Finding Affirming High School Experiences of Transgender and Gender-Nonconforming Students: A Systematic Literature Review

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Varied Trans and Nonbinary Student Experiences: Gender Gaslighting, Construction, Affirmation, and Joy (Table 13)

Abstract

This systematic review provides an overview of empirical research relating to affirming high school experiences of transgender and gender non-conforming (TGNC) students. 25 peer-reviewed studies were identified that examined affirming high school experiences. These studies revealed an increasing trend of publication in this area since 2010, with the majority of these studies from the U.S. The reviewed studies showed that interpersonal support and acceptance played a critical role in shaping TGNC students’ affirming school experiences. In addition, under certain conditions, TGNC students themselves have the ability to change their schooling experience by promoting a more inclusive environment. We conclude with future directions for research in this emerging area.

Authors

• Lu Xu, University of Illinois at Urbana-Champaign
  Presenting Author

• Rachel Roegman, University of Illinois at Urbana-Champaign
  Non-Presenting Author