Trans* Schüler*innen aus Sicht von Lehrkräften – eine Interviewstudie zu geschlechtlicher Vielfalt in Schulen

Abstract

Trans* students from teachers’ perspective – An interview study on gender diversity in school
The number of adolescents in the education system who do not identify with their ascribed gender and are open about it has increased significantly in recent years. However, these individuals often report discrimination in everyday life and at school. Therefore, the aim of this article is to investigate teachers’ perspectives on trans* students and to show examples of possible wishes and needs for action when it comes to further developing the education system. Interviews with 14 teachers from Baden-Württemberg are qualitatively analysed based on a model of gender competence and its subareas (knowledge, willingness and ability). The findings show that the interviewed teachers are open to the topic and recognize their responsibility and that for the most part they have a basic knowledge of gender diversity. Nevertheless, it can be said that teachers would like to have specific training opportunities in order to better guarantee they can competently handle coming out situations or address gender diversity. Trans*-specific extensions of the model are also needed.
Keywords: school, trans*, sex, gender, diversity, teachers

Bibliographie: Wagner, Ingo/Anderer, Soluna/Mansfeld, Julie: Trans* Schüler*innen aus Sicht von Lehrkräften – eine Interviewstudie zu geschlechtlicher Vielfalt in Schulen, GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft, 2-2025, S. 116-133.