Literaturnachweis - Detailanzeige
| Autor/inn/en | Connor, Julie; Atkinson, Cathy |
|---|---|
| Titel | Contemporary Practice for Supporting Transgender and Gender Diverse Students: A Framework Synthesis |
| Quelle | In: Educational & Child Psychology, 39 (2022) 1, S.88-104 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0267-1611 |
| Schlagwörter | LGBTQ People; Student Diversity; Educational Practices; Social Bias; Educational Environment; Bullying; At Risk Students; Gender Bias; School Safety; Language Usage; Curriculum; Faculty Development; School Policy; Foreign Countries; Preschool Education; Elementary Secondary Education; Postsecondary Education; United States; Canada; Australia; United Kingdom (England) |
| Abstract | Aim: The dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and young people, particularly those who identify as transgender or gender diverse (TGD). The purpose of this study is to review contemporary practices in educational settings to support TGD students. Method: A systematic search of four databases retrieved 13 studies (across 16 papers), which were considered best evidence. A 'best fit' framework synthesis approach was adopted. Findings: Analysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands: leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, and policy. Limitations: Some included studies were small-scale and grey literature was not included. This review is not representative of educational practice in non-English language countries. Conclusions: The framework is recommended as a tool for school leaders to prompt reflection on current gender-inclusive practices and discussion around implementing holistic change. Educational psychologists are well-positioned to support schools with utilising the framework. (As Provided). |
| Anmerkungen | British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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