Abstract

Using qualitative interviews, this study explored public school support of transgender students using questions concerning their knowledge, ideas of what inclusion looks like, level of preparation for teaching transgender students, and openness to learning new information concerning best practices. This study aims to fill gaps in the existing research concerning experiences of transgender public school students, examining teacher support for the sake of helping determine policy steps and education that would best help transgender students looking for inclusive education. Emerging themes included generalized acceptance, fear of teaching outside curriculum, emphasis placed on student needs, and teachers' desires to learn more. These results are explored with consideration to their implications for policy, training, and resource compilation.

Thesis Completion

2018

Semester

Fall

Thesis Chair/Advisor

Grauerholz, Elizabeth

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Department

Sociology

Degree Program

Social Sciences

Location

Orlando (Main) Campus

Language

English

Access Status

Open Access

Release Date

12-1-2018

Download

Share

COinS
 

Accessibility Statement

This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.