Publication Date

2014

Document Type

Masters Thesis

Department

School for Social Work

Keywords

Gender Spectrum (Organization), School employees-Training of, Gender identity, Transgender people, Gender, Education, Schools, Transgender

Abstract

The world is witnessing a major shift in the way individuals in the helping professions and Western society understand gender outside the historical binary of male/female. In response to the limited literature that examines how gender and gender diversity is understood, taught, and integrated into educational institutions, the researcher provides an overview of a selected literature which informs the specific topics of gender and gender diversity in schools. This study explored how the information presented in Gender Spectrum trainings was utilized and integrated into four identified natural entry points (personal, structural, interpersonal, and instructional) for creating gender inclusive schools and promoting gender as a prioritized area of diversity. The study asked teachers, administrators, and other school staff members to indicate their level of understanding and reflection related to gender and gender diversity, and to provide feedback about specific changes in school policy, organizational structure, and educational forms that may demonstrate a school's commitment to gender inclusivity. In addition, the study aimed to capture the extent to which participants incorporate Gender Spectrum strategies into curriculum as well as interpersonal interactions with colleagues and students. A discussion of the implications of findings for the field of social work, the strengths and limitations of the study, and recommendations for future research on gender diversity in schools are included in this investigation.

Language

English

Comments

iii, 102 p. Thesis (M.S.W.)-Smith College School for Social Work, 2014. Includes bibliographical references (pages 80-84)