ABSTRACT
The binary structure of PE and school sport (PESS) reinforces the cultural assumption that all people can be classified as either male or female, creating problems for transgender and non-binary young people, and compelling them to conform to normative gender performances. This chapter examines how transgender and non-binary individuals constructed and performed gender in PESS contexts and explores the implications this has on their experiences. Firstly, literature on gender performativity and gender construction is outlined, with gender norms and expectations identified as presenting problems for students who do not ‘fit’ into the gender binary. Subsequently, data from our own study of 30 transgender and non-binary individuals’ experiences of PE are drawn on as we consider how their experiences align with these broader debates. In this discussion, the organisation of PE classes, curricula and spaces are all identified as impacting gender performances. Moreover, teachers and peers are perceived to discipline non-conforming behaviours, making PESS a troubling environment in which to negotiate gender. In the closing sections, we draw on our data and wider literature to identify practices that may facilitate transgender and non-binary students’ inclusivity in PESS, such as the adoption of mixed gender classes, gender neutral changing rooms, and gender inclusive sport. We argue that implementing such a gender inclusive approach to PESS is necessary to deconstruct traditional gender norms and stereotypes and afford transgender and non-binary students a sense of belonging within this environment.
