Date of Award:

5-2025

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Mario I. Suárez

Committee

Mario I. Suárez

Committee

Steven Camicia

Committee

Melanie M. Domenech Rodríguez

Committee

Alli Martin

Committee

Guadalupe Marquez-Velarde

Committee

Emma Mecham

Abstract

With the ongoing emphasis on damage-centered research (Holloway, 2023) prevalent in queer and trans studies, the inclusivity and resilience of trans youth can become overlooked. While raising awareness is crucial for change, positive and inclusive voices need more representation in educational research to offer a more comprehensive view of the trans experience. Utilizing the 2015 US Trans Survey, this mixed-methods study explored trans students’ retrospective positive experiences and support from classmates in K-12 settings to highlight trans joy. For this study, trans joy is defined as happiness liberated from gender constraints. Quantitative findings indicate that the mean classmate support score for those who were out as trans in K-12 was significantly lower than that for those who were not out. A notable difference in classmate support scores based on gender identity and sexual orientation was identified, but not for race/ethnicity. Qualitative findings emphasize that most respondents who articulated their experiences of trans joy in K-12 settings were aged 18-21. The alignment of quantitative and qualitative findings illustrates which races, gender identities, and sexual orientations wrote about their experiences of trans joy. Future research should shift from damage-centered narratives to investigate the liberation and advocacy of trans students in K-12 educational environments.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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