Teachers' Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students

Autor/in	Mangin, Melinda M.
Titel	Teachers' Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students
Quelle	In: Educational Researcher, 51 (2022) 5, S.324-335 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mangin, Melinda M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X221084666
Schlagwörter	Elementary School Teachers; Elementary School Students; Sexual Identity; Gender Issues; Sexual Orientation; LGBTQ People; Gender Bias; Sex Role; Discussion (Teaching Technique); Principals; Classroom Environment; Elementary Schools; Teacher Behavior; Teacher Student Relationship; Delaware; Massachusetts; New Jersey; New York; Pennsylvania; Rhode Island + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechtsidentität; Sexuelle Identität; Geschlechterfrage; Sexuelle Orientierung; Geschlechterstereotyp; Geschlechterrolle; Principal; Schulleiter; Klassenklima; Unterrichtsklima; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Master-Studiengang
Abstract	This qualitative study examines elementary teachers' strategies for supporting trans and/or gender-expansive elementary students. The findings come from observations and interviews with a purposive sample of 31 teachers from five elementary schools with principals whom parents characterized as supporting their transgender and/or gender-expansive children. Findings indicate that elementary teachers used three broad strategies to support transgender and/or gender-expansive students. Teachers decreased gendered practices, increased discussions about gender, and affirmed children's gender identity and expression. The consistency of teachers' efforts to support trans and/or gender-expansive students was challenged by entrenched habits and their beliefs about the relevance of supportive practices. The study results contribute to the nascent knowledge base on educational practices that may improve the conditions for transgender and/or gender-expansive elementary school students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01