Navigating Discrimination

This chapter presents a qualitative case study of a transgender teacher candidate, Lucy, as she navigated clinical placements in an elementary education program. Grounded in social constructivism, feminist theory, and intersectionality, the study examines how heteronormative school climates, systemic barriers, and opaque administrative decisions influenced Lucy’s progress toward teacher certification. Three in-depth interviews conducted over a year captured her shifting sense of belonging, disclosure of identity, and readiness for professional practice. Lucy’s story illustrates the cumulative impact of repeated reassignments, institutional silence, and minimal structural support. These challenges eventually led her to leave the program. Her experience underscores the tension between individual resilience and systemic exclusion, showing how transgender teacher candidates often face subtle and explicit forms of discrimination. The chapter situates her narrative within the broader literature on trans students in education, highlighting the urgent need for affirming mentorship, transparent placement policies, and faculty advocacy. Without such intentional efforts, teacher preparation programs risk losing promising educators and reinforcing exclusionary structures.