Teachers' beliefs: How they shape the support offered to trans-spectrum young people
Teachers' beliefs: How they shape the support offered to trans-spectrum young people
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitancy in teachers' practice. However, teachers expressed a strong desire to develop their knowledge and through reflection within their focus group or interview, began to construct ideas of how to be inclusive in their work.
Inclusivity, LGBTQ+, Schools, Teachers, Transgender, Young people
Markland, Beckett
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Sargeant, Cora
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Wright, Sarah
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April 2023
Markland, Beckett
b7ebce5f-b9d6-4544-88b6-4f3900ca71e1
Sargeant, Cora
b2235859-1454-4d8b-8098-a539eea3a1ca
Wright, Sarah
0112d62f-dc04-4919-8bb4-5bd9ec2f825f
Markland, Beckett, Sargeant, Cora and Wright, Sarah
(2023)
Teachers' beliefs: How they shape the support offered to trans-spectrum young people.
Teaching and Teacher Education, 124, [104019].
(doi:10.1016/j.tate.2023.104019).
Abstract
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitancy in teachers' practice. However, teachers expressed a strong desire to develop their knowledge and through reflection within their focus group or interview, began to construct ideas of how to be inclusive in their work.
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Accepted/In Press date: 9 January 2023
e-pub ahead of print date: 14 January 2023
Published date: April 2023
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© 2023 The Authors
Keywords:
Inclusivity, LGBTQ+, Schools, Teachers, Transgender, Young people
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Local EPrints ID: 480994
URI: http://eprints.soton.ac.uk/id/eprint/480994
ISSN: 0742-051X
PURE UUID: e069de3d-c363-4f0c-a6bf-d82bf405bd4d
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Date deposited: 14 Aug 2023 16:54
Last modified: 17 Mar 2024 04:03
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Author:
Beckett Markland
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