The Impact of Teacher Attitudes, Comfort, and Confidence on Transgender and Gender Diverse High School Student Experiences

The school experiences of historically marginalized student populations have typically been overwhelmingly negative. As a result, high schools have widely implemented diversity and inclusion programs aimed at improving the school experiences of students who represent historically marginalized identities. Researchers have found that some student populations have experienced benefits as a result of these diversity and inclusion programs, including, as an example, African-American students. Despite the improved experiences of some historically marginalized groups, transgender and gender diverse students continue to experience harm and other problem behaviors at school. This Dissertation in Practice aims to better understand why transgender and gender diverse high school students are not realizing the same improved school experiences when compared to other historically marginalized students by exploring the possible role teacher attitudes, confidence, and comfort play in the transaction. Closing the gap in understanding the reasons behind differences in student experiences could help school leaders develop intentional trainings, practices, and protocols to better support students in need.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2021

Author dc:creator

• Edwards, Joseph

Advisor dc:contributor.advisor

• Cleeton, Lorraine

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/130254

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/130254