Working Within Trans-Affirmative, Transphobic, and Cisnormative Story Lines: The Experiences of Trans Teachers

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Trans-Formative Narratives: Expanding the Educational Landscape (Table 6)

Abstract

This qualitative study draws on positioning theory to analyze interviews with 33 transgender teachers . It examines their experiences at school intersectionally, in relation to gender identity, race/ethnicity, and geographic region.. Findings include particular marginalization faced by trans teachers of color and non-binary teachers. Teachers reported wide variability regarding levels of support and transphobia. At schools with some administrative support, more participants reported that all colleagues had been supportive. The paper captures forms of support and transphobia experienced from administrators, colleagues, students, parents, and policies/practices. It suggests that attributions of rights/duties within storylines may be one way to work toward supportive contexts.

Authors

• Heather K. McEntarfer, SUNY - College at Fredonia
  Presenting Author

• Matthew Rice, School District of South Orange and Maplewood
  Presenting Author