Research has illustrated that transgender and gender non-conforming students are a vulnerable pop... more Research has illustrated that transgender and gender non-conforming students are a vulnerable population in our schools (Greytak et al., 2009; Palmer et al., 2012; Taylor & Peter, 2011a; Taylor et al., 2016b; Young, 2011). Educators do not always have the knowledge base to feel confident in their ability to support these groups of students (Garcia & Slesaransky-Poe, 2010; Payne & Smith, 2014; Slesaransky-Poe et al., 2013). Research has shown there is a need for supportive and gender inclusive policies, professional development and training for staff, and curriculum that is inclusive of the wide variety of gender expressions present in our schools (Taylor & Peter, 2011b; Taylor et al., 2016b; Snapp et al., 2015; Kennedy & Hellen, 2010). Current resources developed to support transgender students tend to have a primarily high school focus and lack specific information about British Columbia laws, policies, or curriculum (AntiDefamation League, 2014; Bowers & Lopez, 2012; Maheu, Hillya...
Research has illustrated that transgender and gender non-conforming students are a vulnerable pop... more Research has illustrated that transgender and gender non-conforming students are a vulnerable population in our schools (Greytak et al., 2009; Palmer et al., 2012; Taylor & Peter, 2011a; Taylor et al., 2016b; Young, 2011). Educators do not always have the knowledge base to feel confident in their ability to support these groups of students (Garcia & Slesaransky-Poe, 2010; Payne & Smith, 2014; Slesaransky-Poe et al., 2013). Research has shown there is a need for supportive and gender inclusive policies, professional development and training for staff, and curriculum that is inclusive of the wide variety of gender expressions present in our schools (Taylor & Peter, 2011b; Taylor et al., 2016b; Snapp et al., 2015; Kennedy & Hellen, 2010). Current resources developed to support transgender students tend to have a primarily high school focus and lack specific information about British Columbia laws, policies, or curriculum (AntiDefamation League, 2014; Bowers & Lopez, 2012; Maheu, Hillya...
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