Essay Instructions: This course is a masters level course titled Legal Environment of Employment Decisions and provides students with the basic knowledge of labor relations law to help in the understanding of the law and how it apllies to the management of human resources. Research Component: Research paper should be in APA Style and and should NOT involve any statistical analysis of data. The paper should consist of an ABSTRACT, INTRODUCTION: consist of the working title of the paper, importance of researching this problem, and general background about the problem, LITERATURE REVIEW: subdivides the main problem into roughly 2-6 subtopics, explores legal and business theories/concepts that can help inform a solution, MAIN THESIS: announces specifically what the writer will address in this section, provides detailed context so the reader can follow the logic appropriately, subdivides the thesis into roughly 3-4 subsections, draws from legal or business theories/concepts in the literature review, recaps the problem and solution presented in the thesisi body, and reinforces the best points to persuade the reader, RECOMMENDATIONS: for business practice, statements recommending relevant policy to employers and for each statement, appropriate logic, referring back to arguements in the main thesis, DISCUSSION & CONCLUSION: implications of recommendations to buisiness success in other business areas, general recommendations for both future legislation and/or future business research, and REFERENCES: all sources must have actual sources, and appropriate websites used, such as .gov, .org,the professor would like 6 peer-reviewed sources from TROY Online Libraries, but she's pretty lenient, last term I only 3 from TROY. Basically I wanted to explore how human resource managers deal with transgenders in the workplace and discuss if they are they legally protected from discrimination (Title VII, court cases, congressional acts, local policies,etc.)and if not what can the organization do to protect them.
Excerpt From Essay:
Essay Instructions: * Note: I need one of your most proficient writers assigned to this topic, as it is plex and requires a mastery of educational psychology theories/concepts.
Topic: Lesbian, Gay, Bisexual, and Transgender Students (LGBT).
18 page research paper (with Educational Psychology applications) on LGBT students; about 15 sources; APA style: Doctoral level writing.
Read specifications carefully--Must adhere to the following:
Content Knowledge: In discussing your topic you are expected to demonstrate both depth and breadth of understanding of the major research, practices, and issues related to your topic. Depth is demonstrated by a well-reasoned review of literature that includes clear definitions of terms, discussion of multiple perspectives on major issues, up-to-date descriptions (statistical and narrative) of changes in the problem or relevant populations, and thorough analysis of the ideas, methodologies, and logic presented in the sources reviewed. Breadth is demonstrated by a prehensive review of literature that includes key journal articles, books, electronic sources, and other relevant resources for your topic. Issues related to development, learning, measurement, assessment, and other educational psychology or educational philosophy issues should be considered in relation to your topic as appropriate.
Theoretical Principles: In discussing your topic as an educational psychologist you should demonstrate an ability to support your discussion based on sound theoretical principles derived from theories of learning, development, and educational measurement. Your discussion should go beyond superficial mention of theories and principles and should demonstrate a master’s level understanding of the theories and principles of educational psychology. This means that the theories and principles should be used throughout your discussions as framework for analysis of research and applications.
Research: Demonstrating your ability to critically evaluate research methods and conclusions is important in reviewing the literature for your topic. Therefore your sources must include research-based studies and your review should describe the mon methods and approaches used in studies of your topic. In selecting sources, you should focus on “well done” research studies. “Well done” research is that which is based on acceptable quantitative and qualitative methods and designs and in which findings logically follow from the analysis of the data. You should critically analyze studies that you read and select those that provide the strongest research support. You should also point out overall strengths and weaknesses of the research on your topic. Your literature review should be current in that the majority of citations are within the last ten years, but it should also provide information on the history of the topic and how previous research may have influenced current approaches.
Applications/Interventions: You should discuss the ways in which someone could make use of your investigation of your topic in some type of educational setting. This might be to improve classroom learning or teaching, provide intervention programs, etc. The purpose is to synthesize educational theory and research into educational practice. Therefore this section should be detailed enough to illustrate how theory and research can be applied to a specific problem, setting or population. This means that you should share with your audience some very concrete descriptions or examples of your applications AND that they should be able to see how your application is supported by the theories and research that you have reviewed.
Conclusions/Summary: You should discuss the major points you learned by investigating this topic and what you see as the future needs for this topic area. What are the major points that you want to make sure your audience will understand and accept. What additional research, policies, or practices do you think are needed? Think broadly! What are the big picture implications that you have drawn from your research?
*Some Paper Suggestions:
GLSEN’s 2005 National School Climate Survey—
Review of survey, scope of problem/statistics, findings, effects, methods, sample size, limitations/strengths of study, is the problem declining/rising, etc
Define key terms, especially “transgender’ which seems to have multiple definitions.
full report can be found here (copy and paste link):
What does all this data mean? What can be done to help?
In- Depth Discuss of: GSA support groups (I’d like a big focus/analysis on the GSA’s), Library Resources, Counselor’s Role, Curriculum, Staff Training, Policy
Educational Psychology theories/concepts to use: (remember, IN-DEPTH integration of educational psychology theories is necessary). Please discuss ALL of the following theories as they apply to the topic AND any other theories you find relevant.
Identity Development (Erikson), Bronfenbrenner’s Ecological Systems, Social Cognitive Learning Theory(Bandura),
Empowerment Theory (Arnetha F. Ball is one author of Empowerment Theory—copy and paste link below:)
Another author of Empowerment Theory is Michael O’Loughlin—“Daring the imagination: Unlocking voices of dissent and possibility in teaching.” (you may use this if you have access to the article and find it’s use appropriate in the paper).
Regarding the “Applications/Interventions” criteria mentioned above: one suggestion is to choose to do an analysis of a local High School GSA (Albany, New York- or surrounding area within 50 miles), and make remendations for improvement. The “Applications/Interventions” section basically answers the question: How can what was learned be made useful and practical?
If you have any questions, please e-mail me at
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Essay Instructions: From the Teacher Final Research Paper should use headings, and include:
? I. Introduction (1-2 paragraphs)
? Statement of Research Problem (1 paragraph)
? Hypothesis?what is your hypothesis (1-2 sentences)
? Significance of Research?Why is it an important issue? (1 paragraph)
? II. Literature Review (3-5 pages?what does the research say about the issue?you can use information from your annotated bibliography as well as other sources)
? III Methodology
? Study design ( Describe the kind of design you are using?you are using a survey research design) You may be using quantitative, qualitative measures or both. Indicate what you are using (2 paragraphs) add 1-2 sentences about the benefits and drawbacks of your design--(survey research design)
? Instrumentation (This is your questionnaire-how many questions, and what areas are you looking at? i.e. demographic variables, the variables you are measuring
? Data collection (How will you administer your survey to people? Will you conduct face ?to-face interviews? Will the participants complete the survey themselves? (1 paragraph)
? Discuss how you will give the persons an informed consent form prior to giving the person the questionnaire, listing possible risks they might potentially have. If they agree to participate and after they sign the form, you?ll administer the questionnaire to them. Persons should know that their information will be kept confidential, in a safe secure place and that their survey will not be identifiable by anyone except you and persons entering the data.
? Methods of data analysis (You will be doing some basic analyzing of the frequency of responses, mean, median age-descriptive statistics) (1 paragraph)
-A copy of your questionnaire, informed consent form and cover sheet should be at the end of your references. List them as Appendix A, Appendix B, and Appendix C. If you have other materials you?d like to attach, list them as Appendix D and so on.
The purpose of this survey research is to examine the perceived attitudes of the African American community attending a Historically Black College or University toward the Lesbian, Gay, Bisexual, Transgender and questioning community. The research discusses the history and stereotypes in regards to homosexuality within the African American community. The importance of having Gay Straight Alliances organizations at colleges and universities that may help recruit more diverse students and improve environment support for current students.
Kirby, V. (2011). The Need for LGBT Resource and Research Centers on Historically Black Campuses . The Black Closet , 9. Retrieved September 15, 2013, from http://isites.harvard.edu/icb/icb.do?keyword=k78405&pageid=icb.page414497
Plante, K. (2008). The Impact o f a Gay Straight Alliances on Middle and High School Age Students. American Psychological Association, 5. Retrieved September 16, 2013, from http://www2.uwstout.edu/content/lib/thesis
Sexual Orientation and College Choice
Burleson, Douglas A. "Sexual orientation and college choice: Considering campus climate." About Campus 14, no. 6 (January 2010): 9-14. Academic Search Premier, EBSCOhost (accessed October 14, 2013).
This article is focused on an anonymous web based survey giving to Lesbian Gay Bisexual and transgender (LGBT) students currently in high school or college to collect information on their process of choosing a university. Burleson also inquired on the relation of the students choices to their coming out and high school involvements. Burleson breaks down the research by personal and social factors in the college choice program such as the openness of the student sexuality to themselves, parents, friends, and classmates; along with the institutional factors that?s included a quantitative review.
Lesbian, gay, bisexual, and transgender people and education
Eisen, V., & Hall, L. (Eds.). (1996). Lesbian, gay, bisexual, and transgender people and education [Special issue]. Harvard Educational Review, 66(2).
This educational review includes inciting critical thinking essays that examine the lives and experiences of lesbians, gay, bisexual, and transgender students and teachers. How an openly lesbian teacher gave her students a different outlook on life in the classroom and the reaction from student about the class curriculum being fixated on the bigotries suffering inflicted on the lesbians, gay, bisexual, and transgender people.
Offsetting Risks: High School Gay-Straight Alliances and Lesbian, Gay, Bisexual and Transgender (LGBT) Youth
Heck, N. C., Flentje, A., & Cochran, B. N. (2011). Offsetting risks: High school gay-straight alliances and lesbian, gay, bisexual, and transgender (LGBT) youth. School Psychology Quarterly, 26(2), 161-174. doi:10.1037/a0023226
In this article they researchers acknowledges that Gay-Straight Alliances (GSA) has specific benefits in high schools by improving the schools atmosphere for LGBT student, destroys discrimination with education and no tolerance for unjust treatment. However, it is undetermined if the GSA is linked to the decreasing levels of substance use, symptoms of depressions, and psychological stress of LGBT students. This article surveyed 145 subjects ages 18-20 using the quantitative measures to study the outcome of the students who did attend GSA and who did not.
Relating Developmental Theories to Postsecondary Persistence: A Multiple Case Study of Gay, Lesbian, and Bisexual College Students
Olive, J. L. (2010). Relating Developmental Theories to Postsecondary Persistence: A Multiple Case Study of Gay, Lesbian, and Bisexual College Students. Journal Of Ethnographic & Qualitative Research, 4(4), 197-212.
This research article is a collection of three lesbian females and three gay men all who have received their undergraduate degrees. Olive used the 6 subjects life experiences and developed a qualitative case study. Olive qualitative study was developed to categorize and understand the influences that attended to the determination of those undergraduate students.
"Some of My Best Friends": Intergroup Contact, Concealable Stigma, and Heterosexuals' Attitudes toward Gay Men and Lesbians
Herek, G. M., & Capitanio, J. P. (1996). "Some of My Best Friends": Intergroup Contact, Concealable Stigma, and Heterosexuals' Attitudes toward Gay Men and Lesbians. Personality And Social Psychology Bulletin, 22(4), 412-24.
This research article reviewed the attitudes of American heterosexual people toward gay men and lesbian women. The attitudes of American heterosexual were broken down between heterosexual people with homosexual friends, relatives, or associates and those without.
Exploring Complexities of Multiple Identities of Lesbians in a Black College Environment
Patton, L. D., & Simmons, S. L. (2008). Exploring Complexities of Multiple Identities of Lesbians in a Black College Environment. Negro Educational Review, 59(3/4), 197-215.
Author Patton interviews fiveAfrican American freshman females students who identify themselves as lesiban
Perspectives on Identity, Disclosure, and the Campus Environment
Among African American Gay and Bisexual Men at One Historically
Patton, L. (2011). Perspectives on Identity, Disclosure, and the Campus Environment. Journal of College Student Development, 52(1), 77-100. Retrived: October 14,2013 http://www.dso.iastate.edu/sites/default/files/files/success/52.1.patton.pdf
Lori Patton, author, creates an qualitative study using six african american gay men attending a Historically Black College and the manner of which they viwed their sexual orientation and the technique they used to conceal their sexual perference on campus.
Lesbian, Gay, and Bisexual College Student Experiences: An Exploratory Study
Longerbeam, S., Kurotsuchi-Inkelas, K., Johnson, D., & Lee, Z. (2007). Lesbian, Gay, and Bisexual College Student Experiences: An Exploratory Study. Journal of College Student Development, 48(2), 215-230.
This article proposes to examine the lives and experiences of sexual alternative lifestyles of college students to provide an understanding of the students' language, behaviors, and stressors, and how those areas affect students' academic achievement and success in college. The study puts college students into a single category in quantitative research designs as well as the outlook of their engagement with the collegiate environment.
Peer Victimization and Sexual Risk Differences Between Lesbian, Gay, Bisexual, Transgender, or Questioning and Nontransgender Heterosexual Youths in Grades 7?12
Robinson, J., & Espelage, D. (2013). Peer Victimization and Sexual Risk Differences Between. American Journal of Public Health, 103(10), 1810-1819.
An web administered survey was given to students in grades 7-12 who were aprt of the LGBT and questing community that focuses of the perilous sexual behaviors before and after experiencing peer discrimination.
Their Own Received Them Not:African American Lesbians and Gays in Black Churches
Griffin, H. (2000). Their Own Received Them Not: African American Lesbians and Gays in Black Churches. Theology & Sexuality: The Journal Of The Institute For The Study Of Christianity & Sexuality, 6(12), 1.
This articles discusses the repression of lesbians and gays by the African American church and the ?out of mind, out of sight? attitude that the african american community has when the topic of homosexuality is involved. Giffin attacks serious questions such as when will african american church start fighting for justic for their follow homosexual christian.
Questionnaire (WAS ALREADY CHECKED BY TEACHER & APPROVED):
Consent for Participation in the Study
The researcher requests your consent for participation in a study about _the historically black college and university attitudes toward homosexuality __. This consent form asks you to agree to allow the researcher to record and view the interview and to use your comments to enhance understanding of the topic. The form also asks your permission to use related observations, images or posts as data in this study.
This questionnaire asks for your preferences about whether to remain anonymous or to allow the researcher to name you and your [school/organization/business] and to quote you directly. It also asks you to indicate your preferences for use of visual images shared or generated in the interview.
Participation in this study is completely voluntary. If you decide not to participate there will not be any negative consequences. Please be aware that if you decide to participate, you may stop participating at any time and you may decide not to answer any specific question.
The researcher will maintain the confidentiality of the research records or data, and all data will be destroyed once the research is completed on December 2, 2013
By submitting this form you are indicating that you have read the description of the study, are over the age of 18, and that you agree to the terms as described.
If you have any questions, or would like a copy of this consent letter, please contact me at (205)335-0042.
Thank you in advance for your participation!
- Ashley G Cowling
*1. I agree to participate in a research study. I understand the purpose and nature of this study and I am participating voluntarily. I understand that I can withdraw from the study at any time, without any penalty or consequences.
I agree to participate in a research study. I understand the purpose and nature of this study and I am participating voluntarily. I understand that I can withdraw from the study at any time, without any penalty or consequences.
*2. I grant permission for the data generated from this interview to be used in the researcher's publications on this topic.
I grant permission for the data generated from this interview to be used in the researcher's publications on this topic.
I grant permission under the following conditions:
*3. I grant permission for the interview session to be recorded and saved for purpose of review by the researcher.
*4. Indicate your permission for audio or video clips or stills from the interview session to be used in presentations or documentation of this study. Select your preferences below:
???? I agree to audio clips
????I do not agree to audio clips
*5. Any information that is obtained in connection with this study and that can be identified with you will remain confidential and will be disclosed only with your permission. Choose one of the following options:
Any information that is obtained in connection with this study and that can be identified with you will remain confidential and will be disclosed only with your permission. Choose one of the following options:
???? I agree that a brief synopsis can be included in the documentation of the research, including my name, school/organization/business name and brief bio. I understand that I will be asked to provide a brief bio and that I will be asked to approve this synopsis. I understand that no other personal information will be communicated.
????I prefer to remain anonymous and to have no professional information or organization or business name included in the researcher's publications based on this study.
*6. Choose one of the following options:
???? I grant permission for the researcher to use direct, attributed quotations from my interview.
???? I grant permission for the researcher to use my contributions to the interview in aggregate or anonymous statements, but I prefer to maintain confidentiality and request that any comments are presented without attribution to me.
*7. This research survey discusses sexuality preference please indicate if you wish to keep your sexual orientation private
*10. Please sign your name in the box below to indicate agreement to participate in this study.
Sexual Orientation: ???? Lesbian
???? Gay ???? Bisexual ???? Transgender ???? Heterosexual ???? Questioning/Bicurious
Academic Standing: ???? Freshman ???? Sophomore ???? Junior ???? Senior
1. How open participants are about their sexual orientation, what are current levels of outness using a scale from 1:person definitely does not know about your sexual orientation status to 7: person definitely knows about your sexual orientation, and it is openly talked about.
2. Have you ever felt it was necessary to hide your sexuality from your peers & why?
3. How would you rank the acceptance level for the LGBT community at your college? On a scale of 1:being Extremely safe and accepting 2: Safe and accepting 3: neutral 4: unsafe and accepting 5: extremely unsafe and not accepting
4. What is your opinion or perception towards gay men?
5. What is your opinion or perception towards lesbian women?
6. Levels of comfort around homosexual men scale to 1-5
1 being: not comfortable at all around homosexual men 2: somewhat comfortable around homosexual men 3: neutral 4:comfortable 5: extremely comfortable around homosexual men
7. Levels of comfort around homosexual women on a scale of
1 being: not comfortable at all around homosexual women 2: somewhat comfortable around homosexual women 3: neutral 4:comfortable 5: extremely comfortable around homosexual women
8.Have you notice any inequality towards homosexual students?
8a. If yes could you in details explain?
9. Gay Straight Alliance (GSA) is a student ran organization purpose is to encourage acceptance of homosexuality and to create awareness while educating others. Also to decrease to destroy hate crimes, inequality & discrimination. Would you become a straight ally to help promote a safe environment for LGBT students?
10. How do you feel perceived at your university as a homosexual student ?
11. Did your sexual orientation play a part in the choosing of a college ?
12. What was your reason for selecting your university or college?
13. Does your school have a Gay Straight Alliance (GSA) program ?
14. Do you believe your university would benefit from a GSA program?
15. Does your schools administration office have policies that protects their LGBT students?
16. If so, do you feel that the school administration enforces those policies?
17. Have you ever experienced inequality or discrimination at your university
17a. if so can you explain in details what's happened?
18. If there is inequality at your school towards alternative lifestyles how would you suggest it be stopped?
19. Have you ever had or seen a negative experience concerning your sexual orientation from a professor at you university ? If so, explain?
20. Did you report or talk to someone of high standing about that negative experience?
20a. If not, why?
20b. If you did report the negative experience, was anything affirmative done to ensure it didn't happen again?
Excerpt From Essay:
Essay Instructions: This is an inspirational feature story on Geena Rocero and her endeavor to effect global policy as it relates to transmen and transwomen identification and gender marker (M/F).
This is not your typical typical before/after transgender story??"the story focuses Geena and who she is as a person and her cause.The 900 word feature story should include a lede that pulls the reader in to care. Evoke an emotional response and persuade the reader to be interested in Geena’s story and cause. The end of the story should be almost as explosive as the first. Perhaps the end of the story should reveal that Geena is a transwoman (she had the sex change at 19 years old)?
nformation for the story should come primarily from Geena’s quotes and facts below from interview. Any other information should referenced properly.
Geena’s quotes and info
1-Born and raised in the Philippines
2- Family in San Francisco: her dad passed away, mom and 2 older sisters are in San Fran
3- Brother lives in the capital, east of Philippines
4- “I am loved. Blessed”
5- Lives in East Hampton, New York with Boyfriend. In NYC for two weeks staying with friends. Coordinating and leading events to raise money to help victims in Philippines. For example, Typhoon Haiyan Relief Benefit to raise funds for Doctors Without Borders Thursday November 21, 2013 at the Arena in NYC
6-She’s really active in the Philipino community; specifically the Advancement for Rural Kids organization: http://www.ruralkids.org/
7-Working with the Advancement for Rural Kids for about a year now.
8- July 21 2001, she moved from the Philippines to san Fran to join her family. She worked at Macy’s in the cosmetics dept, Benefit Cosmetics. She did the make up for models and ended up being a high profile fashion model in NYC
9-Makeup counter girl to fashion model in NYC
10- while working, she went to school. Studied psychology in Oakland. She was saving money
11-in 2005, she moved to NYC to follow her dreams to be a model. She booked her one-way ticket to NYC
12-When she moved to NYC, she crashed at a friend’s place in Astoria Queens. She worked as a hostest at Libations in downtown nyc. She met a photographer who sent her photos to a modeling agency. She signed on with them in 2005.
13-The crash happened in 2008. Took a break from modeling and got into business. Worked at INC magazine to get experience outside of modeling. She also worked at ‘First Go Green’ selling biodegradable products. She was a corporate girl .
14-2009, she met folks at the Summit Series, a great organization of millennials and entrepreneurs. She got to thinking how she can change the world and collaborate with other
15-Went back to modeling at 26, this was 2011 with NEXT model management. She’s still with Next today.
16-Today, she wants to bring iniatives to modeling and transwomen. The BIG PICTURE for her is to effect policy….to be able to change your gender mark even without surgery.
17- Example, you have your identification (name) and gender mark (Male-M / Female ??"F):
This man was born Scott Doe, M (Male) and changes (with or without surgery) to Sara Doe, F (Female).
In order for the above example to work, a lot of work is involved as per Geena. Geena says “ it’s a crazy process! It took about $1000 and about 3 months and a formal announcement in a newspaper.”
18- “It’s basic human rights. Wow. I can conquer the world now. This is my name. no one will deny me. No one will doubt me.”
19-Before she formally changed her name and gender marker, she had a horrible incident in Japan. She was put in an immigration cell because they didn’t know who ‘she’ was. They asked, “who are you”. All her IDs had her other name and gender as male. After an hour of questions they let her go. She will never forget that experience.
20- Today, she’s Geena Rocero, F. But, you can’t make the name and gender change in the Phillipines….and many other countries.
21- As a result, she wants to start to effect policy on a global level. She’s doing speaking engagements and raising awareness about it. She eventually wants to work with the UN specifically on the trans community.
22-“I want to be an ambassador, happy to travel and campaign, and speak to the UN. It’s not about LGBT. This is not about gay rights. T is the last. There so much work to do. People need access to hormones, so it’s accessible via insurance. Be able to change your name. When a woman gets married, she files it with no fee and changes her last name. this is dignity building! This is not entertainment for us. Life and death. We go into the world as human beings…you present yourself when your ID matches who you are. It’s time to change”
23-Every November 20th, she’s reminded how lucky she is to be the way she is. Coincidentially, the interview was on the same day as Transgender day of rememberance. Every year, she goes to the event in NYC to honor the transmen and transwomen who were killed for being who they are.
24-“Every year it’s an emotional time for me. I don’t want to come back to this vigil next year. I want to empower and not pay respect for those killed for who they are. Transwomen of color is the most marginalized. 70% of hate crime in LGBT community if trans of color. I want to change. I need to change. I get so emotional about this. I’m reminded how privileged I am.” She’s losing her voice
25-“I mentor so many young people, how to tell your boyfriend, which hormones to take, which surgeon to go to. I want to be the light, I want to help make a difference. They are dying. It needs to stop. I’m ready to talk about it!!!”
26-“ I want to die being remembered doing this! Everyday I know how privileged I am. I want for people to know. I know how privileged I am. I know I can do something. Big. Huge.”
27-“I’m speaking at the university of the Philippines in December. It’s the 1st exposure to what a sisterhood is about. Seeing and talking to transleaders. How to work together”
28-“ I’m going to Asia for 2months. After the Philippines then Thailand. I want to interview my surgeon and thank him for giving me a wonderful vagina!!!! Also, to make a deal, a scholarship for a transwoman for 50% of the surgery of free. Then visiting first Thailand transwoman elected official. A council woman on how we can work together.”
29- She’s been in beauty pageants and fashion shows since 16 years old in the phillipines. Everyone there knows Geena and her family. Can’t change name or gender in phillpines.
30-“I knew when I was 5. You have a moment in life. The moment is so clear. It will change you. I remember clearly. I put towels on my hair and made belive that was my hair. I knew I was a going to be a woman.”
31-“at 8 years old, there’s a fiesta celebration contest. I watched a live pageant. I was in front of the stage. I saw the most beautiful woman with long hair. I knew. That’s the woman I want to look like!! I want to be like her. It was a defining moment to work towards that.”
32-“ I’d wear my mom’s lipstick. My mom was a teacher. She was very understanding. There was no ‘conversation’ about it. My family let me be me. My friends let me be me. Even in the high school yearbook, my name was Geena”
33-“I self medicated on hormones when I was younger. Wearing women clothes was natural. I went into my sister’s closet and borrowed their clothes. My brother was hestitat about it. But he’s okay about it. I had a happy childhood. It only got difficult when I came to the US. In the US, you have to adjust….like how do I tell this guy?”
34-“I had surgery at 19 years old. I came to the US when I was 17. I worked and saved my money to get it done.”
35-“ I grew up in a catholic country. I had a great childhood. I see friends go to church. Play in church. “
36-“when I moved to NYC, it all changed/ I discovered my own religion…yoga, positivity, business. That’s my religion. I make my own decisions. I believe in the goodness of people”
37-“ it’s a journey. You know, this is my first interview sharing this much information about me and my journey. We’re all in this journey. “
Excerpt From Essay:
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