Binaries and Biology: Conversations With Elementary Education Professionals After Professional Development on Supporting Transgender Students

Schools are gendered cultural sites that leave little room for gender transgressions, let alone affirmation of a transgender child. This article examines how U.S. educators made meaning of teaching transgender students after attending professional development about transgender identity. Participants resisted gender-affirming pedagogy and fixated on the logistics of accommodating transgender students and keeping them safe. The authors argue that educators' failure to make structural changes is indicative of narrow interpretations of gender-inclusive schooling.