Title: Breaking Barriers:Uncovering The Lived Experiences And Gender Expression Of Cross-Dressing Student Teachers In The College Of Education
Authors: Carl Vinzon P. Francisco
Allu Gabriellie Mae M. Perez
Ella Mae T. Cortez
Paulene L. Lapaz
Kathleen Joy L. Razon
Francesca Pauline M. Macapagal
Rose Lynn D. Villanueva
Volume: 10
Issue: 5
Pages: 149-158
Publication Date: 2026/05/28
Abstract:
This study examined the interconnection of gender expression and professional identity among cross-dressing student teachers at selected campuses of a provincial state university in the Philippines. Employing a descriptive qualitative approach, seven (7) purposively selected student teachers were interviewed to explore how student teacher uniforms influenced their sense of identity, limitations they experienced, and coping strategies they practiced in navigating restrictive institutional norms. Findings indicate that the participants had a stronger sense of professional validation when they were given the option of donning a uniform that was aligned with their gender identity. Institutional expectations, unclear policies, and gender-normative demands, however, leds in emotional distress, misgendering, and a sense of invisibility. Notwithstanding, participants were immersed in a subtle form of resistance, including wearing toned-down make-up, uniform alteration, and short hair while expressing the strong need for inclusive and gender-neutral uniform options for them. The study concluded that institutional acceptance and inclusive policies are crucial to fostering authenticity, psychological well-being, and professional growth. Limitations included the study's narrow scope, potential social desirability bias and absence of triangulation. Recommendations highlighted inclusive policies, awareness campaigns, and further research on diverse voices and institutional stakeholders. This study concluded that inclusive policies and institutional acceptance are pivotal as they promote authenticity, psychological well-being, and professional development.