Teaching to transcend: A paradox perspective on transgender and nonbinary integration in the management classroom

Management education plays a central role in the development of student diversity, equity, and inclusion (DEI) competencies. Yet, few resources exist to support management faculty to teach beyond the binary constructs of “men” and “women” in business school settings. In the following chapter, we explain why transgender and nonbinary (TGNB) integration into the management curriculum is relevant, necessary, and central to the advancement of intersectional social justice in our institutions. We also identify and untangle four paradoxes faculty may grapple with when teaching TGNB content including: (1) defining gender; (2) adopting inclusive language; (3) validating TGNB students’ identities; and (4) approaching TGNB issues from a positive, yet realistic perspective. We argue that the effective integration of TGNB content in the management classroom calls for a reflexive approach, one where faculty become comfortable with the discomfort of not knowing. We conclude with a summary of practical recommendations for TGNB integration in management education.