Parent perspectives on collaborating with schools to support their transgender children
Description
TitleParent perspectives on collaborating with schools to support their transgender children
Date Created2020
Other Date2020-10 (degree)
Extent1 online resource (vii, 79 pages)
DescriptionWhile social acceptance of transgender people is expanding, transgender youth continue to be a vulnerable population. Emerging research in this area has examined how the environmental contexts of a young transgender individual’s life, mostly the home and school environments, impact the individual’s psychosocial development and well-being. Until now, research has separately examined the impacts of the home system and the impacts of the school system. Influenced by Bronfenbrenner’s concept of the mesosystem, meaning the interaction between two microsystems, the current study explored the nature of partnerships between families and schools to support transgender youth from the perspective of parents. The sample was composed of 11 parents of transgender and gender non-conforming children and adolescents. The parents participated in semi-structured interviews, which were transcribed and systematically analyzed. Phase one of the analysis sought to discover emergent themes about the nature of the collaboration between home and school, as perceived by parents. Data showed that parental interactions with schools to support their transgender children were impacted by specific factors related to the three stakeholders involved in the collaborative process: the school factors (e.g., readiness signals, principal communication style), parent factors (e.g., cultural capital) and child factors (e.g., gender identity, personality, academic and/or social-emotional needs). Phase two of the analysis sought to assess whether interactions between parents and schools to support transgender students adhered to Conjoint Behavioral Consultation, a widely-used, 4-stage model of home-school collaboration. Levels of occurrence were based on the number of participants who indicated exposure to aspects of each stage. Analyses showed that there was some occurrence of stage one (needs identification), stage two (plan development), and stage four (plan evaluation), while there was common occurrence of stage three (plan implementation).
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Statistical Profile