically referred
to people whose gender identity was not aligned with their sex assigned at birth.
Two-Spirit: Used in many Native Americans to refer to people who are lesbian, gay, bisexual,
transgender or gender non-conforming. The term usually implies a masculine spirit and a feminine spirit
living in the same body and has been adopted by some contemporary lesbian, gay, bisexual and
transgender Native Americans to describe themselves.
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