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The School Experience of Transgender Students:
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- DOHI Itsuki
- Graduate School, Osaka Prefecture University
Bibliographic Information
- Other Title
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- トランスジェンダー生徒の学校経験
- トランスジェンダー生徒の学校経験 : 学校の中の性別分化とジェンダー葛藤
- トランスジェンダー セイト ノ ガッコウ ケイケン : ガッコウ ノ ナカ ノ セイベツ ブンカ ト ジェンダー カットウ
- ―学校の中の性別分化とジェンダー葛藤―
- gender differentiation in school and gender conflicts
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Description
<p>The purpose of this paper is to analyze the gender dysphoria of transgender students in relation to “gender in school cultures.” “Different treatments based on sex” in schools occur not only as a result of differentiating students into two gender categories, but also because of the intention to classify students’ genders into just two gender categories. This paper identifies this phenomenon as “gender differentiation” and considers transgender students as people who are in the middle of a “gender conflict” between “gender differentiation by the school” and their “self-determined gender.”<BR><BR>There are three findings from the analysis: (1) gender differentiation is formed differently depending on the stages of development and the process of such gender differentiations builds up transgender students’ gender conflicts; (2) transgender students facing harder gender conflicts find a way of “coming-out” as a route to solving their gender conflicts through the “acquisition of a categorizing word”and “encounters with role models”; and (3) the analysis extracted three prerequisites which reduce gender conflicts: “the possibility of acknowledging transgender students’ own demands,” “identifying tasks and steps for the realization of those demands by themselves” and “the presence of other people who change manners to them as a positive response to the coming out”.<BR><BR>From the above, this paper reveals that supporting transgender students means to reduce gender conflicts as reinforced through the process of gender differentiation at schools. Such an understanding simultaneously implies that the presence of transgender students exposes the question of gender differentiation at schools and, hence, clearly points out certain needs for schools to interrogate themselves repeatedly and transform themselves in order to reduce gender conflicts.</p>
Journal
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- The Journal of Educational Sociology
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The Journal of Educational Sociology 97 (0), 47-66, 2015
THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY
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Keywords
Details 詳細情報について
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- CRID
- 1390282680373465600
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- NII Article ID
- 130005439271
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- NII Book ID
- AN0005780X
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- ISSN
- 21850186
- 03873145
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- NDL BIB ID
- 026980484
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL Search
- Crossref
- CiNii Articles
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- Abstract License Flag
- Disallowed