ABSTRACT

More research is needed to understand the experiences of transgender students, including nonbinary students, in K-12 educational settings. Transgender students may experience unique stressors in World Language courses which impact their learning outcomes. In this study, three transgender adults in their twenties were interviewed about their experiences studying Spanish. Findings revealed that while binary transgender students may not feel language- and culture-specific stressors, nonbinary student identities may be rendered linguistically and culturally impossible. However, the impact on learning outcomes is ambiguous and may be mitigated by other factors and coping mechanisms. Implications for educators include increased awareness of transgender student experiences, including those specific to nonbinary students, and explicit efforts to queer the curriculum and provide opportunities for critical analysis and discussion. Additional research with larger and more diverse samples is needed to understand transgender student experiences, perceptions, and outcomes.

摘要

需要更多的研究来了解跨性别学生（包括非二元学生）在 K-12 教育环境中的经历。跨性别学生在世界语言课程中可能会遇到影响他们学习成果的独特压力源。在这项研究中，三名 20 多岁的跨性别成年人接受了关于他们学习西班牙语的经历的采访。调查结果显示，虽然二元跨性别学生可能不会感受到特定于语言和文化的压力源，但非二元学生身份可能在语言和文化上变得不可能。然而，对学习成果的影响是模棱两可的，可能会被其他因素和应对机制所减轻。对教育工作者的影响包括提高对跨性别学生体验的认识，包括那些特定于非二元学生的体验，并明确努力使课程变得古怪，并为批判性分析和讨论提供机会。需要对更大和更多样化的样本进行额外的研究，以了解跨性别学生的经历、看法和结果。