Working within trans-affirmative, anti-trans, and cisnormative storylines: The experiences of transgender and non-binary teachers

This qualitative study draws on positioning theory to analyze interviews with 33 transgender and non-binary teachers. It examines their experiences at school intersectionally, through interactions with others and policies/practices. Findings include particular marginalization faced by trans teachers of color and non-binary teachers. Teachers reported wide variability regarding levels of support and transphobia. At schools with some administrative support, more participants reported that all colleagues had been supportive. The paper captures forms of support and transphobia experienced from administrators, colleagues, students, parents, and policies/practices. It suggests that attributions of rights/duties within storylines may be one way to work toward supportive contexts.