ABSTRACT While a growing body of research has investigated gender and sexuality diverse (GSD) educators’ workplace experiences with the aim of understanding how GSD-inclusivity and awareness in schools impacts these educators’ sense of wellbeing and professional identity, far less research has worked specifically with gender diverse educators. Such explorations are particularly relevant in policy environments where few considerations are in place for these individuals and where experiences of bias-based discrimination may be more likely. This paper presents results from a mixed-method project which used survey and interview methods to explore the school workplace experiences of 44 gender diverse teachers from the Australian state of New South Wales. Findings underscore the relationship between personal experiences of discrimination and a lowered sense of wellbeing and underscore the challenges of visibility within a hetero/cisnormative schooling environment.

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存在但不受欢迎：性别多样化教师的歧视经历

摘要 虽然越来越多的研究调查了性别和性取向多样化 (GSD) 教育工作者的工作场所经历，目的是了解学校中 GSD 包容性和意识如何影响这些教育工作者的幸福感和职业认同感，但专门开展工作的研究却很少与性别多样化的教育工作者。这种探索在政策环境中尤其重要，因为在这些环境中，对这些人的考虑很少，而且更有可能遭受基于偏见的歧视。本文介绍了一个混合方法项目的结果，该项目使用调查和访谈方法来探索来自澳大利亚新南威尔士州的 44 名性别多样化教师的学校工作经历。