"Basement Boys" in the All-Gender Bathroom: Investigating Student-Inspired Trans-Activism and White Cisgenderist Barriers to Supporting Trans Students in School

Autor/in	Omercajic, Kenan
Titel	"Basement Boys" in the All-Gender Bathroom: Investigating Student-Inspired Trans-Activism and White Cisgenderist Barriers to Supporting Trans Students in School
Quelle	In: Teachers College Record, 124 (2022) 8, S.220-243 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681221123384
Schlagwörter	Sexual Identity; Sanitary Facilities; Teacher Role; Activism; Urban Schools; High School Teachers; High School Students; Barriers; Social Bias; Foreign Countries; School Culture; LGBTQ People; Racism; Canada + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Sanitäre Einrichtung; Lehrerrolle; Aktivismus; Politischer Protest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Ausland; Schulkultur; Schulleben; Rassismus; Kanada
Abstract	Background/Context: The experiences of trans students in all-gender bathrooms are largely underexplored, as is the trans-activism by students to procure these spaces. Additionally, the role of teachers in supporting the creation of these spaces is largely absent from research regarding bathroom spaces. Purpose: This article elucidates the impact of student-inspired trans-activism that was mobilized through a gender studies educator in an urban school and her class project to foster trans inclusivity that resulted in the creation of two all-gender bathrooms. Participants: Four participants were involved in this study: a gender studies teacher, and her three students who either contributed to the creation of the all-gender bathrooms or actively used them following their implementation. Research Design: This qualitative paradigmatic case study took place at one high school (Capital High) and employs thematic and trans-informed theoretical analysis to semi-structured interviews to elucidate the potentialities and limitations of student-led trans-activism and the barriers to bathroom access. Findings: Emergent from this research is the significance of supportive educators and trans-inclusive education that collectively contribute to the overall trans-inclusive climate. However, pervasive white cistems exposed white male gender entitlement and the forces of cisgenderism at play in the school system, which amounted to the colonization of the all-gender bathrooms at Capital High by the "Basement Boys." Conclusion/Recommendations: The findings endorse the need to move beyond bathroom policy reform, and rely on a singular gender facilitative teacher to address the problem of cisgenderism. More gender-expansive commitments beyond one teacher's classroom are required, such as system-level directives that support integrating trans-affirmative education across the curriculum and resources to foster ongoing professional development in schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01