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

Management educators play a central role in the development of student diversity, equity, and inclusion (DEI) competencies. Yet few resources exist to support management faculty to teach about concepts beyond the binary constructs of “men” and “women” despite the increased visibility of transgender and nonbinary (TGNB) issues in DEI work. In the following chapter, we explain why 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 into management education calls for a reflexive approach, one where faculty become comfortable with the discomfort of not knowing. We conclude with a summary of practical recommendations and resources for TGNB integration into the management classroom.