Creating a space for them through autoethnography

Abstract

Researchers in education have begun to address inclusivity for gender-diverse populations, but the authentic experiences of gender-variant students presented directly by the students themselves are largely unheard in the literature of mathematics education. In this co-authored report, we include the experiences of a genderqueer preservice mathematics teacher over the course of a semester at university through their autoethnography and the reflections of a mathematics teacher educator supervising the research. Through this study, we provide educators a window into some ways that gender-variant students may experience the classroom and academia. One goal of this research is to create a space for the authentic voice of gender-variant individuals in the discussion of gender-inclusive education. We highlight implications for mathematics teacher educators involving gender-variant students’ gender journeys as processes instead of moments of coming out, the interdependent process of building relationships of trust, and the importance of trying and failing and trying again as we seek to be more inclusive educators.