Publications and Research
Document Type
Article
Publication Date
11-2019
Abstract
Research suggests that teachers are not meeting the needs of trans and gender creative students. Thus, we ask: How do US preservice teachers (PSTs) discursively construct the experiences of trans and gender creative students? How are these constructions informed by and reinscribe broader gender normativities in educational contexts? We analyzed 549 PST authored, online discussion posts from an educational foundations course, finding PSTs lacked familiarity with and engaged in rhetorical distancing from trans and gender creative student experiences suggesting barriers to empathy that may obstruct teacher-student relationships and promotion of equity, which teacher education is called to address.
COinS
Comments
This is the final accepted manuscript version of the article published in
Teaching and Teacher Education
Volume 86, November 2019, 102915
https://doi.org/10.1016/j.tate.2019.102915