Transgender Students' Navigation of Gender Identity and Relationships in High Schools: A Phenomenological Analysis

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: LGBTQ Youth Making and Remaking Their Worlds

Abstract

This qualitative research study used a phenomenological approach (Moustakas, 1994) to explore transgender students’ resilience within the high school context as they navigate their gender identity in their relationships with others. Three participants were interviewed to explore questions pertaining to gender identity, personal relationships, and resilience during their high school years. Findings provide support for the minority stress model (Meyer, 2015) and suggest how transgender individuals may demonstrate resilience against minority stressors. In line with the disclosure processes model (Chaudoir & Fisher, 2010), results also suggest that perceived emotional support increase transgender students’ future disclosure of their stigmatized gender identity. This study offers implications for school personnel on how to create a climate of support for transgender individuals.

Authors

• Hannah Sugarman, Fordham Graduate School of Education

• Eric C. Chen, Fordham University