Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jamie Patterson

Abstract

A gap in practice exists regarding the lack of inclusive policies in U.S. schools for transgender students. U.S. high school administrators experience challenges in creating inclusive policies that could potentially protect transgender students from being bullied or harassed. Guided by empowerment of minority students theory and minority stress theory, the purpose of this basic qualitative study was to explore the challenges U.S. high school administrators face in creating inclusive policies that protect transgender students from being bullied or harassed. Data were collected using semistructured interviews with 12 current high school administrators across the United States who have implemented transgender-inclusive policies. Data were analyzed using open coding to identify themes. Three themes emerged including (a) existing school bathrooms and procedures for their use are not developed to address the unique needs of transgender students, (b) administrators are challenged by the behaviors of adults and students concerning the issues of transgender inclusive policies, and (c) administrators expressed difficulty developing an all-encompassing set of inclusive policies that take the needs of all students into account. By learning more about administrators’ challenges, recommendations can be made to help overcome those challenges. The findings of this research have potential implications for positive social change by bringing more awareness to the challenges administrators face when developing transgender-inclusive policies. The inclusion of more open communication with students, faculty, and staff could lead to positive improvement of policies and practices to address transgender students’ experiences at school.

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