Linguistically Invisible

The Experiences of Transgender Students in Spanish Language Courses

Bibliographic Data

ID3613027
AuthorsJillane N Baros (Northwest Nazarene University, corresponding author)
Year2022
Volume69
Issue13
Pages2326-2347
Publication date2022-11-10
Open AccessNo
TypeARTICLE
VenueJournal of Homosexuality (JOURNAL)
Journal identifiersISSN: 0091-8369 • E-ISSN: 1540-3602
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00918369.2021.1938465
PMID34185616
OpenAlexW3177327143
LanguageEN
Citations received5
References cited43

More research is needed to understand the experiences of transgender students, including nonbinary students, in K-12 educational settings. Transgender students may experience unique stressors in World Language courses which impact their learning outcomes. In this study, three transgender adults in their twenties were interviewed about their experiences studying Spanish. Findings revealed that while binary transgender students may not feel language- and culture-specific stressors, nonbinary student identities may be rendered linguistically and culturally impossible. However, the impact on learning outcomes is ambiguous and may be mitigated by other factors and coping mechanisms. Implications for educators include increased awareness of transgender student experiences, including those specific to nonbinary students, and explicit efforts to queer the curriculum and provide opportunities for critical analysis and discussion. Additional research with larger and more diverse samples is needed to understand transgender student experiences, perceptions, and outcomes

Coping (psychology · Curriculum · Human immunodeficiency virus (HIV · Pedagogy · Perception · Queer · Stressor · Transgender · Transgender women · Clinical Psychology · Gender Studies in Language · Hate Speech and Cyberbullying Detection · Medicine · Multilingual Education and Policy · Psychology

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