A Starting Point

Gender, Hot Cognition, and Trans-Informed Administrative Guidance

Dados Bibliográficos

ID9730978
AutoresMollie Mcquillan (0000-0002-2522-3871, University of Wisconsin, Madison, WI, autor correspondente)
Ano2022
Volume51
Fascículo5
Páginas336-351
Data de publicação2022-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x221084707
OpenAlexW4283762489
IdiomaEN
Citações recebidas8
Referências citadas77

Trans-informed administrative guidance introduces concepts from trans studies to educational leaders, but researchers have relatively ignored these policy implementation tools. This content analysis describes the design of administrative guidance using a representative sample of 112 Illinois districts: the who, what, how, and why of supporting transgender students. The results substantiated evidence of trans-informed guidance that introduced complex gender “definitions” and legitimized students’ identity. Many of these same texts also included barriers to supporting students with administrative gatekeeping, definitions reinforcing the gender binary, and mandates to involve parents in access decisions. All but one district (96%) highlighted existing state and local policies to motivate administrative actions around 13 issues. A minority of the texts provided specific directions to guide decision-making and reform efforts. This paper includes areas of concern and suggestions as policymakers initiate gender reforms

Gatekeeping · Gender identity · Point (geometry · Political science · Public relations · Sample (material · Sociology · State (computer science · Transgender · Computer Science · Gender Diversity and Inequality · Gender Studies · Law · LGBTQ Health, Identity, and Policy · Psychology · Public Administration · School Choice and Performance · Social Psychology