Parents’ Experiences as They Interact with Their Transgender Children’s Schools

Abstract

The purpose of this study was to explore the experiences of parents and caregivers in a parenting role of a transgender child as they interacted with their children’s schools. For this study, 22 interviews with parents and caregivers were analyzed. Utilizing a queer feminist framework, analysis revealed that parents’ experiences with schools depended largely upon the school’s degree of inclusiveness regarding gender, gender identity, and gender expression. Results, educational and clinical implications, and limitations, as well as suggestions for future research are discussed.