Beyond inclusion: trans and gender diverse young people’s experiences of PE and school sport

Neary, Aoife; McBride, Ruari‐Santiago

doi:10.1080/13573322.2021.2017272

Cited by 18 publications

(24 citation statements)

References 45 publications

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Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

“…This article employs the framework of cultural cisgenderism. This concept has previously been applied to a variety of settings including education (Neary and McBride, 2021; Phipps and Blackall, 2021), ageing and care (Ansara, 2015), the sports media (Knott-Fayle et al, 2021), hate crime (Rogers, 2017) and domestic abuse (Rogers, 2021), amongst other areas. According to Ansara and Hegarty (2011: 5), unlike transphobia, which refers to individual hostility towards trans people, ‘cisgenderism describes a prejudicial ideology …that is systemic, multi-level and reflected in authoritative cultural discourses.’ Cultural cisgenderism is a system of oppression operating at a structural level which invalidates someone's own understanding of their gender and identity (Ansara, 2015), questioning the legitimacy of gender identities which are not based on sex assigned at birth (Martino and Cumming-Potvin, 2019).…”

Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

“…To navigate this binary and cisnormative system, trans pupils either dropped out of physical education altogether – demonstrating trans erasure – or were individually accommodated. Individualistic action has limited impact in disrupting the cisgenderist structure of an institution which is oppressive for those whose identities and bodies do not align with the gender binary (Neary and McBride, 2021; Phipps and Blackall, 2021). This illustrates cultural cisgenderism as a prejudicial ideology creating a hierarchy where cisgender people are privileged (Rogers, 2017).…”

Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

“…This illustrates cultural cisgenderism as a prejudicial ideology creating a hierarchy where cisgender people are privileged (Rogers, 2017). While Neary and McBride (2021) analysed the cisgenderist physical education environment, they emphasise how many of these aspects are mirrored in the sport context. Therefore, in the next section of this paper, we consider the academic literature on trans men's experiences of sport using the framework of cultural cisgenderism.…”

Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

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“The spectators ask, is it a boy or a girl? What is it?”: Cultural cisgenderism and trans men's sporting experiences in Iran

Afroozeh

Phipps

Afrouzeh

et al. 2023

International Review for the Sociology of Sport

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In this article, we draw on cultural cisgenderism to analyse the sporting experiences of trans men in Iran. Utilising semi-structured interviews with twelve trans men in different stages of transition, we consider their experiences of women's sport environments, the extent to which cisnormativity is embedded into the culture, and whether their gender identities are accepted. We found that essentialist understandings of sex and gender are evident in sport environments, with gender presentation policed by others, and expectations this should align with ascribed biological sex. While some interviewees’ masculine expressions were valued, others were considered ‘too masculine’ to be eligible to participate in women's sport spaces; this led to restrictions around appearance and clothing, alongside instances of compulsory hormone testing. Finally, for those who were ‘out’ about their gender identity, this often led to hostility from others, including coaches, teammates, and spectators. Overall, this paper provides a critical understanding of trans inclusion in sport spaces in Iran. However, the findings may be useful for anyone working to make sport more accessible, regardless of geographical location.

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Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

See 2 more Smart Citations

“The spectators ask, is it a boy or a girl? What is it?”: Cultural cisgenderism and trans men's sporting experiences in Iran

Afroozeh

Phipps

Afrouzeh

et al. 2023

International Review for the Sociology of Sport

View full text Add to dashboard Cite

show abstract

“…Existing literature includes analysis of a secondary school trans pupil’s experience in PE, emphasizing how inclusion of trans pupils in binary PE systems fails to challenge wider cisnormativity (Phipps & Blackall, 2021). Neary and McBride (2021) drew attention to the compromises that trans youth must make to participate in sport.…”

Section: The Tism In Practice: Application To Three Common Scenariosmentioning

confidence: 99%

“We Just Think of Her as One of the Girls”: Applying a Trans Inclusion Staged Model to the Experiences of Trans Children and Youth in UK Primary and Secondary Schools

Horton

Carlile

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Throughout the past decade increasing numbers of trans children are being supported in childhood, with schools in countries across the world tasked with educating a generation of (known) trans pupils. Schools can adopt diverse approaches to inclusion or exclusion of trans pupils, with consequences for trans children’s well-being and safety at school. The literature includes extensive critique of the limitations of common approaches to trans inclusion, highlighting negative impacts on trans pupils. Purpose: This article aims to reframe and bring nuance to conversations on trans inclusion in education, drawing on primary research in the UK to make explicit different approaches to trans inclusion, their ideological underpinnings, and their implications for how trans children are welcomed in our schools. Setting: The research took place in the UK, with interviews conducted at a time of escalation of anti-trans discourse in UK courts and media. Population: This article draws on data from two qualitative research projects focusing on the experiences of trans and nonbinary children and their parents in the UK: one focusing on trans children aged 3–12 years, and the other on trans young people aged 12–18 years. Research Design: Semi-structured interviews explored trans children’s experiences in education in the UK, with a focus on trans-inclusive approaches to school culture, restrooms, and team sports. Data were analyzed against the trans inclusion staged model (TISM), a framework for distinguishing between different approaches to trans inclusion. Findings: Within the TISM we differentiate between trans-oppressive, trans-assimilationist, trans-accommodative, and trans-emancipatory approaches to educational inclusion. Interviews highlighted the harms and injustices in nonemancipatory approaches, revealing the role of cis supremacy in forcing trans pupils into positions of vulnerability. Conclusion/Recommendations: The TISM emphasizes the structural and systemic nature of trans oppression, illuminating the power imbalances embedded in nonemancipatory approaches, and acknowledging the need for fundamental reform. We recommend analysis and recognition of school practices that are trans-oppressive, trans-assimilationist, trans-accommodative, or trans-emancipatory. We call for increased recognition of cis supremacy within education and commitment to emancipatory approaches to trans inclusion, enabling progress toward equity and gender justice in our schools.

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School uniforms that hurt: an Australian perspective on gendered mattering

Wolfe

2024

Aust. Educ. Res.

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School uniforms are proliferating as a staple in figurations created of successful students around the world. In Australia the uniform as compulsory formal school wear is a growing phenomenon in both public and private education sectors. School uniforms have often been adopted as unproblematic, by schools, parents, policymakers, and students themselves. It remains unclear from the previous limited and often contradictory research, precisely how uniforms materially affect student academic and social outcomes. Research that considers how students themselves not just perceive but feel about their uniforms is scarce. I focus on the affective response of students to their school uniforms at one government co-educational selective science high school. A PhEmaterialist approach deprivileges human agency, accounting for matter as dynamic, affective and of consequence in activities, performances, and events. The school uniform as matter is explored as a dynamic and powerful affective force in education and is situated as an integral part of a school’s iteration of binary gender differentiations. Uniforms matter twofold, as a conception that materializes what matters and the differential affect on the bodies that wear them. Bodies respond affectively to the uniform with a sense of comfort or discomfort, consciously and unconsciously. Bodies that do not fit easily with the required uniform hurt as students undergo everyday activities at school. This paper considers the affect of the uniform, with a filmic response from one high achieving ‘smart’ girl through a fine-grain analysis of her feelings of belonging and dis/comfort with and through her school uniform.

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Beyond inclusion: trans and gender diverse young people’s experiences of PE and school sport

Cited by 18 publications

References 45 publications

“The spectators ask, is it a boy or a girl? What is it?”: Cultural cisgenderism and trans men's sporting experiences in Iran

“The spectators ask, is it a boy or a girl? What is it?”: Cultural cisgenderism and trans men's sporting experiences in Iran

“We Just Think of Her as One of the Girls”: Applying a Trans Inclusion Staged Model to the Experiences of Trans Children and Youth in UK Primary and Secondary Schools

School uniforms that hurt: an Australian perspective on gendered mattering

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