Advocating for acceptance: Mothers’ experiences of their gender-diverse children in challenging school environments

Galpin, Jolene R.

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https://hdl.handle.net/2142/127211 Copy

Description

Title

Advocating for acceptance: Mothers’ experiences of their gender-diverse children in challenging school environments

Author(s)

Galpin, Jolene R.

Issue Date

2024-11-22

Director of Research (if dissertation) or Advisor (if thesis)

Lee, Sharon

Doctoral Committee Chair(s)

Lee, Sharon

Committee Member(s)

• Hood, Denise
• Pak, Yoon
• Hale, Jon

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Gender-diverse students
• transgender students
• parents of transgender students
• parents of gender-diverse students

Abstract

This dissertation presents a qualitative exploration of the experiences of mothers of gender-diverse (GD) children within the American PK-8th grade public school system. Through in-depth interviews and thematic analysis, this research investigates the perceptions, strategies, and challenges these mothers face as they advocate for their children’s well-being in a climate that is often unsupportive or antagonistic towards transgender and non-binary identities. The study focuses on how these mothers perceive the support systems in place at their children’s schools, the influence of school policies and practices on their children’s experiences, and how they navigate an often resistant educational environment. Utilizing Queer Theory, Critical Trans Theory, and Epstein’s Theory of Overlapping Spheres of Influence as analytical frameworks, the research highlights significant challenges related to inadequate school support, resistance from staff, and the impact of conservative legislative and religious influences. Key findings underscore the emotional and psychological stress GD children and their mothers endure, the critical role of community support, and the advocacy efforts mothers undertake to ensure their children's safety and fundamental rights. Four major themes emerge from the study: emotional and psychological impacts, advocacy and support networks, school administration and policy challenges, and legislative and bureaucratic obstacles. This research contributes to the understanding of the complex, multifaceted experiences of GD children and their families, emphasizing the urgent need for more inclusive school policies and systemic reforms to support gender diversity in PK-8 educational environments.

Graduation Semester

2024-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/127211

Copyright and License Information

Copyright 2024 Jolene Galpin

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