This dissertation fills a gap in the literature on supporting transgender students through a school-family partnership. Lack of support at home and school is directly correlated with LGBTQ students’ heightened risks of mental illness, contraction of HIV, incarceration, homelessness, and academic problems (Bontempo & D’Augelli, 2002; Goodenow, Szalacha, & Westheimer, 2006). Family support and acceptance helps to protect transgender youths from these negative outcomes (Bockting et al., 2013; Ryan et al, 2010; Ryan, 2009). Parents can be more effective at supporting their transgender children if they are provided with “a knowledgeable source for guidance, accurate information, and support” (SAMHSA, 2014, p. 2). School professionals are positioned at the intersection of schools and families and, as such, have the opportunity to serve as that much-needed source. However, no synthesized guidelines exist at this time to guide school professionals in their work with parents of transgender students. The purpose of this dissertation is to synthesize scattered recommendations into a single guide for school professionals to understanding and working with the parents of transgender students. This understanding of transgender students’ development, their parents, and their schools is anchored in Bronfenbrenner’s (1979) bioecological model of human development, with steps towards an effective school-family partnership framed as mesosystem interventions.
|Advisor:||Zarabba, Jacqlyn, Nath, Sanjay|
|Commitee:||Slater, Courtney, Perovich, Lauren|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, LGBTQ studies, Individual & family studies|
|Keywords:||LGBTQ students, Parents, School psychology, Shool-family partnership, Transgender youth|
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