Transgender Youth in Schools: Bathroom Bills as a Distraction From Larger Structural Issues

• In Event: Perpetuating Inequalities: The Role of Political Distraction in Education Policy Making

Abstract

Objectives/Purposes
As the public increasingly engages with questions about how best to support trans students in schools, schools and districts across the country grapple with sometimes competing policy messages. So-called “bathroom bills” seek to limit transgender student bathroom access by requiring all students in public schools to use restrooms aligned with their sex assigned at birth. Despite warnings from professional education associations and the research community that these policies are dangerous for trans students, legislation limiting transgender students’ rights and access to bathrooms within schools were proposed in fourteen states in 2017 (National Conference for State Legislatures, n.d.). The federal Department of Education has also issued conflicting messages, particularly following the appointment of Betsy Devos, who withdrew federal guidance issued by the Obama administration regarding transgender students’ rights.

Theoretical Perspectives
We draw on both critical policy studies (Giroux, 2013, 2017) and critical trans politics (Spade, 2011, 2015) to examine the ways the current policy climate problematically narrows the conversation about transgender students, focusing much of the attention on bathroom bills and other “issues.” We ultimately argue that the construction of these policies and politics as “issues” that must be “dealt with” problematically narrows the conversation about supporting trans students in schools.

Data Sources and Methods
We rely on survey data from 47 parents and guardians of trans youth in one Mountain West state. We explore two key research questions: First, what role do schools play and how prepared do parents and guardians believe schools are to support transgender and gender expansive students in schools? Second, what is the relationship between what parents report schools are most prepared to provide and the things they believe are most important in supporting their children?

Results and Substantiated Conclusions
Results suggest the real drivers in parents’ perceptions of their school appear to be school safety, individualized supports, supportive and engaged educators, and resources—rather than bathroom access, pronouns, or name changes. The families in our study also recognized that policy work, while important, has certain limitations. One parent noted, “I feel like having an inclusive policy is only the very basic first step.” We ultimately conclude that the discourse surrounding how to support trans youth in schools needs to be elevated to address broader structural issues, including the construction of gender and cis-heteronormativity within school systems and cultures.

Scientific/Scholarly Significance
To date, scholarship on trans policies within schools has largely focused on the law and legal issues or student safety concerns (Archibald, 2016; Baum, et al., 2013; Greytak, Kosciw, & Diaz, 2009; Hart, 2014; McGuire, Anderson, Toomey, & Russell, 2010). This article seeks to broaden that conversation by exploring the factors hidden by the current focus on bathroom bills and other narrow policy distractions. This does not suggest policy decisions are unimportant; the consequences of inadequate policy can be disastrous for trans students and families. However, an exclusive focus on bathroom bills and other anti-trans rhetoric has co-opted a conversation that should be driven by families and trans youth.

Authors

• Amy Nichole Farley, University of Cincinnati

• Bethy Leonardi, University of Colorado - Boulder