Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Boyd E. Dressler

Abstract

Researchers have focused on the viewpoints of conventional public-school leaders regarding school policies and implementation that influence transgender pupil access to school facilities; the perceptions of charter school administrators are less known regarding this phenomenon. The purpose of this qualitative study was to explore the perceptions of charter school administrators regarding their school policies and implementation that influence transgender student access to school facilities that correspond to their gender identity. Raffo and Gunter's combination of leadership for inclusiveness and use of local setting knowledge when implementing policies provided the conceptual framework for this study. Data were collected through semistructured interviews with 12 charter school administrators with at least a year of experience serving trans students. Interpretive phenomenological analysis techniques of these data revealed that charter school leaders perceived operationalizing public education laws and equal rights, the role of school leadership, transgender student wellbeing, and stakeholder engagement as priority considerations for school policy implementation. School planning and trans pupil policies involving training, facilities access, sports participation, dress codes, and student organizations were also important. Key results of the study elucidated the need for explicit policies regarding transgender student facilities access, charter school leadership roles involving trans student policies, and stakeholder engagement. These findings contribute to positive social change by informing charter school leadership about policy implementation regarding trans student access to school facilities.

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