Transgender students face unique challenges in K–12 physical education (PE) that other groups of students do not experience. The purpose of this qualitative study was to explore the life history of a transgender woman, Evergreen, with a focus on her experiences in PE throughout K-12 school. This study was guided by Queer Theory (Jagose, 1996) and Atkinson’s (1998) life history methodology, data was collected through nine semi-structured interviews and participant-selected artifacts. Data was analyzed using Merriam and Tisdell’s (2016) coding procedures to identify themes. Findings revealed distinct experiences across four areas: (1) Elementary School PE—positive memories centered on play and participation but feelings of exclusion during gender-based grouping; (2) Middle School PE—heightened discomfort in locker rooms and increased peer competitiveness; (3) High School PE—growing self-awareness and mixed experiences tied to competitiveness and limited curricular diversity; and (4) Gender Expression—emerging confidence through self-presentation and creativity, leading to greater understanding of identity. Collectively, these findings highlight how heteronormative practices in PE can marginalize transgender students while inclusive environments foster authenticity and engagement. Results emphasize the need for non-gendered grouping strategies, diverse curriculum, and comprehensive teacher training to create safe spaces for all students.
Allison L Graham (Sat,) studied this question.