Lee Iskander
Datos Biográficos
| ID | 762621 |
|---|---|
| NOMBRE | Lee Iskander |
| NOMBRES | Lee |
| APELLIDO | Iskander |
| FIRMA | ISKANDER L |
| AFILIACIONES | University of British Columbia |
| ORCID | 0000-0002-7806-5344 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 6 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Let’s Thrive! Toward Expanding Practices Supporting Trans and Gender Non-Conforming Teacher Candidates
Trans and gender nonconforming (TGNC) people make important contributions to schools as educators. Yet, little research has considered how gender normativity is experienced and navigated by this group in initial teacher education programs. This paper shares findings from a Critical Participatory Action Research project in which we, a group of trans and gender nonconforming educators in Canada, inquired into our experiences and envisioned what we …
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Union Membership, Retention, and Perceived Safety for PK-12 Trans School Workers of Color
In this study, we use data from a sample of 296 trans PK-12 school workers in the United States and Canada to consider the impact of union membership on an educator population who may be disproportionately harmed by systemic inequalities. Using intersectionality and trans studies as frameworks with a QuantCrit analytical lens, we examined union membership for trans workers of Color across race/ethnicity, country, gender, and years of experience. …
“Establishing Policy Is Just Step One of Twenty”
Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers’ believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces shaping PK-12 trans educators’ workplace experiences through two research questions: (1) What educational…
Representing LGBTQ young people’s activism
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
Nonbinary Beginning Teachers
Background/Context: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers’ experiences or investigates barriers to their entry into the profession. Purpose: This article begins to fill this gap by showing …
Who runs the schools
The Accepting Schools Act (Bill 13), which amends the Education Act of Ontario, Canada, passed in 2012 includes the directive that all publicly-funded schools, whether secular or Catholic, support students who wish to establish, name, and run gay-straight alliances (GSAs). This legislation was influenced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth activism and the events preceding Bill 13’s passage exemplify effective politica…
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Who runs the schools
The Accepting Schools Act (Bill 13), which amends the Education Act of Ontario, Canada, passed in 2012 includes the directive that all publicly-funded schools, whether secular or Catholic, support students who wish to establish, name, and run gay-straight alliances (GSAs). This legislation was influenced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth activism and the events preceding Bill 13’s passage exemplify effective politica…
Who runs the schools
The Accepting Schools Act (Bill 13), which amends the Education Act of Ontario, Canada, passed in 2012 includes the directive that all publicly-funded schools, whether secular or Catholic, support students who wish to establish, name, and run gay-straight alliances (GSAs). This legislation was influenced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth activism and the events preceding Bill 13’s passage exemplify effective politica…
Nonbinary Beginning Teachers
Background/Context: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers’ experiences or investigates barriers to their entry into the profession. Purpose: This article begins to fill this gap by showing …
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
Union Membership, Retention, and Perceived Safety for PK-12 Trans School Workers of Color
In this study, we use data from a sample of 296 trans PK-12 school workers in the United States and Canada to consider the impact of union membership on an educator population who may be disproportionately harmed by systemic inequalities. Using intersectionality and trans studies as frameworks with a QuantCrit analytical lens, we examined union membership for trans workers of Color across race/ethnicity, country, gender, and years of experience. …
“Establishing Policy Is Just Step One of Twenty”
Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers’ believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces shaping PK-12 trans educators’ workplace experiences through two research questions: (1) What educational…
Representing LGBTQ young people’s activism
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Let’s Thrive! Toward Expanding Practices Supporting Trans and Gender Non-Conforming Teacher Candidates
Trans and gender nonconforming (TGNC) people make important contributions to schools as educators. Yet, little research has considered how gender normativity is experienced and navigated by this group in initial teacher education programs. This paper shares findings from a Critical Participatory Action Research project in which we, a group of trans and gender nonconforming educators in Canada, inquired into our experiences and envisioned what we …
Gender Studies (4 obras) · LGBTQ Health, Identity, and Policy (4 obras) · Political science (4 obras) · Psychology (4 obras) · Social Psychology (4 obras) · Sociology (4 obras) · Gender Roles and Identity Studies (3 obras) · Harassment (3 obras) · Labor Movements and Unions (3 obras) · Pedagogy (3 obras)