Advocacy for gender minority students: recommendations for school counsellors

被引：15
|
作者：
Simons, Jack D. [1 ]
Beck, Matthew J. [2 ]
Asplund, Nancy R. [3 ]
Chan, Christian D. [4 ]
Byrd, Rebekah [5 ]
机构：
[1] Mercy Coll, Dept Counseling, Dobbs Ferry, NY 10522 USA
[2] Western Illinois Univ Quad Cities, Counselor Educ, Moline, IL USA
[3] Univ Tennessee, Counselor Educ, Chattanooga, TN USA
[4] Idaho State Univ, Dept Counseling, Pocatello, ID 83209 USA
[5] East Tennessee State Univ, Dept Counseling & Human Serv, Johnson City, TN USA
来源：
SEX EDUCATION-SEXUALITY SOCIETY AND LEARNING | 2018年 / 18卷 / 04期
关键词：
Advocacy; genderqueer; intersex; school counsellor; transgender; USA; WITH-TRANSGENDER-CLIENTS; YOUTH; EXPERIENCES; COMPETENCES; TEACHERS; ENVIRONMENTS; PERCEPTIONS; AUSTRALIA; CLIMATE; WORK;
D O I：
10.1080/14681811.2017.1421531
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Research shows that teachers' and educators' responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.
引用
收藏
页码：464 / 478
页数：15
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