Stigma and Discrimination Against Kathoey Teachers in Boy’s School in Bangkok
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Abstract
This research article aims to investigate the stigma and discrimination faced by Kathoey teachers in all-boys schools in Bangkok. This study employs qualitative research methods, focusing on understanding and analyzing the stigma and discrimination against transgender teachers. The researcher utilized a multi-case study approach to gather data from various individuals and cases through in-depth, semi-structured interviews. The conversations were then analyzed using thematic analysis to develop conclusions and recommendations. The study's findings reveal that transgender teachers interpret their gender identity within the confines of social conditions and norms. In the context of working in all-boys schools, societal expectations and scrutiny from administrators, parents, and students are heightened. Consequently, transgender teachers face rejection and are subjected to behavior and performance control through laws, regulations, or professional standards, as well as selective task assignments. Nonetheless, transgender teachers negotiate and carve out their space within the teaching role, gaining recognition for their knowledge, abilities, and skills. This process leads to the creation of self-value, which serves as a tool to protect themselves from bullying or discrimination within the school environment.
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