'A World of Trans Vibrance and Trans Liberation': How Schools Support Trans Educators
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| Title: | 'A World of Trans Vibrance and Trans Liberation': How Schools Support Trans Educators |
|---|---|
| Language: | English |
| Authors: | Lee Iskander (ORCID |
| Source: | Journal of Educational Administration. 2026 64(2):262-275. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Transgender People, Minority Group Teachers, Teaching Conditions, Foreign Countries, Inclusion, Teacher Administrator Relationship, Gender Issues, Teacher Persistence, Job Satisfaction, Teaching Experience |
| Geographic Terms: | Canada, United States |
| DOI: | 10.1108/JEA-01-2025-0028 |
| ISSN: | 0957-8234 1758-7395 |
| Abstract: | Purpose: Research indicates that trans people are at a high risk of experiencing harm in school environments. At the same time, scholars and activists have urged for a renewed focus on "trans joy" in the face of increasing transphobic backlash to humanize and present more positive narratives of trans life. Drawing upon three case studies of trans educators who felt supported in their transness in their schools, this paper describes how school leaders, peers and structures contributed to positive workplace experiences for trans school workers. We also discuss how these factors influence employment decisions. Design/methodology/approach: We use close reading and flexible coding to analyse three in-depth interviews representing outlier cases from a more extensive mixed-methods study with trans school workers in Canada and the United States about their working conditions, job satisfaction and well-being. These cases were chosen because participants described overwhelmingly positive experiences in locations, policy contexts or types of schools we did not anticipate would likely support such experiences. Findings: We identified three key factors that led to positive experiences for these workers: autonomy and support, belongingness and an institutional valuing of trans people and trans pedagogies. Notably, we also found that participants anticipated negative experiences in schools related to being trans and that this impacted their career choices. Originality/value: Our findings extend and enrich research on gender-inclusive leadership by demonstrating how trans educators experience gender-inclusivity, which may not always overlap with gender-inclusivity efforts targeting students. This is an original contribution, as existing studies focus on how administrators understand gender-inclusivity or how such leadership has been experienced by trans students or parents of trans students. This study also contributes to the small but emerging literature on trans and gender nonconforming educators, who remain under-represented in teaching and leadership, and the scholarship concerning the complexities involved in centring trans joy over other narratives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507782 |
| Database: | ERIC |
| Abstract: | Purpose: Research indicates that trans people are at a high risk of experiencing harm in school environments. At the same time, scholars and activists have urged for a renewed focus on "trans joy" in the face of increasing transphobic backlash to humanize and present more positive narratives of trans life. Drawing upon three case studies of trans educators who felt supported in their transness in their schools, this paper describes how school leaders, peers and structures contributed to positive workplace experiences for trans school workers. We also discuss how these factors influence employment decisions. Design/methodology/approach: We use close reading and flexible coding to analyse three in-depth interviews representing outlier cases from a more extensive mixed-methods study with trans school workers in Canada and the United States about their working conditions, job satisfaction and well-being. These cases were chosen because participants described overwhelmingly positive experiences in locations, policy contexts or types of schools we did not anticipate would likely support such experiences. Findings: We identified three key factors that led to positive experiences for these workers: autonomy and support, belongingness and an institutional valuing of trans people and trans pedagogies. Notably, we also found that participants anticipated negative experiences in schools related to being trans and that this impacted their career choices. Originality/value: Our findings extend and enrich research on gender-inclusive leadership by demonstrating how trans educators experience gender-inclusivity, which may not always overlap with gender-inclusivity efforts targeting students. This is an original contribution, as existing studies focus on how administrators understand gender-inclusivity or how such leadership has been experienced by trans students or parents of trans students. This study also contributes to the small but emerging literature on trans and gender nonconforming educators, who remain under-represented in teaching and leadership, and the scholarship concerning the complexities involved in centring trans joy over other narratives. |
|---|---|
| ISSN: | 0957-8234 1758-7395 |
| DOI: | 10.1108/JEA-01-2025-0028 |
