Trans students: Opportunities for the development of feminist pedagogies at schools

Abstract

In contrast with the numerous studies focusing on the types of violence suffered by trans people, hardly any studies have looked at the factors associated with academic success among this demographic group. This study examines the common factors associated with successful academic achievement among a sample of trans students in secondary and university education. A qualitative research methodology is adopted, opting for a nonexperimental design that combines explanatory case study with the triangulation of sources and data: on the one hand, data obtained from in-depth biographical interviews with four trans university students; and on the other, selecting and developing a focus group discussion at a secondary school. The results are used to compile a series of common factors that have proved beneficial to these students, especially specific teachers who served as role models and provided support, as well as the need to perceive school spaces as safe. The importance of schools assuming the responsibility of building spaces that are respectful of diversity, especially in the case of transgender students, is confirmed. The study ends with recommendations from a feminist pedagogy standpoint to help make schools inclusive, safe and empowering places for trans people.