Bi and Trans Parents' Experiences Within Elementary Schools: A Phenomenological Study Focused on Consequential Education Practices and Research

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Experiences of Parents and Schooling in the Diaspora (Table 3)

Abstract

Heteronormativity, family hegemony, and gender biases in K-12 education threaten child safety, parental dignity, and identity among queer families. Although prior research has examined the experiences of queer parents—specifically those of lesbian and gay parents—empirical attention to school-related experiences of trans and bi parents is lacking. This phenomenological study focuses on the PK-12 school-related experiences of bi and trans parents. Using queer theory as a theoretical framework, we review relevant literature. Analysis revealed four themes: (a) concern for the child; (b) value of diversity; (c) heteronormalizing nature of schools; and (d) importance of inclusivity. Results are discussed in the context of informing the ways school personnel can better support trans and bi parents and their families.

Authors

• Leanna Lucero, New Mexico State University
  Presenting Author

• Angela Victoria Enriqueta Owens, New Mexico State University
  Presenting Author