{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129533"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129533","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"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?","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","abstract_has_math":false,"creators":["Grant, Jess"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Lee, Sharon S","Lee, Sharon","Pak, Yoon","Huang, Wenhao D","Lindgren, Samantha"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-16","date_published":"2025-04-16","updated_at":"2026-07-22T22:25:05Z","subjects":["North Carolina","trans","transgender","TGN","school policies","gender affirming","sense of school belonging","emotional wellbeing"],"languages":["en","eng"],"rights":["Copyright 2025 Jess Grant"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129533","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lee, Sharon S","Lee, Sharon","Pak, Yoon","Huang, Wenhao D","Lindgren, Samantha"]},{"key":"dc:creator","label":"Author","values":["Grant, Jess"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-04-16","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["North Carolina","trans","transgender","TGN","school policies","gender affirming","sense of school belonging","emotional wellbeing"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Jess Grant"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129533"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","The student, Jess Grant, accepted the attached license on 2025-04-15 at 19:03.","The student, Jess Grant, submitted this Dissertation for approval on 2025-04-15 at 19:12.","This Dissertation was approved for publication on 2025-04-16 at 15:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21785 on 2025-10-19 at 19:14:58","Transgender and gender-diverse (TGD) high school students face significant challenges in educational environments shaped by cisnormativity, restrictive policies, and inconsistent protections in a rapidly shifting legal landscape. This study investigates the relationship between gender-affirming practices, school belonging, and emotional well-being among TGD students in North Carolina. Using a convergent mixed-methods approach, the research integrates quantitative survey data and qualitative interviews to examine how school policies and practices impact students' experiences. Guided by Critical Trans Theory (CTT), the study highlights how systemic cisnormativity and restrictive legislation create barriers to inclusion while also identifying protective factors that foster resilience. The qualitative data amplifies the voices of TGD students, an often-silenced group in the current political climate, providing crucial insight into their lived experiences. Findings indicate that affirming school environments—where students can use their correct names and pronouns, access gender-neutral facilities, and engage with supportive staff—positively correlate with increased school belonging and improved emotional well-being. Conversely, policies that restrict gender expression, forcibly out students, or limit Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ)+ curriculum contribute to heightened distress. This research underscores the urgent need for educational policymakers and administrators to implement inclusive policies that support the mental health and academic success of TGD youth."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["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?"]}]}],"canonical_facts":{"dc:contributor":["Lee, Sharon S","Lee, Sharon","Pak, Yoon","Huang, Wenhao D","Lindgren, Samantha"],"dc:creator":["Grant, Jess"],"dc:date":["2025-04-16","2025-05"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","The student, Jess Grant, accepted the attached license on 2025-04-15 at 19:03.","The student, Jess Grant, submitted this Dissertation for approval on 2025-04-15 at 19:12.","This Dissertation was approved for publication on 2025-04-16 at 15:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21785 on 2025-10-19 at 19:14:58","Transgender and gender-diverse (TGD) high school students face significant challenges in educational environments shaped by cisnormativity, restrictive policies, and inconsistent protections in a rapidly shifting legal landscape. This study investigates the relationship between gender-affirming practices, school belonging, and emotional well-being among TGD students in North Carolina. Using a convergent mixed-methods approach, the research integrates quantitative survey data and qualitative interviews to examine how school policies and practices impact students' experiences. Guided by Critical Trans Theory (CTT), the study highlights how systemic cisnormativity and restrictive legislation create barriers to inclusion while also identifying protective factors that foster resilience. The qualitative data amplifies the voices of TGD students, an often-silenced group in the current political climate, providing crucial insight into their lived experiences. Findings indicate that affirming school environments—where students can use their correct names and pronouns, access gender-neutral facilities, and engage with supportive staff—positively correlate with increased school belonging and improved emotional well-being. Conversely, policies that restrict gender expression, forcibly out students, or limit Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ)+ curriculum contribute to heightened distress. This research underscores the urgent need for educational policymakers and administrators to implement inclusive policies that support the mental health and academic success of TGD youth."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129533"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Jess Grant"],"dc:subject":["North Carolina","trans","transgender","TGN","school policies","gender affirming","sense of school belonging","emotional wellbeing"],"dc:title":["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?"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:05Z"}