Trans Studies in K-12 Education
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A01=Mario I. Suarez
A01=Melinda Mangin
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Author_Mario I. Suarez
Author_Melinda Mangin
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Category1=Non-Fiction
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Category=JNFK
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Category=JNK
Category=JNKS
COP=United States
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educational administration
educational leadership
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equitable practices
gender equity
gender identity
gender-affirming
gendered environment
Inclusive classrooms
Language_English
LGBTQ advocacy
LGBTQ issues in education
LGBTQ students
mixed-methods research
nonbinary students
nonbinary teachers
nonconforming gender identities
organizational theory
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professional development
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School inclusion
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trans and gender studies
trans students
trans teachers
trans-inclusive policy and practice
transgender issues in education
transgender policy
transgender students
transgender youth
trauma-informed schooling
trauma-sensitive educational practice
workplace rights
Product details
- ISBN 9781682537800
- Weight: 132g
- Dimensions: 149 x 226mm
- Publication Date: 18 Oct 2022
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities.
Edited by two prominent figures in trans studies, Mario I. SuÁrez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities.
The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators.
Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals.
Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.
Edited by two prominent figures in trans studies, Mario I. SuÁrez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities.
The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators.
Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals.
Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.
Mario I. SuÁrez is an assistant professor of Cultural Studies in the School of Teacher Education and Leadership at Utah State University.
Melinda M. Mangin is an associate professor in the Graduate School of Education at Rutgers University.
