Invisible stories: A phenomenological study of bi and trans parent experiences within PK-12 public schools

Invisible stories: A phenomenological study of bi and trans parent experiences within PK-12 public schools

Invisible stories: A phenomenological study of bi and trans parent experiences within PK-12 public schools

Invisible stories: A phenomenological study of bi and trans parent experiences within PK-12 public schools

Abstract

Heteronormativity, family hegemony, and gender biases in K-12 education threaten child safety, parental dignity, and identity among queer families. While prior research examined the experiences of queer parents—specifically those of lesbian and gay parents—empirical attention to school-related experiences of trans and bi parents is lacking. Hence, this phenomenological study focuses on the PK-12 school-related experiences of bi and trans parents. Using queer theory as a theoretical framework, we review relevant literature on family hegemony, gender biases, and heteronormativity within school settings and its impact on children with queer families. Then, we discuss the methods and analysis used to understand the experiences of bi and trans parent participants. Analysis revealed four themes: (a) concern for the child; (b) value of diversity; © heteronormative nature of schools; and (d) importance of inclusivity. Finally, we provide recommendations on ways school personnel can better support trans and bi parents and their children.

Publication
Journal of Homosexuality
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Cory J. Cascalheira
Doctoral Researcher in Counseling Psychology

Research interests include identity, oppression, resilience, and resistance among marginalized populations, especially sexual and gender minorities, with attention to addiction, compulsive behaviors, well-being, internalization processes, and sexual subcultures (e.g., BDSM, kink). Clinical interests include mindfulness, ACT, RCT, and interpersonal process.