In order for the Cooperative Extension Service to serve all people in a welcoming and inclusive environment, the Boone County Cooperative Extension Service provided the training, Living Authentically: A Transgender Perspective, to office staff and program volunteers. After attending a similar training with the Campbell County Extension Service, Christy Eastwood and Paul Adkins, Extension Agents for 4-H Youth Development Education, found that the staff and volunteers in Boone County would benefit from this training due to the large number of youth and adults that participate in classroom, community, and residential camping programs. Paul and Christy found that in order for the county 4-H programs, clubs, camps, and other Extension programs to be a positive, and welcoming environment for all youth and adults in the county, that staff and volunteers would benefit from education on transgender issues, common language, proper pronoun usage, acceptance, and empathy.  

Over the past 10 years, the transgender community has received an expansion in acceptance and legal protections. “Educators are asking themselves how they can create an environment where all students, including transgender and gender-expansive children, feel they belong” (Mangin, 2018, p. 1).

In partnership with the Boone County Extension Service and the University of Kentucky College of Agriculture, Food and Environment Office of Diversity, Meghan Buell, founder and president of Transgender Resource, Education and Enrichment Services (TREES, Inc.) led the workshop for staff secretaries, assistants, and agents from Boone County and Extension District 3. Program council members, volunteers, and community members attended the County Extension Council meeting for the workshop. Twenty-six staff members attended the first workshop and 23 volunteers and community members attended the second workshop.

An evaluation was sent to all attendees via postal mail one month after the conclusion of the workshops. Attendees were asked to score their level of understanding before the program and after the program as well as questions about behavioral changes and implementation. Evaluation results showed:

• 45% gain in understanding the value of diversity and inclusion training;
• 95% gain in having a better understanding of the transgender community;
• 105% gain in having sufficient materials about the transgender community including terminology, communication tools, best practices, and resources;
• 77% gain in an increase in planning to implement best practices in the classroom, through programs/clubs, or other areas of Extension.
• 95% is now able to communicate effectively with people that identify as transgender or of the transgender community
• 90% learned the information to develop an inclusive environment to support and welcome all transgender people or transgender communities
• 85% feels like through their learning they were provided the ability to provide an inclusive environment in their programs, clubs, etc.
• 85%% feels like what they learned provides them the ability to lead more effectively

When participants were asked about the most significant thing that they will apply in their work as an employee or volunteer, one participant noted, “I have always desired a better understanding of transgender people. I greatly appreciate the training. I always worried of making a mistake and offending someone. I now have confidence and a comfort level.” Another noted, “I will treat everyone that comes into the office equally.” Another stated, “Not to assume, ask with respect if not sure.” Several others noted using the correct pronouns in speaking to transgender people and better understanding and compassion. One other participant noted that they’re very happy to see our county open to diversity and was thankful for the promotion of this program.

Mangin M. Supporting transgender and gender-expansive children in school. Phi Delta Kappan. 2018;100(2):16-21. doi:10.1177/0031721718803564.