Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 3 (2024)

Inclusion of Transgender Women Teachers in the Educational Workplace: A Phenomenology

Hernan Rey Lozada | Jackelyn Baynosa | Verna Sienes | Cyril Cabello

Discipline: Education

 

Abstract:

The inclusion of transgender women teachers as human beings with rights and privileges deserves respect and equality in their workplace and the community they belong. In the literature, limited studies explore the lives of transgender women in the workplace as this requires careful exploration of their encounters due to their sensitive disposition. This study aspires to deeply understand the personal experiences of the participants on a certain phenomenon such as the inclusion of Transgender women teachers in the Department of Education (DepEd) Guihulngan City Division. This study utilized Heideggerian phenomenology as a research design anchoring the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. Three (3) participants saturated the data in the research environment. Inclusive and Exclusive Criteria were established in the study using a snowball-purposive sampling technique. After the analysis, the emerging themes were generated such as the darkest reality, Towards complete acceptance, Favorable Professional Reception, and Women that Matter. These themes provide a clear picture of how transgender women are living their lives in the department. The main issue faced by Transgender women teachers is the question of labeling. Thus, Transgender women teachers must carry on their duties and responsibilities and improve their personal and professional growth to enhance learners’ capability in learning amidst the issue regarding their preferences.



References:

  1. Abreu, R. L., Sostre, J. P., Gonzalez, K. A., Lockett, G. M., Matsuno, E., & Mosley, D. V. (2022). Impact of gender-affirming care  bans on transgender and gender diverse youth: Parental figures’ perspective. Journal of family psychology, 36(5), 643.
  2. Baboolall, D., Greenberg, S., Obeid, M., & Zucker, J. (2021). Being transgender at work. The McKinsey Quarterly. Baum, J. (2022). Working with schools to support trans youth: Seen, safe and supported
  3. Bell, E., & Bryman, A. (2007). The ethics of management research: an exploratory content analysis. British journal of management,  18(1), 63-77.
  4. Berbeco, P. S. (2022). Influence of All Sexual Orientations upon Work Authenticity through Satisfaction with Supervisor (Doctoral  dissertation, Touro University Worldwide).
  5. Bozani, V., Drydakis, N., Sidiropoulou, K., Harvey, B., & Paraskevopoulou, A. (2020). Workplace positive actions, trans people’s  self-esteem and human resources’ evaluations. International Journal of Manpower, 41(6), 809-831.
  6. Cabello, C. A., & Bonotan, A. M. (2021). Designing and validating an instrument to assess the wellness of business process outsources’  customer service associates. Asia Pacific Journal of Multidisciplinary Research, 9(1), 1-11.
  7. Cabello, C. A., Abadiano, M. N., Mabitad, A., Pulma, D. B., & Hipe, A. (2021). Gamification in Education: The Motivation Exploration-Implementation Theory. Turkish Online Journal of Qualitative Inquiry, 12(7).
  8. Catulpos, L., Rodriguez, J., Sambrana, G. A., & Cabello, C. (2024). Newly Hired Teachers Lived Experiences in Classroom  Management During the Full Face-to-Face Classes in the New Normal: A Phenomenology. Psychology and Education: A  Multidisciplinary Journal, 16(9), 1001-1009.
  9. Chan, A. S. W., Wu, D., Lo, I. P. Y., Ho, J. M. C., & Yan, E. (2022). Diversity and inclusion: Impacts on psychological wellbeing  amon
  10. Dow, M. J., & Claudia Wager, A. (2022). Turning our gaze toward transgender educators: fostering social justice leadership in  educational institutions. Journal of Education Human Resources, 40(4), 500-523.
  11. Dray, K. K., Smith, V. R., Kostecki, T. P., Sabat, I. E., & Thomson, C. R. (2020). Moving beyond the gender binary: Examining  workplace perceptions of nonbinary and transgender employees. Gender, Work & Organization, 27(6), 1181-1191.
  12. Finkelberg, M. H. (2022). The Function of Role Models and Their Impact on Ethnic Minority Lesbian Youths’ Sexual and Gender  Identity (Doctoral dissertation, Adler University).
  13. Fletcher, L., & Marvell, R. (2023). Furthering transgender inclusion in the workplace: Advancing a new model of allyship intentions  and perceptions. The International Journal of Human Resource Management, 34(9), 1726-1756.
  14. Francis, D. (2024). “You gotta pull yourself towards yourself.” A sociological analysis of how Transgender and Gender Diverse (TGD)  school attending youth, school managers and teachers understand and respond to transphobia in South African schools. Teachers and  Teaching, 30(1), 16-31.
  15. Freeman, L., & Stewart, H. (2021). Toward a harm-based account of microaggressions. Perspectives on Psychological Science, 16(5),  1008-1023.
  16. Gallardo-Nieto, E. M., Espinosa-Spínola, M., Ríos-González, O., & García-Yeste, C. (2021). Transphobic violence in educational  centers: Risk factors and consequences in the victims’ wellbeing and health. Sustainability, 13(4), 1638.
  17. Gimena, A. M., DeLaCruz, A., Redoble, J., & Cabello, C. (2023). Mobile Phones’ Utilization Among High School Students: A  Phenomenology. Psychology and Education: A Multidisciplinary Journal, 12(3), 257-267.
  18. Goldstein-Schultz, M. (2022). Teachers’ experiences with LGBTQ+ issues in secondary schools: A mixed methods study. Community  Health Equity Research & Policy, 42(2), 155-169.
  19. Haffejee, S., & Wiebesiek, L. (2021). Resilience and resistance: The narrative of a transgender youth in rural South Africa. Gender  issues, 38(3), 344-360.
  20. Huffman, A. H., Mills, M. J., Howes, S. S., & Albritton, M. D. (2021). Workplace support and affirming behaviors: Moving toward a  transgender, gender diverse, and non-binary friendly workplace. International Journal of Transgender Health, 22(3), 225-242.
  21. Jaekel, K. S., & Nicolazzo, Z. (2022). Institutional commitments to unknowing gender: Trans* and gender non-conforming educators’  experiences in higher education. Journal of Homosexuality, 69(4), 632-654.
  22. Karttunen, N. (2021). “How do I deal with this trans kid?”: subject teacher students’ perspectives on LGBTQ+ themes and  heteronormativity in subject teacher training at the University of Oulu (Master's thesis, N. Karttunen).
  23. Kean, E. (2020). Locating transgender within the language of queer in teacher education. Multicultural Perspectives, 22(2), 57-67.
  24. Killen, M., & Rutland, A. (2022). Promoting fair and just school environments: Developing inclusive youth. Policy insights from the  behavioral and brain sciences, 9(1), 81-89.
  25. Larson, G. T. (2021). PK-12 Sexual Minority Public School Employees’ Identity Management: Implications on Career Quality,  Potential, and Advancement (Doctoral dissertation, California State University, San Bernardino).
  26. Lee, C. (2022). How does openness about sexual and gender identities influence self-perceptions of teacher leader authenticity?.  Educational Management Administration & Leadership, 50(1), 140-162.
  27. Lewis, M. M., & Eckes, S. E. (2020). Storytelling, leadership, and the law: Using amicus briefs to understand the impact of school  district policies and practices related to transgender student inclusion. Educational Administration Quarterly, 56(1), 46-88.
  28. Mai, V. (2020). Educators’ perceptions and pedagogy in supporting transgender and gender diverse children in early childhood  education settings.
  29. Manzoor, F., Wei, L., & Asif, M. (2021). Intrinsic rewards and employee's performance with the mediating mechanism of employee's  motivation. Frontiers in psychology, 12, 563070.
  30. Martino, W., Omercajic, K., & Kassen, J. (2022). “We have no ‘visibly’trans students in our school”: Educators’ perspectives on  transgender-affirmative policies in schools. Teachers College Record, 124(8), 66-97.
  31. McFadden, C. (2020). Discrimination against transgender employees and jobseekers. Handbook of labor, human resources and  population economics, 1-14.
  32. McKenzie, B. J. (2020). Workplace experiences of transgender faculty at institutions of higher education (Doctoral dissertation,  Northcentral University).
  33. Meyer, E. J., & Leonardi, B. (2020). Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth:  Experiences and recommendations from the field. In Trans youth in education (pp. 129-143). Routledge.
  34. Minster, A. (2023). Intrinsic Reward and Temporal Disruption: When Workers Leave Their Meaningful Work. Massachusetts Institute  of Technology.
  35. Morris, E. R., Lindley, L., & Galupo, M. P. (2020). “Better issues to focus on”: Transgender microaggressions as ethical violations in  therapy. The Counseling Psychologist, 48(6), 883-915.
  36. Parr, N. J., & Howe, B. G. (2021). Factors associated with frequency of gender identity nonaffirmation microaggressions among  transgender persons. Culture, Health & Sexuality, 23(8), 1094-1110.
  37. Payne, E., & Smith, M. (2022). Power, emotion, and privilege:“Discomfort” as resistance to transgender student affirmation. Teachers  College Record, 124(8), 43-65.
  38. Perales, F., Ablaza, C., Tomaszewski, W., & Emsen-Hough, D. (2022). You, me, and them: understanding employees’ use of trans affirming language within the workplace. Sexuality Research and Social Policy, 19(2), 760-776.
  39. Ratnasari, S. L., Nasrul, H. W., Nurdin, I., Susilowati, Y., & Susanti, E. N. (2021, June). Analysis of Organizational Commitment,  Motivation, Work Ability, and the Working Environment to Employees Performance in the Covid-19 Era. In Sixth Padang International  Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2020)  (pp. 540-544). Atlantis Press.
  40. Redolosa, V., Maninang, J., Villamil, J., Torregoza, E. C., Baena, M. A., & Cabello, C. (2024). HUMSS Graduates Landing Station:  A Phenomenology. Psychology and Education: A Multidisciplinary Journal, 16(9), 1019-1027.
  41. Tran, D., Sullivan, C. T., & Nicholas, L. (2023). Lateral violence and microaggressions in the LGBTQ+ community: a scoping review.  Journal of homosexuality, 70(7), 1310-1324.
  42. Waite, S. (2021). Should I stay or should I go? Employment discrimination and workplace harassment against transgender and other  minority employees in Canada’s federal public service. Journal of homosexuality, 68(11), 1833-1859.
  43. Worthen, M. G. (2022). This is my TERF! Lesbian feminists and the stigmatization of trans women. Sexuality & Culture, 26(5), 1782- 1803.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic