Trans Youth Voices: Helpful and Harmful Practices

References

• Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Pearson.
   Google Scholar
• Brant, C. A. R., & Willox, L. (2023). “I feel like I’m not doing enough, and I don’t know how to do better”: Teacher educators and LGBTQIA+ inclusion. The Educational Forum, 87(3), 192–215. https://doi.org/10.1080/00131725.2022.2157919
   Web of Science ®Google Scholar
• Brant, C. A. R., & Willox, L. (2022). Are we all doing it? Addressing LGBTQIA+ topics in teacher education. Teaching and Teacher Education, 116, 103746. https://doi.org/10.1016/j.tate.2022.103746
   Web of Science ®Google Scholar
• Brant, C. A. R., & Willox, L. (2021). Queering teacher education: Teacher educators’ self-efficacy in addressing LGBTQ issues. Action in Teacher Education, 43(2), 128–143. https://doi.org/10.1080/01626620.2020.1776176
   Google Scholar
• Breaux, H. P., & Thyer, B. A. (2021). Transgender theory for contemporary social work practice: A question of values and ethics. Journal of Social Work Values and Ethics, 18(1), 72–89. https://doi.org/10.55521/10-018-109
   Google Scholar
• Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.
   Google Scholar
• Day, J. K., Perez-Brumer, A., & Russell, S. T. (2018). Safe schools? Transgender youth’s school experiences and perceptions of school climate. Journal of Youth and Adolescence, 47(8), 1731–1742. https://doi.org/10.1007/s10964-018-0866-x
   PubMed Web of Science ®Google Scholar
• Fontana, A., & Frey, J. (2003). The interview: From structured questions to negotiated texts. In N. Denzin & Y. Lincoln (Eds.), Collecting and interpreting qualitative materials (2nd ed., pp. 645–672). Sage.
   Google Scholar
• Greytak, E. A., Kosciw, J. G., & Boesen, M. J. (2013). Putting the “T” in “resource”: The benefits of LGBT-related school resources for transgender youth. Journal of LGBT Youth, 10(1-2), 45–63. https://doi.org/10.1080/19361653.2012.718522
   Google Scholar
• Human Rights Campaign. (n.d). Fatal violence against the transgender and gender nonconfor­ming community in 2021. Retrieved from https://www.hrc.org/resources/fatal-violence-against-the-transgender-and-nonbinary-community-in-2023
   Google Scholar
• James, S. E., Herman, J. L., Rankin, S., Keisling, M., Mottet, L., & Anafi, M. (2016). The report of the 2015 U.S. transgender survey. Washington, D.C.: National Center for Transgender Equality. Retrieved from http://www.ustranssurvey.org/
   Google Scholar
• Kean, E. (2020). Locating transgender within the language of queer in teacher education. Multicultural Perspectives, 22(2), 57–67. https://doi.org/10.1080/15210960.2020.174137
   Web of Science ®Google Scholar
• Keenan, H. B., & Suarez, M. I. (2022). Toward trans studies informed theories and methods. In M.I. Suárez & Mangin, M. (Eds.). Trans studies in k-12 education: Creating an agenda for research and practice. (pp. 13–36) Harvard Education Press.
   Google Scholar
• Kosciw, J. G., Clark, C. M., & Menard, L. (2022). The 2021 National School Climate Survey: The experiences of LGBTQ+ youth in our nation’s schools. GLSEN.
   Google Scholar
• Legislative Tracker: Anti-Transgender Legislation Filed for the 2023 Legislative Session. (n.d). Freedom for All Americans. Retrieved from https://translegislation.com/
   Google Scholar
• Leonardi, B., Farley, A. N., Harsin Drager, E., & Gonzales, J. (2021). Unpacking the T: Understanding the Diverse Experiences Trans Students Navigating Schools. Berkeley Review of Education, 10(2), 1–35. https://doi.org/10.5070/B810245267
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
   Google Scholar
• Mangin, M. M. (2020). Transgender students in elementary schools: Creating and affirming and inclusive school culture. Harvard Educational Press.
   Google Scholar
• Mangin, M. M., Keenan, H. B., Meyer, E. J., McQuillan, M. T., Suárez, M. I., & Iskander, L. (2022). Editors’ introduction: Toward trans studies in K–12 education. Educational Researcher, 51(5), 302–306. https://doi.org/10.3102/0013189X221105513
   Web of Science ®Google Scholar
• Martino, W., Kassen, J., & Omercajic, K. (2022). Supporting transgender students in schools: Beyond an individualist approach to trans inclusion in the education system. Educational Review, 74(4), 753–772. https://doi.org/10.1080/00131911.2020.1829559
   Web of Science ®Google Scholar
• McCarthy, L. (2003). What about the “T”? Is multicultural education ready to address transgender issues? Multicultural Perspectives, 5(4), 46–48. https://doi.org/10.1207/S15327892MCP0504_11
   Google Scholar
• Meyer, E. J., Quantz, M., Taylor, C., & Peter, T. (2019). Elementary teachers’ experiences with LGBTQ-inclusive education: Addressing fears with knowledge to improve confidence and practices. Theory into Practice, 58(1), 6–17. https://doi.org/10.1080/00405841.2018.1536922
   Web of Science ®Google Scholar
• National Center for Transgender Equality. (n.d). Trans remembrance: By the numbers. Retrieved from https://www.transremembrance.org/data
   Google Scholar
• Nagoshi, J. L., & Brzuzy, S. (2010). Transgender theory: Embodying research and practice. Affilia, 25(4), 431–443. https://doi.org/10.1177/0886109910384068
   Web of Science ®Google Scholar
• Pollitt, A. M., Ioverno, S., Russell, S. T., Li, G., & Grossman, A. H. (2021). Predictors and mental health benefits of chosen name use among transgender youth. Youth & Society, 2019(2), 320–341. https://doi.org/10.1177/0044118X19855898
   Google Scholar
• Russell, S. T., Pollitt, A. M., Li, G., & Grossman, A. H. (2018). Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 63(4), 503–505. https://doi.org/10.1016/j.jadohealth.2018.02.003
   PubMed Web of Science ®Google Scholar
• Ryan, C. L., Patraw, J. M., & Bednar, M. (2013). Discussing princess boys and pregnant men: teaching about gender diversity and transgender experiences within an elementary school curriculum. Journal of LGBT Youth, 10(1-2), 83–105. https://doi.org/10.1080/19361653.2012.718540
   Google Scholar
• Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE.
   Google Scholar
• Staley, S., & Leonardi, B. (2021). A pretty queer thing: Thinking queerly about teachers’ gender and sexual diversity–focused professional learning. Journal of Teacher Education, 72(5), 511–522. https://doi.org/10.1177/0022487120971588
   Web of Science ®Google Scholar
• Stryker, S. (2004). Transgender studies: queer theory’s evil twin. GLQ: A Journal of Lesbian and Gay Studies, 10(2), 212–215. https://doi.org/10.1215/10642684-10-2-212
   Google Scholar
• Woolley, S. W. (2019). “When you don’t believe something is real, you can’t actually advocate for or support it”: Trans* inclusion in K-12 schools. Intersections: Critical Issues in Education, 3(1), 5. https://digitalrepository.unm.edu/intersections/vol3/iss1/5
   Google Scholar
• Woolley, S. W., & Airton, L. (2020). Teaching about gender diversity: Teacher-tested lesson plans for K-12 classrooms. Canadian Scholars Press.
   Google Scholar