An educational “queery:” What is the relationship between gender affirming practices and the sense of school belonging and emotional wellbeing for trans high school students in North Carolina?

Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Grant, Jess

Contributors dc:contributor

• Lee, Sharon S
• Lee, Sharon
• Pak, Yoon
• Huang, Wenhao D
• Lindgren, Samantha

• North Carolina
• trans
• transgender
• TGN
• school policies
• gender affirming
• sense of school belonging
• emotional wellbeing

Statement dc:rights

• Copyright 2025 Jess Grant

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129533

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/129533