The Big Freak Out: Educator Fear in Response to the Presence of Transgender Elementary School Students

Abstract

Increased visibility of transgender children requires elementary school professionals to take on issues of gender diversity, sex and sexuality, which are considered taboo in elementary school spaces. School professionals who have worked with transgender children were interviewed about their experience with these students, perceptions of their school's success in supporting them, and recommendations for information and resources needed by schools to provide support. Findings indicate that fear and anxiety are common educator responses to the presence of a transgender child and the disruption of the gender binary, and these emotions are limiting the possibilities for schools to affirm transgender identity.

Keywords:

• transgender
• elementary schools
• teacher education
• fear
• LGBTQ

Notes

1. RSIS is a research-based professional development program that supports educators in creating affirming learning environments for LGBTQ youth (Payne & Smith, 2010, 2011) and is part of the Queering Education Research Institute (QuERI). QuERI is an independent think-tank, qualitative research and training center that aims to bridge the gap between research and practice in the teaching of LGBTQ students and the creation of LGBTQ youth-affirming schools and youth-serving programs. QuERI is currently housed in the Syracuse University School of Education.

2. Referring to RSIS content that discusses the cultural constructedness of sex and gender.

3. There were no school district guidelines for addressing the needs of transgender students.