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PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS
| Title: | PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. |
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| Name(s): |
Lewis, Rebecca K. , author Baxley, Traci P. , Thesis advisor Florida Atlantic University, Degree grantor Department of Curriculum, Culture, and Educational Inquiry College of Education |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Date Created: | 2019 | |
| Date Issued: | 2019 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, Fla. | |
| Physical Form: | application/pdf | |
| Extent: | 221 p. | |
| Language(s): | English | |
| Abstract/Description: | The purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures, on middle and high school teachers’ perceptions of their role as a teacher, on classroom practices, and on the school policies relating to Transgender students. In this study, teacher perceptions of Transgender students were defined as the attitudes, opinions, impressions, and awareness of Transgender students, or individuals who were born as one sex and identify and express themselves as a gender different from the sex assigned at birth. This study was significant as it addressed teacher perceptions and practices as well as the heteronormative and cisnormative structures that are perpetuated and valued within schools. The data were collected via two phases: the quantitative, web-based survey responses, followed by the qualitative, individual interviews. The sample population consisted of 117 middle and high school teachers. Out of the 117 teachers, 90 participants participated in the pre-survey, 71 participants participated in the post-survey, 89 participated in the professional development, and 8 participated in the individual interviews. Five major findings emerged from the data analysis of the interviews as factors influencing and impacting middle and high school teachers’ perceptions of their role and experiences, actions and classroom practices, and perceptions of school policies relating to Transgender students. These findings include (a) teacher experiences, (b) teacher support, (c) lack of understanding, (d) school policy, and (e) school support. | |
| Identifier: | FA00013388 (IID) | |
| Degree granted: | Dissertation (Ph.D.)--Florida Atlantic University, 2019. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | Includes bibliography. | |
| Subject(s): |
Transgender students High school teachers Middle school teachers Heteronormativity Professional development |
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| Held by: | Florida Atlantic University Libraries | |
| Sublocation: | Digital Library | |
| Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00013388 | |
| Use and Reproduction: | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
