The School Experiences of Transgender and Gender Non-Conforming Youth in Wisconsin Schools

Background and Purpose:

There is little empirical evidence documenting the school experiences of transgender (trans) and gender nonconforming youth (GNC). Data from the National Transgender Discrimination Survey (2011) reveals that in K12 school experiences, 78% of those expressing a transgender or gender nonconforming identity were harassed, 35% were physically assaulted and 12% experienced sexual violence. Additional research supports the finding that schools can be unsafe places for these students with reported experiences including severe disruptions to learning and harassment by peers and staff, even causing students to transfer schools in some cases (McGuire, J., Anderson, C., Toomey, R., Russell, S., 2010). No qualitative data on the experiences of transgender and GNC youth in Wisconsin exists.  Recent data from the Dane County (Wisconsin) Youth Assessment (DCYA, 2012) reveals that transgender youth experience greater levels of bullying, homelessness and mental health issues than their cisgender peers. This data also shows increased challenges regarding school performance for transgender youth. The current study serves as a qualitative rejoinder to this quantitative data and demonstrates, in transgender and gender nonconforming youth’s own words, their experiences of school climate and safety.

Methods:

We partnered with a local nonprofit organization, Gay/Straight Alliance for Safe Schools (GSAFE), to develop, design, recruit participants, and analyze the data. This study was conducted in Madison, Green Bay, Racine and Milwaukee. Focus groups were conducted with 28 participants between the ages of 13-24 who identify as transgender and/or gender nonconforming. Questions in focus groups sessions were organized around themes of family life, degrees of outness, safety and school climate, interaction with school staff, as well as the participants’ opportunities for academic achievement and success and participation in school social life and culture.  We developed a codebook and themes using grounded theory to analyze the transcripts from the focus groups.

Results:

Six broad themes emerged from our analysis: learning environment (Ability to participate in some activities (such as sports) was hindered), physical facilities (Bathrooms and locker rooms presented significant challenges), health and wellness (Gender-affirming health care options often not accessible or affordable), safety (Youth kept themselves safe in various ways, including silence, avoidance, learning self-defense skills, and in some cases, carrying weapons), institutional and social support (Youth reported that some staff were helpful and supportive, and that interactions with those staff had a positive effect), and acceptance and respect (Misuse of preferred gender pronouns and names was a common experience).   Exemplar quotes further illuminate the findings.

Conclusion and Implications:

Comprehensive state-wide policies are needed to protect trans and GNC youth in Wisconsin schools.  These policies should be coupled with training for school staff, faculty, and administrators, with the intent of creating supportive school environments.  Restorative practices should be used in place of “zero tolerance” and traditional punitive discipline practices, which disproportionately impact trans and GNC youth, especially youth of color.