When Johnny Becomes Janie

Abstract

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.

Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators

“…Policies at the school, district, and state levels have tangible impacts on the lives of TGX people in schools (Garrett & Palkki, 2021; Hart & Hart, 2018). Cisgender teachers may never consider such policies—exemplifying cisgender privilege.…”

“…Policies often are manifestations of a deeper issue as Ansara (2010) articulates: “Transcending cisgenderism means asking tough questions and initiating swift action, rather than becoming mired in theoretical discussions that exclude practical applications” (p. 193). For example, laws and policies about legal name changes and background checks can vary widely from state-to-state (e.g., Bartolome & Stanford, 2017; Hart & Hart, 2018). Music teacher educators can include policy discussions in coursework and student teaching seminars (Palkki & Sauerland, 2019; Schmidt, 2019).…”

“…Not only does having the appropriate name and gender listed reflect and validate their identity, but it can also protect trans [teachers] from constantly having to explain why they use a name different from their birth name and why their appearance does not match a photo or gender designation on an identification card. (p. 83) Policies at the school, district, and state levels have tangible impacts on the lives of TGX people in schools (Garrett & Palkki, 2021;Hart & Hart, 2018). Cisgender teachers may never consider such policies-exemplifying cisgender privilege.…”

“…Ullman’s (2020) analysis of responses from 44 TGX educators in Australia revealed that 54% faced discrimination from students, parents, and administrators. Furthermore, a background check often is required for those applying for a teaching position in the United States (Hart & Hart, 2018); thus, a TGX candidate may be “outed” if their name has not been legally changed. The researchers also found that some administrators and school HR officials were concerned about community backlash if they hired a TGX teacher (Hart & Hart, 2018).…”

“…Furthermore, a background check often is required for those applying for a teaching position in the United States (Hart & Hart, 2018); thus, a TGX candidate may be “outed” if their name has not been legally changed. The researchers also found that some administrators and school HR officials were concerned about community backlash if they hired a TGX teacher (Hart & Hart, 2018). Similarly, Hart and Hart (2022) investigated the experiences of six trans teachers in the United States.…”