The primary aim of this phenomenological study is to elevate trans youth voice to understand the essence of their individual and shared lived experiences within school systems designed for them to be silenced, excluded, and erased. In alignment with Eve Tuck’s desire-based research, this study is designed to counter deficit narratives of trans youth. Participants include six racially and ethnically diverse trans youth, ages 13−17 in the U.S. state of Colorado. Analyses revealed four themes: a gender-identity transition journey; navigating geography; safety and the impact of school culture; creating belonging through a coalition of community and friendship; and youth lessons learned and recommendations. From these themes, three essences emerged: adultism, situational outness, and defiant joy/resistance. Findings from this study can be used to inform high-quality adult education on trans identities and inclusion for educational leaders and school staff. Findings can also inform trans inclusive policy at district and school levels through an intensive equity audit within school systems. The essences of this study and recommendations from trans youth can support researchers to replicate desire-based studies and educational leaders who foster inclusive cultures where trans youth thrive with full support.
","abstract_html":"<p>The primary aim of this phenomenological study is to elevate trans youth voice to understand the essence of their individual and shared lived experiences within school systems designed for them to be silenced, excluded, and erased. In alignment with Eve Tuck’s desire-based research, this study is designed to counter deficit narratives of trans youth. Participants include six racially and ethnically diverse trans youth, ages 13−17 in the U.S. state of Colorado. Analyses revealed four themes: a gender-identity transition journey; navigating geography; safety and the impact of school culture; creating belonging through a coalition of community and friendship; and youth lessons learned and recommendations. From these themes, three essences emerged: adultism, situational outness, and defiant joy/resistance. Findings from this study can be used to inform high-quality adult education on trans identities and inclusion for educational leaders and school staff. Findings can also inform trans inclusive policy at district and school levels through an intensive equity audit within school systems. The essences of this study and recommendations from trans youth can support researchers to replicate desire-based studies and educational leaders who foster inclusive cultures where trans youth thrive with full support.</p>","abstract_has_math":false,"creators":["Neufeld, Klaudia"],"institution":null,"degree_name":"Ed.D.","degree_level":"Dissertation in Practice","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lolita Tabron","D-L Stewart","Jayson Richardson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-08-01T07:00:00Z","date_published":"2023-08-01T07:00:00Z","updated_at":"2026-07-24T02:01:39Z","subjects":["Education","Inclusion","Liberation","Phenomenology","Trans","Youth","Arts and Humanities","Educational Leadership","Feminist, Gender, and Sexuality Studies","Lesbian, Gay, Bisexual, and Transgender Studies"],"languages":["English (eng)"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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