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A Transgender Teacher's Pre-Service Experience

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Bibliographic Details
Title: A Transgender Teacher's Pre-Service Experience
Language: English
Authors: Karen Terry, Gayle Ramirez, Andrea J. Ramirez, Barbie Radcliffe, Debbie Paine, J. T. Cox
Source: Brock Education: A Journal of Educational Research and Practice. 2025 34(1):31-46.
Availability: Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: LGBTQ People, Preservice Teacher Education, Teacher Education Programs, Student Experience, Minority Group Students, Social Attitudes, Barriers, Equal Opportunities (Jobs), Minority Group Teachers, Student Teaching, Student Teachers, Teacher Attitudes, Rural Schools, High Schools, Social Bias
ISSN: 1183-1189
Abstract: This qualitative, single-subject case study examines a transgender pre-service teacher's experiences completing an educator preparation program (EPP) in a predominantly rural region in the southeast United States. The purpose of this case study is to describe and understand a transgender pre-service teacher's experiences in finding and completing the field experience requirements across multiple school districts, to extend the research related to transgender pre-service teachers in heteronormative educational systems, and to raise awareness of the need for trans-supportive attitudes in the field of education. Stories of the participant's experiences, university faculty members' accounts, and communication documents inform the research. Results demonstrate obstacles the pre-service teacher faced during their field placement and hindrances to securing employment post-graduation. Implications for further research are discussed, such as teacher shortages, creating healthy and supportive environments, and addressing marginalized populations where the state's right-to-work laws may be loopholes to discriminatory hiring, promotion, and firing practices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473553
Database: ERIC
FullText Text:
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  Data: A Transgender Teacher's Pre-Service Experience
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  Data: <searchLink fieldCode="AR" term="%22Karen+Terry%22">Karen Terry</searchLink><br /><searchLink fieldCode="AR" term="%22Gayle+Ramirez%22">Gayle Ramirez</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+J%2E+Ramirez%22">Andrea J. Ramirez</searchLink><br /><searchLink fieldCode="AR" term="%22Barbie+Radcliffe%22">Barbie Radcliffe</searchLink><br /><searchLink fieldCode="AR" term="%22Debbie+Paine%22">Debbie Paine</searchLink><br /><searchLink fieldCode="AR" term="%22J%2E+T%2E+Cox%22">J. T. Cox</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Brock+Education%3A+A+Journal+of+Educational+Research+and+Practice%22"><i>Brock Education: A Journal of Educational Research and Practice</i></searchLink>. 2025 34(1):31-46.
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  Data: Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
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  Data: This qualitative, single-subject case study examines a transgender pre-service teacher's experiences completing an educator preparation program (EPP) in a predominantly rural region in the southeast United States. The purpose of this case study is to describe and understand a transgender pre-service teacher's experiences in finding and completing the field experience requirements across multiple school districts, to extend the research related to transgender pre-service teachers in heteronormative educational systems, and to raise awareness of the need for trans-supportive attitudes in the field of education. Stories of the participant's experiences, university faculty members' accounts, and communication documents inform the research. Results demonstrate obstacles the pre-service teacher faced during their field placement and hindrances to securing employment post-graduation. Implications for further research are discussed, such as teacher shortages, creating healthy and supportive environments, and addressing marginalized populations where the state's right-to-work laws may be loopholes to discriminatory hiring, promotion, and firing practices.
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  Data: EJ1473553
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 31
    Subjects:
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Social Attitudes
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Equal Opportunities (Jobs)
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Student Teaching
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Social Bias
        Type: general
    Titles:
      – TitleFull: A Transgender Teacher's Pre-Service Experience
        Type: main
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            NameFull: Gayle Ramirez
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              Value: 34
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