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dc.contributor.advisorO'Malley, Michael P.
dc.contributor.authorLewis, Katherine M.
dc.date.accessioned2017-08-21T20:54:33Z
dc.date.available2017-08-21T20:54:33Z
dc.date.created2017-08
dc.date.issued2017-07-12
dc.date.submittedAugust 2017
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/6761
dc.description.abstractThe primary purpose of this study is to investigate and understand gender diverse individuals’ retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education. In this qualitative study, semi-structured interviewing served as the primary method of inquiry. Eight gender non-binary adult participants were purposefully selected and individually interviewed. The participants were asked to describe their gendered experiences in K-12 schools. The secondary method of inquiry was a focus group interview in which seven participants were asked to offer suggestions for gender-inclusive schooling. Data from individual interviews was analyzed using two methods: open-coding, inductive analysis and a deductive analysis with Derridean deconstruction in mind. Data from focus group interviews was analyzed using open-coding and inductive analysis methods. Emerging themes were then analyzed in light of the literature, theoretical framework, research questions, and selected gender inclusive curricular materials. Findings showed that participants felt little sense of belonging and safety in K-12 schools and that working toward gender-inclusive schooling (and Transformative Gender Justice) requires providing continuous educational opportunities (focused on learning about both gender writ large and gender diversity) to all members of a school community.
dc.formatText
dc.format.extent268 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectLGBTQIA+
dc.subjectGender
dc.subjectEducational leadership
dc.subjectGender non-binary
dc.subjectTransgender
dc.subject.lcshSexual minorities
dc.subject.lcshGender identity in education
dc.subject.lcshHomosexuality and education
dc.subject.lcshSex discrimination in education
dc.titleToward Transformative Gender Justice: Listening to Gender Non-Binary Individuals’ Experiences of School
txstate.documenttypeThesis
dc.contributor.committeeMemberMartinez, Melissa A.
dc.contributor.committeeMemberBeck, Brandon L.
dc.contributor.committeeMemberLustick, Hilary
thesis.degree.departmentCounseling, Leadership, Adult Education, & School Psychologyen_US
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophyen_US
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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