School Leadership for Transgender Youth: A Case Study

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dc.contributor.advisorFriesen, Sharon
dc.contributor.authorBarbor, B. Donald
dc.contributor.committeememberCallaghan, Tonya D.
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberWada, Kaori
dc.contributor.committeememberAirton, Lee
dc.date2019-11
dc.date.accessioned2019-09-12T20:36:49Z
dc.date.available2019-09-12T20:36:49Z
dc.date.issued2019-09
dc.description.abstractThe purpose of this case study is to determine which school leadership practices positively impact transgender youth. Understanding the lived experience of an identified marginalized, vulnerable group in school, who have been impacted by school administrators’ actions and inactions, acts as a window into the relationship between the practice of school leadership and its impact upon a targeted marginalized group in public schools: the transgender student community. The study used qualitative case-study methodology and involved six participants in semi-structured interviews. The study participants attended one large urban high school and identified as members of the transgender community. The findings of this inquiry revealed that the transgender student community faces consistent and pervasive bullying, harassment and violence as aspects of their school experiences. In this study, all student participants described their experiences with current principal leadership practice as running along the continuum of offering minimal support and influence on behalf of the transgender student community to behaviours that contributed to further harm. Study participants indicated that their voices were rarely accessed to inform policy development in efforts to provide safety and support for the transgender student community. School experiences shared by study participants lead to an increased in anxiety and depression, contributed to their absenteeism from school and other social activity, and impacted their academic success in school. The study findings support that principal leaders’ professional learning must incorporate the development of the knowledge and attitudes reflective of a social justice perspective that allows them to understand and support all students, especially those most marginalized and vulnerable.en_US
dc.identifier.citationBarbor, B. D. (2019). School Leadership for Transgender Youth: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/36982
dc.identifier.urihttp://hdl.handle.net/1880/110910
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjecttransgender students, social justice leadership, marginalized student populationsen_US
dc.subject.classificationEducation--Administrationen_US
dc.titleSchool Leadership for Transgender Youth: A Case Studyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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