The purpose of this study was to gain an in-depth understanding of the lived experiences of transgender youth with disabilties in high school. Utilizing in-depth phenomenological interviews and photography, this study sought to gain insights into how the lived experiences and intersections of transgender and disability identity impact high school experiences. The collection of interview data and photography allowed for a deeper understanding of the essence of the phenomenon under study. The aim was to understand the ways in which the complexities of ‘transgender’ and ‘disability’ identities impact high school experiences.
The analysis of the data lead to six key themes including: gender as fluid, society and identity, conflation of identities, mental health, changes in school and difference as strength. This dissertation offers a more complete picture of the needs and barriers transgender youth with disabilities face to inform future research and practice. Results from this study extend the current research and provide a deeper understanding of the needs and challenges of transgendered youth with disabilities. Findings from this study also support implications for how educators work with transgender youth with disabilities and how schools can be more inclusive in meeting their needs.
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/24190 |
| Date | 11 January 2019 |
| Creators | Ingram, Angela |
| Contributors | Seeley, John |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Rights | All Rights Reserved. |
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