As transgender individuals receive more attention nationwide, it is only a matter of time before increased numbers of transgender educators seek placement in teacher education programs, and eventually, employment as teachers. Given the high levels of discrimination against transgender individuals historically, it is reasonable that P–12 school leaders and educator preparation programs (EPPs) would seek to proactively determine obstacles that may exist when placing transgender teacher candidates (and future employees) in schools for field experiences. The researchers for this study engaged in a qualitative approach, interviewing 14 school leaders in seven different districts on their attitudes regarding field placement and possible hiring of transgender teacher candidates. Emerging themes noted that while school leaders expressed an appreciation for diversity, they believed the presence of a transgender teacher candidate would stimulate resistance in their local communities. Further comments by participants indicated a need for training to provide leaders with guidance on navigating these issues, as well as training to better understand the transgender experience.
Multiple studies have shown that transgender individuals routinely face increased levels of hostility and discrimination in the workplace compared to their cisgender peers; this is also true for transgender educators, who are often marginalized or silenced for expressing their gender diversity. Exploring the experiences of transgender teachers can provide much-needed information for school and district leaders seeking to support and affirm transgender individuals as valued members of the school community. The workplace experiences of six transgender educators in various teaching roles were examined in this qualitative study. The researchers utilized semistructured interviews to explore participants’ professional lives, focusing on factors that affected decisions to reveal or conceal their gender identities, the climate of the schools in which they worked, and their support for LGBTQ students. Findings suggest that while support for LGBTQ teachers is growing, heteronormativity persists in troubling ways, particularly for transgender educators. Implications of these findings for school and district leaders are discussed.
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