Exploring the Competencies of Educators who Serve Transgender Learners in Secondary School

Exploring the Competencies of Educators who Serve Transgender Learners in Secondary School by Genevieve C. Godin MS, Walden University, 2009 BEd, University of Alberta, 2004 DipBA, Northern Alberta Institute of Technology, 1999 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University February 2020 Abstract The majority of transgender youth have learning experiences in school that are less than optimal; however, there is a paucity of research on the competencies of educators of transgender learners that could ameliorate the comorbidities and adversities they endure in secondary school. The purpose of this study was to explore what knowledge, attitudes, and skills educators apply to serve transgender learners in secondary school. TheThe majority of transgender youth have learning experiences in school that are less than optimal; however, there is a paucity of research on the competencies of educators of transgender learners that could ameliorate the comorbidities and adversities they endure in secondary school. The purpose of this study was to explore what knowledge, attitudes, and skills educators apply to serve transgender learners in secondary school. The conceptual framework of servant leadership was used in this inquiry. A single case study design was used to examine a secondary school participating in the Alberta Sexual Orientation and Gender Identity Educator Network that serves all students, including transgender learners. Seven educators from various disciplines and roles participated in a staged collection of data sources, including (a) a document, (b) a questionnaire, and (c) an interview. Data were analyzed using a priori coding, followed by pattern coding. Results showed that educators applied an interrelated and mutual standard of knowledge conventions, attitudinal compassions, and skillful collaborations through various dimensions of servant leadership unique to transgender learners. Educators collectively (a) drew from knowledge largely based on professional experience and grounded in what students had experienced; (b) drew upon attitudes largely based on a shared level of agreement for their thoughts, positions, and feelings and grounded in acceptance, empathy, and focus on the student; and (c) demonstrated skills largely based on their individual roles and grounded in backing students. The findings of this study contribute to positive social change by informing the paradigms, perceptions, and practices of professionals who serve this marginalized group of learners in secondary education. Exploring the Competencies of Educators who Serve Transgender Learners in Secondary School by Genevieve C. Godin MS, Walden University, 2009 BEd, University of Alberta, 2004 DipBA, Northern Alberta Institute of Technology, 1999 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University February 2020 Dedication This academic endeavor is dedicated to all the students, and those who serve them, trying to navigate the reciprocal game of learning and teaching. In particular, to the transgender students who trust us, their teachers, regardless of how we identify in terms of gender, sexuality, name, or pronoun to coach them towards their personal bests. Thank you for giving us the opportunity to practice with you in preparation for the mutual game of life listening, learning, and leading towards our collective bests. Let the human spirit of the game, simplify the rules of sportsmanship in the same, for others to contribute to positive social change. Acknowledgments I would like to acknowledge those individuals who helped me throughout my doctoral journey. To my committee members, thank you for your patience, guidance, expertise, and fellowship. To my research participants, thank you for your dedication and diligence in sharing your experiences about serving transgender learners. To my associates, thank you for the engaging in timely think tanks and inspiring me to stay the course for the greater good. To my colleagues, thank you for being collaborative instructional leaders and empowering me to do my best for students. To my husband, thank you understanding who I am and respecting the time and space needed to do my best. To my sister, thank you for encouraging a purposeful path and recognizing my hard work. To my neighbors, thank you for entertaining needed brain breaks and being open to learning about my topic. To my friends, thank you for being there in spirit and with spirits at milestones along the way. And alas, to my fur-real kids, thank you for stealing me from the computer for a walk every day, talking me through my academic neurosis hourly without pay, and comforting me in all the ways. Together, you helped me, complete the research that was meant to be.