Transgender Students in Elementary Schools: How Supportive Principals Lead

2019 ◽  
Vol 56 (2) ◽  
pp. 255-288 ◽  
Author(s):  
Melinda M. Mangin
Keyword(s):  
Elementary Schools ◽  
Elementary Principals ◽  
Qualitative Interviews ◽  
Educational Leaders ◽  
The United States ◽  
Preparation Programs ◽  
Transgender People ◽  
Transgender Children ◽  
Transgender Students ◽  
Child Centered

Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.

scholarly journals Supporting the Health and Well-Being of Transgender Students

2017 ◽  
Vol 33 (2) ◽  
pp. 95-108 ◽  
Author(s):  
Ethan C. Cicero ◽  
Linda M. Wesp
Keyword(s):  
Public Discourse ◽  
Well Being ◽  
The United States ◽  
School Nurses ◽  
Birth Certificates ◽  
Transgender People ◽  
School Aged Children ◽  
Public Facilities ◽  
Transgender Students ◽  
Related Stigma

Throughout the United States, there has been a rise in public discourse about transgender people and transgender issues. Much of this attention stems from passed and proposed anti-LGBTQ (lesbian, gay, bisexual, transgender, queer or questioning) legislation, including “bathroom bills” that would require transgender people to use public facilities corresponding with the sex designated on their birth certificates. With the recent discussion and legislation impacting school-aged children and adolescents, what does this mean for school nurses and how can they care and advocate for their transgender students? In this article, we aim to empower school nurses to join the discussion, advocate for inclusive and equitable school policies, and deliver gender-affirming care to transgender students. We will explain transgender identities; transgender-related stigma, prejudice, discrimination, and health concerns; gender-affirming approaches in caring for transgender youth; and implications for school nurses. School nurses play a key role in creating a space that is welcoming and affirming where transgender students can thrive.

Changing Course in Jefferson City: Reevaluating a District Initiative to Convert Under-Enrolled Elementary Schools

2017 ◽  
Vol 21 (2) ◽  
pp. 89-103
Author(s):  
Chad R. Lochmiller
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
School Districts ◽  
The United States ◽  
School Enrollment ◽  
Urban School Districts ◽  
State Funding ◽  
Administrator Preparation ◽  
Preparation Programs ◽  
Administrator Preparation Programs

This case positions the reader as the superintendent of Jefferson City Public Schools (pseudonym). Like many urban school districts in the United States, Jefferson City faces a complex milieu of fiscal challenges attributed to inadequate state funding and declining student enrollment. Within this case, the superintendent must address the failing implementation of a district-wide initiative, which converted K-5 elementary schools to K-8 combination schools in response to declining middle school enrollment. The case invites the reader to consider how the district might engage in strategic planning to revise or eliminate the initiative. The case is appropriate for use in administrator preparation programs, particularly those preparing district-level administrators.

Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices

2016 ◽  
Vol 64 (2) ◽  
pp. 138-158 ◽  
Author(s):  
Jason M. Silveira ◽  
Sarah C. Goff
Keyword(s):  
Rural Areas ◽  
Music Teachers ◽  
Social Issues ◽  
The United States ◽  
Online Questionnaire ◽  
Preparation Programs ◽  
School Practices ◽  
Positive Attitudes ◽  
Transgender Students ◽  
Teachers Attitudes

The purpose of this study was to measure music teachers’ attitudes toward transgender individuals and toward school practices that support transgender students. Participants ( N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire was distributed to participants representing 28 states in the United States. The questionnaire consisted of demographic information and several attitudinal statements designed to measure music teachers’ attitudes toward transgender individuals (MT-ATTI) and music teachers’ attitudes toward supportive school practices (MT-ATSSP). The results indicated that participants had fairly positive attitudes overall. Multiple regression analyses also revealed that gender and political persuasion on social issues significantly predicted participants’ scores on the MT-ATTI and the MT-ATSSP; female participants had more positive attitudes than did male participants, and individuals identifying as more socially liberal had more positive attitudes than did those identifying as more socially conservative. The variables of school location and age did not significantly predict scores on the MT-ATTI or the MT-ATSSP. Implications for teacher preparation programs and professional development are discussed, and future directions for research are recommended

scholarly journals Discrimination on Gender Binary Campuses

Elements ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. 53-58
Author(s):  
Wei Xu
Keyword(s):  
The United States ◽  
College Experiences ◽  
Religiously Affiliated ◽  
Two Year Colleges ◽  
Transgender People ◽  
Single Sex ◽  
Gender Binary ◽  
Transgender Students ◽  
Widespread Phenomenon ◽  
The Subject

In recent years, transgender people have both grown in numbers and visibility in the united states. However, the issue of discrimination against transgender people has been a serious and widespread phenomenon in today's society. This paper discusses the transgender issues at large and how the issues negatively affect transgender students' college experiences in a variety of ways, including but not limited to institutions' failure to include "gender identity" in their nondiscrimination policies. The evidence from scholarly sources also suggests that religiously affiliated, single-sex and two-year colleges typically offer few protections for transgender students. Finally, the paper will examine institutions' past initiatives on the subject matter and provide recommendations for institutions to create a more gender-friendly environmnent.

Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs

2019 ◽  
pp. 891-901
Author(s):  
Robert H. Woody ◽  
Mark C. Adams
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
The United States ◽  
Music Teacher ◽  
Education Programs ◽  
Preparation Programs ◽  
Music Making ◽  
Large Ensembles ◽  
Classical Traditions

This chapter discusses the innate differences between vernacular music-making cultures and those oriented in Western classical traditions, and suggests students in traditional school music education programs in the United States are not typically afforded opportunities to learn skills used in vernacular and popular music-making cultures. The chapter emphasizes a need to diversify music-making experiences in schools and describes how vernacular musicianship may benefit students’ musical development. It suggests that, in order for substantive change to occur in music education in the United States, teachers will need to advance beyond simply considering how to integrate popular music into their traditional large ensembles—and how preservice music teacher education programs may be the key to help better prepare teachers to be more versatile and philosophically open to teaching a more musically diverse experience in their future classrooms.

scholarly journals Preparedness and response to an emerging health threat—Lessons learned from Candida auris outbreaks in the United States

2021 ◽  
pp. 1-6
Author(s):  
Diane Meyer ◽  
Elena K. Martin ◽  
Syra Madad ◽  
Priya Dhagat ◽  
Jennifer B. Nuzzo
Keyword(s):  
United States ◽  
New York ◽  
Qualitative Interviews ◽  
The United States ◽  
Lessons Learned ◽  
Infection Prevention And Control ◽  
Healthcare Organizations ◽  
Candida Auris ◽  
Term Care ◽  
Healthcare Facilities

Abstract Objective: Candida auris infections continue to occur across the United States and abroad, and healthcare facilities that care for vulnerable populations must improve their readiness to respond to this emerging organism. We aimed to identify and better understand challenges faced and lessons learned by those healthcare facilities who have experienced C. auris cases and outbreaks to better prepare those who have yet to experience or respond to this pathogen. Design: Semi-structured qualitative interviews. Setting: Health departments, long-term care facilities, acute-care hospitals, and healthcare organizations in New York, Illinois, and California. Participants: Infectious disease physicians and nurses, clinical and environmental services, hospital leadership, hospital epidemiology, infection preventionists, emergency management, and laboratory scientists who had experiences either preparing for or responding to C. auris cases or outbreaks. Methods: In total, 25 interviews were conducted with 84 participants. Interviews were coded using NVivo qualitative coding software by 2 separate researchers. Emergent themes were then iteratively discussed among the research team. Results: Key themes included surveillance and laboratory capacity, inter- and intrafacility communication, infection prevention and control, environmental cleaning and disinfection, clinical management of cases, and media concerns and stigma. Conclusions: Many of the operational challenges noted in this research are not unique to C. auris, and the ways in which we address future outbreaks should be informed by previous experiences and lessons learned, including the recent outbreaks of C. auris in the United States.

scholarly journals Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

2012 ◽  
Vol 4 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Diana S. Curran ◽  
Pamela B. Andreatta ◽  
Xiao Xu ◽  
Clark E. Nugent ◽  
Samantha R. Dewald ◽  
...  
Keyword(s):  
United States ◽  
Response Rate ◽  
Educational Leaders ◽  
Program Directors ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Ethical Conflicts ◽  
Communication Practices ◽  
E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

Educational Downgrading: Adult Education and Downward Mobility

2021 ◽  
pp. 003804072098289
Author(s):  
Corey Moss-Pech ◽  
Steven H. Lopez ◽  
Laurie Michaels
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Educational Aspirations ◽  
Qualitative Interviews ◽  
The United States ◽  
Job Seekers ◽  
Downward Mobility ◽  
Precarious Labor ◽  
The Life Course ◽  
Returning To School

Scholarship on adult education throughout the life course focuses on the relationship between education and upward mobility. Scholars rarely examine how adults’ educational aspirations or trajectories are affected by downward mobility or an increasingly precarious labor market. Drawing on in-depth qualitative interviews with 21 job seekers in the post–Great Recession labor market in the United States, this article advances the concept of educational downgrading: returning to school in pursuit of a credential lower than the highest level of education one previously sought or attained. We explore three pathways to downgrading connected to downward mobility: occupational dead ends, career reversals, and educational inflation. In the process, we highlight how individuals adjust their practical educational aspirations as they navigate a contemporary economy in which careers are unstable and credentials are needed for many kinds of jobs across the occupational hierarchy.

scholarly journals An Onsite Fitness Facility and Integrative Wellness Program Positively Impacted Health-Related Outcomes Among Teachers and Staff at an Urban Elementary/Middle School

2019 ◽  
Vol 8 ◽  
pp. 216495611987327
Author(s):  
Elizabeth A Parker ◽  
Patrick F McArdle ◽  
Debbie Gioia ◽  
Ariel Trilling ◽  
Mary Bahr-Robertson ◽  
...  
Keyword(s):  
Middle School ◽  
Sleep Disturbances ◽  
Qualitative Interviews ◽  
The United States ◽  
Measurement Information ◽  
Wellness Program ◽  
Patient Reported ◽  
Fitness Facility ◽  
Health Related ◽  
Improve Health

Background Given the large number of obesity-focused studies conducted in schools, there is a surprising lack of data regarding teacher workplace health behaviors in the United States. Objective To determine the feasibility and effectiveness of an onsite fitness facility with a structured integrative wellness program to improve health-related outcomes among teachers and staff at an urban elementary/middle school. Methods A 2-year mixed-methods analysis using Patient-Reported Outcomes Measurement Information System (PROMIS) measures and qualitative interviews included 39 teachers and staff employed at an urban elementary/middle school in Baltimore, Maryland. The fitness facility was dedicated exclusively to teachers and staff and the integrative wellness program included group exercise classes, yoga, mindfulness, and nutrition competitions. T tests were used to compare quantitative outcomes at baseline, the end of year 1, and the end of year 2. Results Compared to baseline, at year 1, there was a significant improvement in the PROMIS Sleep Disturbance score. From baseline to end of year 2, there were significant increases in the PROMIS Global Physical Health as well as significant decreases in Sleep Disturbances, Fatigue, and Social Isolation. Qualitative interviews conducted at the end of year 1 indicated that teachers who used the facility felt that it improved their mood, increased their energy, motivated them to eat healthily, and gave them opportunities to socialize with their colleagues in new ways. This impact was further enhanced in year 2. Conclusions An onsite fitness facility with an integrative wellness program may improve health-related outcomes among urban elementary school teachers and staff, with the greatest benefits seen after 2 years of implementation.

“In the Bible Belt:” The role of religion in HIV care and prevention for transgender people in the United States South

2021 ◽  
Vol 70 ◽  
pp. 102613
Author(s):  
Darius Scott ◽  
Nastacia M. Pereira ◽  
Sayward E. Harrison ◽  
Meagan Zarwell ◽  
Kamla Sanasi-Bhola ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Hiv Care ◽  
Bible Belt ◽  
Transgender People ◽  
United States South ◽  
The Bible ◽  
Role Of Religion
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