The Role of Beliefs in Cultivating Change Agents for Trans* Youth During Teacher Preparation

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Making Space for LGBTQ+ and Trans Youth (Table 18)

Abstract

Policy-makers in some states are criminalizing the act of supporting transgender and gender non-confirming (TGNC) youth in the classroom forcing teachers to choose between being responsive to TGNC students and the law. Teacher education programs must navigate this unsettling political climate to prepare pre-service teachers (PSTs) to be equity-focused change agents who advocate for quality educational experiences for all students - including TGNC youth. With a dearth of research examining PSTs’ preparedness to support TGNC students, this study sought to investigate PSTs’ (n = 349) responses to vignettes of TGNC victimization, and to examine the influence of PSTs’ ally-identity, attitudes, and self-efficacy beliefs on their response choices. Findings from this study will inform both teacher education programs and policy makers.

Authors

• Ashley MB Wilson, Western Kentucky University
  Presenting Author

• Lisa C. Duffin-Rexroat, Western Kentucky University
  Presenting Author