A Mixed-Methods Evaluation of a Gender Affirmative Education Program for Families of Trans Young People

Abstract

Research evidence suggests that education can play an important role in a family’s acceptance and support of a trans(gender) young person. However, there is a lack of robust evidence around the impact of education programs for these families. This article reports the findings of a mixed-methods evaluation of an online education program developed for families of trans young people. Surveys were administered before and after participation in the education program to assess the impact of the program on several measures, including trans-related knowledge, self-reflection and insight, family problem-solving, family communication, self-efficacy, and views of gender identity. Interviews were used to explore family members’ experiences of the program, its perceived impact, and recommendations for further development. The survey findings revealed a statistically significant increase in knowledge scores from the pre-education program to post-education program. Interview participants felt the education program was accessible and easy to use and the majority reported learning about trans-related issues from the program. Fewer participants reported developing skills around self-reflection, problem-solving, and communication following participation in the program. The findings from this evaluation add to the evidence base concerning the efficacy of education for families of trans young people, with further implications and recommendations highlighted.

Keywords:

• Education
• evaluation
• family
• intervention
• mixed methods
• transgender

Disclosure statement

The authors declare no conflicts of interest.

Additional information

Funding

This work was supported by the Irish Research Council under Grant GOIPG/2015/1723.