Educators have long recognized the physical,
psychological, social, and educational benefits that sports
provide to students. Educational institutions have,
accordingly, incorporated both curricular and extracurricular
athletics since the nineteenth century.1 Initially the domain
RIPHQDQGERV WKHZRPHQ·VPRYHPHQWDQG7LWOH ,;EHJDQ
to normalize the expectation that girls deserve equal access to
the benefits of sport. Yet today, the barriers to athletic
participation that exclude the increasingly visible population
of transgender students are largely ignored. With a few
notable exceptions, most governing bodies of scholastic and
collegiate sports have yet to meaningfully consider how to
Educators have long recognized the physical,psychological, social, and educational benefits that sportsprovide to students. Educational institutions have,accordingly, incorporated both curricular and extracurricularathletics since the nineteenth century.1 Initially the domainRIPHQDQGERV WKHZRPHQ·VPRYHPHQWDQG7LWOH ,;EHJDQto normalize the expectation that girls deserve equal access tothe benefits of sport. Yet today, the barriers to athleticparticipation that exclude the increasingly visible populationof transgender students are largely ignored. With a fewnotable exceptions, most governing bodies of scholastic andcollegiate sports have yet to meaningfully consider how to
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