Exploring the physical education experiences of transgender and gender-nonconforming adolescents: Findings from the Playbright theatre-based research project
Bibliographic record
Abstract
The unwelcoming nature of physical education for students who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ+) has been thoroughly established through research relying on retrospective accounts with LGBTQ+ adults. Our recent scoping review of empirical research focusing on LGBTQ+ student experiences in physical education further demonstrates that our understandings of adolescent transgender and gender-nonconforming (TGNC) students’ experiences are grossly underdeveloped. Therefore, the purpose of this study was to explore how self-identified TGNC adolescents understand and express their experiences with physical education. We convened Playbright, a two-week playwriting program with 5 TGNC adolescents (Mage = 15 years), which involved activities, discussions, and writing with prompts related to a variety of physical activity settings and scenarios. Data relevant to their physical education experiences are derived from discussion transcripts, the products and discussions surrounding a collaborative poetry writing exercise, and facilitator reflective notes. We undertook a reflexive thematic analysis and identified five main themes that characterized participants’ physical education experiences: (1) exclusion and marginalization, (2) a general lack of inclusivity where physical education is for fit white cis-het neurotypical men, (3) bullying and social hierarchies, (4) neglect of mental health, and (5) desire for personal improvement and alternative activities. The discussions and poems were characterized by an interplay of resignation and resistance which signaled the participants’ grappling with their charged physical education experiences. These findings provide insight into how TGNC adolescents perceive physical education programming and how to support more positive, inclusive student experiences across the gender spectrum.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.007 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".