Citation

Payne E, Smith M. J. Homosex. 2014; 61(3): 399-418.

Affiliation

a The Queering Education Research Institute, Syracuse University , Syracuse , New York , USA.

Copyright

(Copyright © 2014, Informa - Taylor and Francis Group)

DOI

10.1080/00918369.2013.842430

PMID

24397377

Abstract

Increased visibility of transgender children requires elementary school professionals to take on issues of gender diversity, sex and sexuality, which are considered taboo in elementary school spaces. School professionals who have worked with transgender children were interviewed about their experience with these students, perceptions of their school's success in supporting them, and recommendations for information and resources needed by schools to provide support. Findings indicate that fear and anxiety are common educator responses to the presence of a transgender child and the disruption of the gender binary, and these emotions are limiting the possibilities for schools to affirm transgender identity.

Language: en