What Works for Trans Workers? A Community-Driven Interview Study of Trans Workers in Pre-K–12 Schools

• In Event: Supporting Transgender Workers in Pre-K–12 Schools: Lessons From Research and Practice

Abstract

Objectives/Purpose: This paper describes the methodological design and preliminary findings from an interview-based study with 100 participants who are all transgender workers (e.g. teachers, administrators, counselors) in PK-12 schools within the United States and Canada. Through qualitative interview data, we aimed to explore the following research questions: 1) What do transgender workers in PK-12 schools identify as key factors contributing to their job satisfaction?; 2) What do transgender workers in PK-12 schools identify as actual or potential barriers to job satisfaction and retention?
Theoretical framework: Given the long history of abuse, pathologization, and exploitation of transgender people by researchers (Author 1, Under Review; Vincent, 2018), we took great care in theorizing the methodological design of this study. The study draws from scholarship on feminist interviewing methodologies, which invite research participants to play a role in guiding the dialogue and co-constructing meaning while simultaneously maintaining a focus on the research questions (Hesse-Biber, 2012; Singh, Richmond, & Burnes, 2013).
Methods & Data Sources: The research team selected 100 interview participants from the overall sample of the Trans Workers in Schools Project survey (n=321). Each selected participant had previously agreed to further contact beyond the survey itself. As we were especially interested in learning more about the factors shaping positive experiences of working in schools, we selected participants who reported a high level of job satisfaction when compared with the rest of the sample. We also strategically sampled for a range of racial and gender identities. Each participant engaged in a 60-90 minute one-on-one interview with a trans-identifying researcher that was conducted and recorded via Zoom videoconferencing software. Recordings were transcribed verbatim, and participants were provided with a $50 gift card for their time. This paper draws on preliminary thematic analysis (Braun & Clarke, 2012) across qualitative survey data and interview transcripts.
Results/Conclusion: Preliminary findings from qualitative data suggest several themes associated with job satisfaction among transgender workers in K-12 schools, including 1) job security, 2) trans-competent school leaders 3) positive relationships with colleagues and out-of-school community, 4) a school culture attentive to anti-oppressive educational practice, and 5) respect and acceptance from students and their families. Barriers to job satisfaction and retention include: 1) financial concerns, 2) concerns for physical and emotional safety, 3) inadequate benefits, and 4) concerns about hyper-visibility as a trans person.
Scholarly Significance: This study is among the first to explore the workplace experiences of transgender employees in public institutions. In addition to providing data to inform practical recommendations for employment policy, benefits, and practice specific to working with transgender school workers, this study is poised to contribute to the broader body of scholarship surrounding the social meaning of gender as it relates to labor.

Authors

• Harper B. Keenan, University of British Columbia

• Lee Iskander, The University of British Columbia