Institutional Commitments to Unknowing Gender

Trans* and Gender Non-Conforming Educators' Experiences in Higher Education

Bibliographic Data

ID3635192
AuthorsKathryn S Jaekel (Northern Illinois University, corresponding author), Z Nicolazzo (0000-0002-6470-5080, University of Arizona)
Year2022
Volume69
Issue4
Pages632-654
Publication date2022-03-21
Open AccessNo
TypeARTICLE
VenueJournal of Homosexuality (JOURNAL)
Journal identifiersISSN: 0091-8369 • E-ISSN: 1540-3602
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00918369.2020.1848146
PMID33269992
OpenAlexW3107148609
LanguageEN
Citations received3
References cited23

While there has been some research centering trans* and gender non-conforming (TGNC) faculty, more is needed to address how they navigate classroom spaces and students' resistance to and about trans* bodies. The purpose of this study was to examine the resistance TGNC educators experienced from students, colleagues, as well as their larger higher education institutions. Findings from this study suggest that TGNC faculty simotaneously experinece hypervisibility and invisiblity both in their classrooms as well as on their campuses. Participants described types of student resistance, rooted within a dichotomous gender bianry. Participants also described increased labor and were often expected to do more emotional and pedagogical work due to their identities. Given these specific experineces, we discuss these faculty's experiences as we call an instiuttional comitment to unknowing gender, an enviornment within higher education that serves reify the gender binary

Higher education · Pedagogy · Political science · Resistance (ecology · Sociology · Transgender · Gender Diversity and Inequality · Gender Roles and Identity Studies · Gender Studies · Gender, Feminism, and Media · Law · Psychology · Social Psychology

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