Beyond Surgeries and Bathrooms: Trans, Nonbinary, and Gender Nonconforming Experiences in Teacher Education
Presenter Type
UNO Undergraduate Student
Major/Field of Study
Teacher Education
Other
Secondary Education English Language Arts
Advisor Information
Dr. Ferial Pearson
Location
CEC RM #116
Presentation Type
Oral Presentation
Start Date
22-3-2024 2:30 PM
End Date
22-3-2024 3:45 PM
Abstract
478 anti-LGBTQ bills are active U.S. state legislatures in 2024, 39% of which are focused on “restricting students and educator rights” (ACLU, 2024). Despite the promise of a volatile work environment, many trans and nonbinary teacher candidates continue to progress through educator preparation programs (EPPs) even in states with enacted or eminent legislation targeting trans students, teachers, and curriculum. This research aims to understand and contextualize the experiences of trans, nonbinary, and gender nonconforming (TNBGNC) teacher candidates to improve EPP curriculum, the safety of field experiences, and the experiences of trans students in schools.
Using critical participatory action research (CPAR), this research examines the unique positionality of trans teacher candidates through the collected self-reflections of seven current and former teacher candidates at the University of Nebraska at Omaha (Fine et al., 2021). The study takes a comprehensive approach to the educational experiences of individuals with marginalized gender identities by examining how TNBGNC teacher candidates navigate the complex role of being both a student and teacher within an education system that often precludes the existence of non-cisgender, intersectional educators (Kean, 2021). Participant narratives reflect on the relationship between TNBGNC teacher candidates’ K-12 experiences and their experiences in EPPs to understand how institutional improvements to EPPs could impact not only TNBGNC teachers but the experiences of future TNBGNC students.
This research is ongoing. Participants will reconvene in focus groups to discuss their experiences within the context of prominent themes such as curricular representation, anti-transgender legislation, gendered standards of professionalism, and fear of gender-based retaliation in schools.
This presentation will highlight preliminary findings which suggest a widespread lack of TNBGNC representation in K-12 schools and in EPP teacher education curriculum. Initial findings establish a connection between anti-transgender legislation, limited representation or support, and fear of gender-based retaliation when participating in the education system. Participant narratives also offer feedback on how EPPs could be improved to better support TNBGNC teacher candidates and give all teacher candidates the tools they need to support gender diverse students.
References
ACLU, (2024, March 5). Mapping Attacks on LGBTQ Rights in U.S. State Legislatures. American Civil Liberties Union. https://www.aclu.org/legislative-attacks-on-lgbtq-rights-2024?impact=school
Fine, M., Torre, M. E., Oswald, A. G., & Avory, S. (2021). Critical participatory action research: Methods and praxis for intersectional knowledge production. Journal of Counseling Psychology, 68(3), 344–356. https://doi.org/10.1037/cou0000445
Kean, E. (2021). Advancing a critical trans framework for education. Curriculum Inquiry, 51(2), 261–286. https://doi.org/10.1080/03626784.2020.1819147
Beyond Surgeries and Bathrooms: Trans, Nonbinary, and Gender Nonconforming Experiences in Teacher Education
CEC RM #116
478 anti-LGBTQ bills are active U.S. state legislatures in 2024, 39% of which are focused on “restricting students and educator rights” (ACLU, 2024). Despite the promise of a volatile work environment, many trans and nonbinary teacher candidates continue to progress through educator preparation programs (EPPs) even in states with enacted or eminent legislation targeting trans students, teachers, and curriculum. This research aims to understand and contextualize the experiences of trans, nonbinary, and gender nonconforming (TNBGNC) teacher candidates to improve EPP curriculum, the safety of field experiences, and the experiences of trans students in schools.
Using critical participatory action research (CPAR), this research examines the unique positionality of trans teacher candidates through the collected self-reflections of seven current and former teacher candidates at the University of Nebraska at Omaha (Fine et al., 2021). The study takes a comprehensive approach to the educational experiences of individuals with marginalized gender identities by examining how TNBGNC teacher candidates navigate the complex role of being both a student and teacher within an education system that often precludes the existence of non-cisgender, intersectional educators (Kean, 2021). Participant narratives reflect on the relationship between TNBGNC teacher candidates’ K-12 experiences and their experiences in EPPs to understand how institutional improvements to EPPs could impact not only TNBGNC teachers but the experiences of future TNBGNC students.
This research is ongoing. Participants will reconvene in focus groups to discuss their experiences within the context of prominent themes such as curricular representation, anti-transgender legislation, gendered standards of professionalism, and fear of gender-based retaliation in schools.
This presentation will highlight preliminary findings which suggest a widespread lack of TNBGNC representation in K-12 schools and in EPP teacher education curriculum. Initial findings establish a connection between anti-transgender legislation, limited representation or support, and fear of gender-based retaliation when participating in the education system. Participant narratives also offer feedback on how EPPs could be improved to better support TNBGNC teacher candidates and give all teacher candidates the tools they need to support gender diverse students.
References
ACLU, (2024, March 5). Mapping Attacks on LGBTQ Rights in U.S. State Legislatures. American Civil Liberties Union. https://www.aclu.org/legislative-attacks-on-lgbtq-rights-2024?impact=school
Fine, M., Torre, M. E., Oswald, A. G., & Avory, S. (2021). Critical participatory action research: Methods and praxis for intersectional knowledge production. Journal of Counseling Psychology, 68(3), 344–356. https://doi.org/10.1037/cou0000445
Kean, E. (2021). Advancing a critical trans framework for education. Curriculum Inquiry, 51(2), 261–286. https://doi.org/10.1080/03626784.2020.1819147