Etxebarria-Perez-de-Nanclares Olatz, Vizcarra Morales Maria Teresa, López-Vélez Ana Luisa, Gamito Gómez Rakel
Psychodidactics Doctoral Program, Psychology of Education and Specific Didactic, Faculty of Education and Sport, University of the Basque Country, Vitoria-Gasteiz, Spain.
Didactics of Musical, Plastic and Body Expression, Faculty of Education and Sport, University of the Basque Country, Vitoria-Gasteiz, Spain.
Front Psychol. 2024 Apr 12;15:1373508. doi: 10.3389/fpsyg.2024.1373508. eCollection 2024.
The school environment remains unsafe for many trans people, where they are victims of discrimination, aggression, and bullying, resulting in socioemotional and physical harm to trans individuals. Intersectionality and minority stress are contributing factors in this already challenging education environment. In many cases, the voices of trans people are not heard or listened to at school; therefore, this study aims to listen to their school experiences in order to identify key areas for improvement.
This study implemented a narrative research approach where six in-depth interviews were completed with trans participants from the Basque Country, Europe, and the United States of America that focused on five dimensions: being a trans, the role of school, lack of teacher education and training, segregation by gender, and socioemotional wellbeing. The transcriptions of these interviews were coded using Nvivo software in categorical systems in a deductive and inductive way.
The results clearly showed that the binary society has a negative impact on trans people. In addition, the educational environment is still hostile for most of them, in which the lack of teacher training and gender identity content in the curriculum has a negative impact on trans people and their experiences at school.
The findings support the idea that socially ingrained binarism is detrimental to all those who step outside the norm. It can also be said that the earlier the transition is made, the better the effect (clinical as well as socioemotional) on their personal lives. For this early transition to occur, it is necessary to have access to information from an early age.
对许多跨性别者来说，学校环境仍然不安全，他们是歧视、攻击和欺凌的受害者，这对跨性别者造成了社会情感和身体上的伤害。交叉性和少数群体压力是这个本就具有挑战性的教育环境中的促成因素。在许多情况下，跨性别者在学校的声音未被听到或重视；因此，本研究旨在倾听他们的学校经历，以确定关键的改进领域。
本研究采用叙事研究方法，对来自欧洲巴斯克地区、美国的六名跨性别参与者进行了深入访谈，访谈聚焦五个维度：作为跨性别者、学校的作用、教师缺乏教育培训、性别隔离以及社会情感幸福感。这些访谈的文字记录使用Nvivo软件，以演绎和归纳的方式在分类系统中进行编码。
结果清楚地表明，二元社会对跨性别者有负面影响。此外，教育环境对他们中的大多数人来说仍然充满敌意，课程中缺乏教师培训和性别认同内容对跨性别者及其在校经历有负面影响。
研究结果支持这样一种观点，即社会中根深蒂固的二元主义对所有偏离常规的人都是有害的。也可以说，转变越早，对他们个人生活（临床以及社会情感方面）的影响就越好。为了实现这种早期转变，有必要从小就获取信息。
