Sixteenth International Conference on New Directions in the Humanities

Abstract

On February 22, 2017, the Trump administration revoked federal protections and guidelines for transgender students in public schools, as implemented by the Obama administration in the previous year. While these guidelines specifically addressed enabling students to utilize restrooms that correspond to their gender identity, the Trump administration justified its revocation citing a lack of research surrounding the issue, a lack of public involvement in informing the guidelines, and the potential for legal challenges to arise. In order to compensate for these chasms, a qualitative study was conducted to evaluate how conceptions of gender are reinforced in classrooms and what resources are currently provided for teachers to gain a greater understanding of transgender identity affirmation. This qualitative study reflects the lack of discourse and understanding surrounding gender issues, as evidenced by the Trump administration’s reluctance to adhere to Obama-era guidelines but simultaneously is a call to action on the part of public school administrators and classroom educators to acquire greater resources and professional development in an effort to create opportunities for academic and social success for all students.