‘I wasn’t allowed to join the boys’: The ideology of cultural cisgenderism in a UK school

Phipps, Catherine; Blackall, Christopher John

doi:10.1080/14681366.2021.2000012

Cited by 17 publications

(25 citation statements)

References 32 publications

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“…Then Vienna talked to me and asked if I really wanted to change my gender and I said yes. Then I realised that her dad had spread the issue of me being trans in the whole equestrian community and everyone looked at me differently' Although this may be considered an individual, transphobic attitude towards Aria, it also reflects a cisgenderist culture whereby those who do not comply with cisnormative expectations are targeted and 'othered', demonstrating similarities to previous studies (Phipps and Blackall, 2021). The idea of being 'outed' can also cause trans people to avoid sport entirely or to restrict their participation to only individual activities, with trans people's fear of their identity being revealed apparent in previous research (Elling-Machartzki, 2017).…”

Section: Revealing or Hiding Identities: Cultural Cisgenderism And Ho...supporting

confidence: 64%

“…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.'…”

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: Revealing or Hiding Identities: Cultural Cisgenderism And Ho...supporting

confidence: 64%

Section: Conceptual Framework: Cultural Cisgenderismmentioning

confidence: 99%

“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

Self Cite

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“…A number of educators noted problems with the policy itself, highlighting that some policy texts “offer limited possibilities for interpretation” and action, which foregrounds once again the limits of such a reception regime that is delimited by a human rights focus, with its ensuing emphasis on individualism (Ball et al, 2012). As the following comments reveal, such policies do not address the systemic barriers related to the institutionalization of cisgenderism, cisnormativity, and cissexism that are at the heart of trans marginalization and create conditions of vulnerability for trans students in the education system (Bartholomaeus & Riggs, 2018; Omercajic & Martino, 2020; Phipps & Blackall, 2021): I don’t think that the policies really look at the barriers which trans folks face. The policies are not about uncovering and challenging biases.Attitudes are supportive but real practical ways of aiding students’ mental emotional well-being is lacking.…”

Section: Policy Versus Practicementioning

confidence: 99%

“We Have No ‘Visibly’ Trans Students in Our School”: Educators’ Perspectives on Transgender-Affirmative Policies in Schools

Martino

Omercajic

Kassen

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gender identity and gender expression is enshrined in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, which have required schools to address trans inclusion. However, the ways in which educators understand or enact these policies, and whether they are even aware of them, remain largely underexplored. Purpose/Research Question/Focus of Study: Our purpose was to learn more about educators’ awareness and understanding of trans-inclusive policies in schools and the extent to which such policies were informing practice. Participants: While this research is based on survey data comprising 1,194 respondents, this article examines comments provided about trans-affirmative policy from 463 educators. Research Design: This study involves large-scale survey research conducted on 1,194 educators in Ontario K–12 schools; the survey was disseminated via social media and educational affiliates. We draw primarily on the qualitative data component of the survey, where educators provided detailed comments about and insights into trans-inclusive policies. We employed a reflexive approach to coding and thematic analysis to identify key themes. Findings/Results: Although our quantitative data depicted a favorable assessment of support for trans-affirmative policies—94% of respondents found their school’s policy to be very or somewhat relevant—our findings highlight a discrepancy between policy and practice, and a lack of commitment to addressing cisgenderist, cisnormative, and cissexist systems. The themes that emerged from our coding and analysis of the qualitative data were: (1) educators’ understanding of policy as accommodation; (2) individualized approaches to trans inclusion; (3) lack of administrative support and intervention; (4) the gap between policy and practice; (5) transphobic and cissexist resistance to supporting gender diversity; (6) the need for trans-affirming and gender-expansive curriculum, and (7) the problem of generalized approaches to equity and acceptance of diversity. In addition, we discuss several educator comments that raise important questions about race and the need for intersectional approaches to addressing equity and trans inclusion in schools. Conclusions/Recommendations: We advocate for a paradigm shift with respect to the necessity of employing a trans epistemological framework that addresses the need for gender-expansive education which focuses on the harmful effects of cisgenderism, cisnormativity, and cissexism in the education system. Central to addressing gender justice and trans marginalization in schools for all students, we conclude, is the need for policy makers to ensure accountability and budgetary allocation for the provision of resources and professional development for educators in schools.

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“…Research on the experiences of primary school 1 trans pupils found evidence of trauma, in schools poorly prepared for trans inclusion (Horton, 2022). Phipps and Blackall (2021) draw attention to the ways in which cisnormative gender regimes are embedded in school culture. Cisnormativity is the assumption that everyone is, or should be, cis (i.e., not trans; Keo-Meier & Ehrensaft, 2018).…”

Section: Conclusion/recommendationsmentioning

confidence: 99%

“…Bullying, heteronormative notions of masculinity, and institutional structures such as uniforms, teams, and changing rooms can exclude trans children and young people (Greenspan et al, 2019; HBO, 2020; Kulick et al, 2019). 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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‘I wasn’t allowed to join the boys’: The ideology of cultural cisgenderism in a UK school

Cited by 17 publications

References 32 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 Have No ‘Visibly’ Trans Students in Our School”: Educators’ Perspectives on Transgender-Affirmative Policies in Schools

“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

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