School Policy and Transgender Identity Expression:  A Study of School Administrators’ Experiences

Layla J. Kurt; Krystel H. Chenault

doi:10.22230/ijepl.2017v12n3a757

School Policy and Transgender Identity Expression: A Study of School Administrators’ Experiences

Authors

Layla J. Kurt University of Dayton
Krystel H. Chenault

DOI:

https://doi.org/10.22230/ijepl.2017v12n3a757

Keywords:

TTransgender, Gender nonconforming, School policy

Abstract

School administrators are charged with establishing and enforcing school policies that provide safe and equitable learning environments for all students while adhering to state and federal laws as well as adopted school board policies. This qualitative research focuses on school administrators’ experiences with transgender students’ identity expression as it relates to school policies and student body experiences of transgender inclusion. Implications for district and building policy are also discussed.

Author Biography

Layla J. Kurt, University of Dayton

Department of Counselor Education and Human Services

Assistant Professor

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Published

2017-11-17

How to Cite

Kurt, L. J., & Chenault, K. H. (2017). School Policy and Transgender Identity Expression: A Study of School Administrators’ Experiences. International Journal of Education Policy and Leadership, 12(3). https://doi.org/10.22230/ijepl.2017v12n3a757

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Issue

Vol. 12 No. 3 (2017): School Policy and Transgender Identity Expression: A Study of School Administrators’ Experiences

Section

Policy

License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License.