School Experiences of Transgender and Gender Diverse Students in Australia

Autor/inn/en	Jones, Tiffany; Smith, Elizabeth; Ward, Roz; Dixon, Jennifer; Hillier, Lynne; Mitchell, Anne
Titel	School Experiences of Transgender and Gender Diverse Students in Australia
Quelle	In: Sex Education: Sexuality, Society and Learning, 16 (2016) 2, S.156-171 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2015.1080678
Schlagwörter	Foreign Countries; Educational Experience; Interviews; Online Surveys; Student Surveys; Statistical Analysis; Qualitative Research; Sexual Identity; Demography; Social Experience; Social Development; Recordkeeping; Sex Education; Sexuality; Counseling Services; Activism; School Support; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungserfahrung; Interviewing; Interviewtechnik; Schülerbefragung; Statistische Analyse; Qualitative Forschung; Geschlechtsidentität; Sexuelle Identität; Demografie; Soziale Erfahrung; Soziale Entwicklung; Leistungsnachweis; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Aktivismus; Politischer Protest; Schulförderverein; Schülerverhalten; Australien
Abstract	Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students, with particular consideration of recognition of their gender identity in documentation, experiences of puberty and sexuality education, treatment by staff and students, and other forms of provision. It reports on the findings of a 2013 study which combined a survey of 189 transgender and gender diverse Australian students aged 14-25 years, with 16 online interviews with members of this group. The study was informed by a community advisory group which included a range of transgender, gender diverse and intersex people. Findings include both quantitative and qualitative data, detailing a trend towards more disruptive, fluid and inconsistent identifications by members of this student group, and a diversification of their needs at school. Student advocacy on topics including sexuality and puberty education was shown to be common and also useful in improving individual well-being and social outcomes. We offer some reflections towards more useful school practices and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01