An educational “queery:” What is the relationship between gender affirming practices and the sense of school belonging and emotional wellbeing for trans high school students in North Carolina?
Grant, Jess
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Permalink
https://hdl.handle.net/2142/129533
Description
Title
An educational “queery:” What is the relationship between gender affirming practices and the sense of school belonging and emotional wellbeing for trans high school students in North Carolina?
Author(s)
Grant, Jess
Issue Date
2025-04-16
Director of Research (if dissertation) or Advisor (if thesis)
Lee, Sharon
Doctoral Committee Chair(s)
Lee, Sharon
Committee Member(s)
Pak, Yoon
Huang, Wenhao D
Lindgren, Samantha
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
North Carolina
trans
transgender
TGN
school policies
gender affirming
sense of school belonging
emotional wellbeing
Abstract
Transgender and gender-diverse (TGD) high school students face significant challenges in educational environments shaped by cisnormativity, restrictive policies, and inconsistent protections in a rapidly shifting legal landscape. This study investigates the relationship between gender-affirming practices, school belonging, and emotional well-being among TGD students in North Carolina. Using a convergent mixed-methods approach, the research integrates quantitative survey data and qualitative interviews to examine how school policies and practices impact students' experiences. Guided by Critical Trans Theory (CTT), the study highlights how systemic cisnormativity and restrictive legislation create barriers to inclusion while also identifying protective factors that foster resilience. The qualitative data amplifies the voices of TGD students, an often-silenced group in the current political climate, providing crucial insight into their lived experiences. Findings indicate that affirming school environments—where students can use their correct names and pronouns, access gender-neutral facilities, and engage with supportive staff—positively correlate with increased school belonging and improved emotional well-being. Conversely, policies that restrict gender expression, forcibly out students, or limit Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ)+ curriculum contribute to heightened distress. This research underscores the urgent need for educational policymakers and administrators to implement inclusive policies that support the mental health and academic success of TGD youth.
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