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An experimental vignette study of school psychology students' attitudes toward transgender youth
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Descriptive

TitleInfo
Title
An experimental vignette study of school psychology students' attitudes toward transgender youth
TitleInfo (type = alternative)
Title
Vignette study of attitudes toward transgender youth
Name (type = personal)
NamePart (type = family)
Walzer
NamePart (type = given)
Arielle Jaclyn
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Arielle Jaclyn Walzer
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author
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Fagley
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Nancy
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Nancy Fagley
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Advisory Committee
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chair
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Shahidullah
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Jeffrey
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Jeffrey Shahidullah
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Advisory Committee
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internal member
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Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
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school
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Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-08
CopyrightDate (encoding = w3cdtf)
2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
This study used an experimental vignette design to examine whether school psychology students' attitudes toward a teenager in a case vignette varied based on whether or not they believed the teen to be transgender. Transgender status was conveyed indirectly through names, e.g., by indicating that the student with the legal name "Anthony" had requested to be called "Alyssa." It also examined whether attitudes toward transgender boys and transgender girls differed, and the degree to which transgender-related training and experience affected attitudes. A 2 (Gender Status: cisgender vs. transgender) x 2 (Gender Identity: male vs. female) ANOVA indicated that participants had more supportive attitudes toward a transgender teen experiencing issues in school related to a name change and a behavior concern than toward a cisgender teen with the same issues, F(1, 421) = 121.59, p < .001. Gender Status and Gender Identity significantly interacted to affect attitudes, F(1, 417) = 10.83, p = .001. A test of simple effects indicated that participants were more supportive of transgender girls than transgender boys, p = <.001. However, participants' attitudes regarding cisgender boys versus girls did not differ significantly. Having had training about transgender issues, professional experiences with transgender individuals, or personal experience with transgender individuals correlated significantly with attitudes, ranging from .179-.267. Most participants had neither training nor experience; the modal score on each domain was 0. School psychology programs are advised to add required training in this area and to focus on increasing supportive attitudes toward transgender boys in particular.
Subject (authority = local)
Topic
Transgender
Subject (authority = RUETD)
Topic
School Psychology
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_9941
PhysicalDescription
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 47 pages)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = LCSH)
Topic
Psychology students -- Attitudes
Subject (authority = LCSH)
Topic
Transgender children
Subject (authority = LCSH)
Topic
Sexual minorities
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-9sqh-c821
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Walzer
GivenName
Arielle
MiddleName
Jaclyn
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-04-30 08:39:40
AssociatedEntity
Name
Arielle Walzer
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2019-04-30T01:35:28
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-04-30T01:35:28
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