Trans-forming PK-12 schools to increase inclusivity
Andrews-Cox, Jennifer Marie
Andrews-Cox, Jennifer Marie
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2024-11-24
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Abstract
The experience of transgender students in Texas public school environments is a difficult journey. Policies and procedures are often contradictory and confusing for school leaders who hold decision-making power. This research examined the lived experiences of PK-12 public school leaders as they work with transgender students to create an inclusive school environment. Additionally, the purpose of this project is to provide insights into how school leaders navigate decision-making processes regarding transgender students in Texas schools. Data were collected through semi-structured interviews with eight PK-12 public school leaders in Texas through a phenomenological approach. Capper’s Queer Theory epistemology was used as a guiding lens to decipher the emerging themes. Findings revealed that school leaders are often confused by the various policies and procedures impacting transgender students. Each school leader has their own opinion on what could make the school environment more inclusive for transgender students. Finally, even though students are the focus for school leaders, it is personal job security and legal protection that impacts decision making. Educational opportunities for school leaders and staff on policies and procedures that impact transgender students are needed. It is also imperative that school districts and the state of Texas align transgender student guidelines with
United States federal policy.
Contents
Subject
Subject(s)
Education
Educational leadership
Transgender students
Texas
Educational leadership
Transgender students
Texas
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Dissertation
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Education