Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Abstract

Background/Context: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers’ experiences or investigates barriers to their entry into the profession. Purpose: This article begins to fill this gap by showing how six nonbinary beginning teachers navigated gender expectations, worked to appear professional, and negotiated racial and gendered power dynamics in their initial teacher education and preservice teaching. Participants: Participants include six nonbinary preservice teachers of diverse gender expression and racial and class backgrounds who were enrolled or had recently completed teacher education in North America when the study was conducted in 2018. Research Design: This qualitative study employed in-depth, phenomenological interviews. This article uses Sara Ahmed’s concept of the “willful subject” to consider how participants negotiated the relationship between their gender identities as nonbinary people and their nascent professional identities as teachers. Conclusion: These beginning teachers expressed concern about succeeding in their teacher education programs and worried about how others perceived them because of the expectation of normative gender implicit in teaching’s professional norms. This expectation was enforced by the profession’s gatekeepers more than by K–12 students and their families, who participants generally described as hospitable or indifferent to having a nonbinary teacher. If the profession is to genuinely welcome gender diversity, it must recognize and work to deconstruct its own gender normativity.

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