Journal articles

Children/young people’s experiences:

Jones, T., & Hillier, L. (2013). Comparing trans-spectrum and same-sex-attracted youth in Australia: Increased risks, increased activisms. Journal of LGBT Youth, 10(4), 287-307.

 

Children/young people’s school experiences:

Clark, T. C., Lucassen, M. F. G., Bullen, P., Denny, S. J., Fleming, T. M., Robinson, E. M., & Rossen, F. V. (2014). The health and well-being of transgender high school students: Results from the New Zealand Adolescent Health Survey (Youth’12). Journal of Adolescent Health, 55, 93-99.

Johnson, C. W., Singh, A. A., & Gonzalez, M. (2014). ‘It’s complicated’: Collective memories of transgender, queer, and questioning youth in high school. Journal of Homosexuality, 61(3), 419-434.

Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2016). School experiences of transgender and gender diverse students in Australia. Sex Education, 16(2), 156-171.

McGuire, J. K., Anderson, C. R., Toomey, R. B., & Russell, S. T. (2010). School climate for transgender youth: A mixed method investigation of student experiences and school responses. Journal of Youth and Adolescence, 39(10), 1175-1188.

Toomey, R. B., Ryan, C., Diaz, R. M., Card, N. A., & Russell, S. T. (2010). Gender-nonconforming lesbian, gay, bisexual, and transgender youth: school victimization and young adult psychosocial adjustment. Developmental Psychology, 46(6), 1580-1589.

Ullman, J. (2016). Teacher positivity towards gender diversity: Exploring relationships and school outcomes for transgender and gender-diverse students. Sex Education.

Wyss, S. E. (2004). ‘This was my hell’: The violence experienced by gender nonconforming youth in U.S. high schools. International Journal of Qualitative Studies in Education, 17(5), 709-730.

 

Supporting trans and gender diverse students at school:

Hafford-Letchfield, T., Cocker, C., Ryan, P., & Melonowska, J. (2016). Rights through alliances: Findings from a European project tackling homophobic and transphobic bullying in schools through the engagement of families and young people. British Journal of Social Work, 46(8), 2338-2356.

Luecke, J. C. (2011). Working with transgender children and their classmates in pre-adolescence: Just be supportive. Journal of LGBT Youth, 8(2), 116-156.

Sausa, L. A. (2005). Translating research into practice: Trans youth recommendations for improving school systems. Journal of Gay & Lesbian Issues in Education, 3(1), 15-28.

Tempel, M. B. (2011). It’s OK to be neither: Teaching that supports gender-variant children. Rethinking Schools, 26(1), 51-54.

 

School environment for trans and gender diverse students:

Dessel, A. B., Kulick, A., Wernick, L. J., & Sullivan, D. (2017). The importance of teacher support: Differential impacts by gender and sexuality. Journal of Adolescence, 56(April), 136-144.

García, A. M., & Slesaransky-Poe, G. (2010). The heteronormative classroom: Questioning and liberating practices. The Teacher Educator, 45(4), 244-256.

Greytak, E. A., Kosciw, J. G., & Boesen, M. J. (2013). Putting the ‘T’ in ‘resource’: The benefits of LGBT-related school resources for transgender youth. Journal of LGBT Youth, 10(1-2), 45-63.

McCarthy, L. (2003). What about the ‘T’? Is multicultural education ready to address transgender issues? Multicultural Perspectives, 5(4), 46-48.

Meyer, E. J., Tilland-Stafford, A., & Airton, L. (2016). Transgender and gender-creative students in pk-12 schools: What we can learn from their teachers. Teachers College Record, 118(8).

O’Flynn, S. (2016). ‘Oh yeah – is she a he-she?’ female to male transgendered pupils in the formal and informal cultures of an English secondary school. Pedagogy, Culture & Society, 24(3), 431-444.

Slesaransky-Poe, G. (2013). Adults set the tone for welcoming all students. Phi Delta Kappan, 94(5), 40-44.

Slesaransky-Poe, G., Ruzzi, L., Dimedio, C., & Stanley, J. (2013). Is this the right elementary school for my gender nonconforming child? Journal of LGBT Youth, 10(1-2), 29-44.

Wernick, L. J., Kulick, A., & Inglehart, M. H. (2014). Influences of peers, teachers, and climate on students’ willingness to intervene when witnessing anti-transgender harassment. Journal of Adolescence, 37(6), 927-935.

Wilson, I., Griffin, C., & Wren, B. (2005). The interaction between young people with atypical gender identity organization and their peers. Journal of Health Psychology, 10(3), 307-315.

Woolley, S. W. (2015). ‘Boys Over Here, Girls Over There’: A Critical Literacy of Binary Gender in Schools. TSQ: Transgender Studies Quarterly, 2(3), 376-394.

 

Teaching and curriculum about trans and gender diverse experiences:

DePalma, R. (2013). Choosing to lose our gender expertise: Queering sex/gender in school settings. Sex Education, 13(1), 1-15.

De Pedro, K. T., Jackson, C., Campbell, E., Gilley, J., & Ciarelli, B. (2016). Creating trans-inclusive schools: Introductory activities that enhance the critical consciousness of future educators. International Journal of Teaching and Learning in Higher Education, 28(2), 293-301.

Hermann-Wilmarth, J. M., Lannen, R., & Ryan, C. L. (2017). Critical literacy and transgender topics in an upper elementary classroom: A portrait of possibility. Journal of Language and Literacy Education, 13(1), 15-27.

Martino, W., & Cumming-Potvin, W. (2016). Teaching about sexual minorities and ‘princess boys’: A queer and trans-infused approach to investigating LGBTQ-themed texts in the elementary school classroom. Discourse: Studies in the Cultural Politics of Education, 37(6), 807-827.

Rands, K. (2013). Supporting transgender and gender-nonconforming youth through teaching mathematics for social justice. Journal of LGBT Youth, 10(1-2), 106-126.

Ryan, C. L., Patraw, J. M., & Bednar, M. (2013). Discussing princess boys and pregnant men: Teaching about gender diversity and transgender experiences within an elementary school curriculum. Journal of LGBT Youth, 10(1-2), 83-105

 

School counsellors/psychologists and trans and gender diverse students:

Bowers, S., Lewandowski, J., Savage, T. A., & Woitaszewski, S. A. (2015). School psychologists’ attitudes toward transgender students. Journal of LGBT Youth, 12(1), 1-18.

Case, K. A., & Meier, S. C. (2014). Developing allies to transgender and gender-nonconforming youth: Training for counselors and educators. Journal of LGBT Youth, 11(1), 62-82.

Chen-Hayes, S. F. (2001). Counseling and advocacy with transgendered and gender-variant persons in schools and families. Journal of Humanistic Counseling, Education and Development, 40(1), 34-48.

de Jong, D. (2014). ‘I think it would be a very sensitive topic …’ school social work, gender variance, and the silencing of differences. Journal of Human Behavior in the Social Environment, 24(7), 869-879.

de Jong, D. (2015) ‘He Wears Pink Leggings Almost Every Day, and a Pink Sweatshirt….’ How School Social Workers Understand and Respond to Gender Variance. Child and Adolescent Social Work Journal, 32(3), 247-255.

Gonzalez, M., & McNulty, J. (2010). Achieving competency with transgender youth: School counselors as collaborative advocates. Journal of LGBT Issues in Counseling, 4(4-3), 176-186.

Riggs, D. W., & Bartholomaeus, C. (2015). The role of school counsellors and psychologists in supporting transgender people. The Australian Educational and Developmental Psychologist, 32(2), 158-170.

Singh, A. A., & Burnes, T. R. (2009). Creating developmentally appropriate, safe counseling environments for transgender youth: The critical role of school counselors. Journal of LGBT Issues in Counseling, 3(3-4), 215-234.

Walzer, A. J. (2015). School psychologists’ knowledge of and attitudes toward transgender students. Master’s thesis, Rowan University, Glassboro, New Jersey.

 

Educator and staff views of trans and gender diverse students:

Bartholomaeus, C., Riggs, D. W., & Andrew, Y. (2017). The capacity of South Australian primary school teachers and pre-service teachers to work with trans and gender diverse students. Teaching and Teacher Education, 65(July), 127-135.

Frohard-Dourlent, H. (2016). ‘I don’t care what’s under your clothes’: The discursive positioning of educators working with trans and gender-nonconforming students. Sex Education, 16(1), 63-76.

Malins, P. (2016). How inclusive is ‘inclusive education’ in the Ontario elementary classroom?: Teachers talk about addressing diverse gender and sexual identities. Teaching and Teacher Education, 54(February), 128-138.

Martino, W. J., & Cumming-Potvin, W. (2015). Teaching about ‘princess boys’ or not: The case of one male elementary school teacher and the polemics of gender expression and embodiment. Men and Masculinities, 18(1), 79-99.

Payne, E., & Smith, M. (2014). The big freak out: Educator fear in response to the presence of transgender elementary school students. Journal of Homosexuality, 61(3), 399-418.

Silveira, J. M., & Goff, S. C. (2016). Music teachers’ attitudes toward transgender students and supportive school practices. Journal of Research in Music Education, 64(2), 138-158.

Smith, M. J., & Payne, E. (2016). Binaries and biology: Conversations with elementary education professionals after professional development on supporting transgender students. The Educational Forum, 80(1), 34-47.

Wright-Maley, C., Davis, T., Gonzalez, E. M., & Colwell, R. (2016). Considering perspectives on transgender inclusion in Canadian Catholic elementary schools: Perspectives, challenges, and opportunities. The Journal of Social Studies Research, 40(3), 187-204.

 

Adult views of trans and gender diverse children and young people:

Elischberger, H. B., Glazier, J. J., Hill, E. D., & Verduzco-Baker, L. (2016). ‘Boys don’t cry’—or do they? Adult attitudes toward and beliefs about transgender youth. Sex Roles, 75(5), 197-214.

 

Sexuality education:

Green, E. R. (2010). Shifting paradigms: Moving beyond ‘trans 101’ in sexuality education. American Journal of Sexuality Education, 5(1), 1-16.

 

Parents of trans and gender diverse children/young people:

Field, T. L., & Mattson, G. (2016). Parenting transgender children in PFLAG. Journal of GLBT Family Studies, 12(5), 413-429.

Gonzalez, K. A., Rostosky, S. S., Odom, R. D., & Riggle, E. D. B. (2013). The positive aspects of being the parent of an LGBTQ child. Family Process, 52(2), 325-337.

Grossman, A. H., D’Augelli, A. R., Howell, T. J., & Hubbard, S. (2006). Parents’ reactions to transgender youths’ gender nonconforming expression and identityJournal of Gay & Lesbian Social Services, 18(1), 3-16.

Hill, D. B., & Menvielle, E. (2009). ‘You have to give them a place where they feel protected and safe and loved’: The views of parents who have gender-variant children and adolescents. Journal of LGBT Youth, 6(2-3), 243-271.

Johnson, S. L., & Benson, K. E. (2014). ‘It’s Always the Mother’s Fault’: Secondary Stigma of Mothering a Transgender Child. Journal of GLBT Family Studies, 10(1-2), 124-144.

Johnson, D., Sikorski, J., Savage, T. A., & Woitaszewski, S. A. (2014). Parents of youth who identify as transgender: An exploratory study. School Psychology Forum, 8(1), 56-74.

Kuvalanka, K. A., Weiner, J. L., & Mahan, D. (2014). Child, family, and community transformations: Findings from interviews with mothers of transgender girls. Journal of GLBT Family Studies, 10(4), 354-379.

Meadow, T. (2011). ‘Deep down where the music plays’: How parents account for childhood gender variance. Sexualities, 14(6), 725-747.

Pearlman, S. F. (2006). Terms of connection: Mother-talk about female-to-male transgender children. Journal of GLBT Family Studies, 2(3-4), 93-122.

Pullen Sansfaçon, A., Robichaud, M. J., & Dumais-Michaud, A. A. (2015). The experience of parents who support their children’s gender variance. Journal of LGBT Youth, 12(1), 39-63.

Rahilly, E. P. (2015). The gender binary meets the gender-variant child: Parents’ negotiations with childhood gender variance. Gender & Society, 29(3), 338-361.

Riggs, D. W., & Due, C. (2015). Support experiences and attitudes of Australian parents of gender variant children. Journal of Child and Family Studies, 24(7), 1999-2007.

Riley, E. A. (2012). The needs of gender-variant children and their parents. Doctor of Philosophy, University of Sydney.

Riley, E. A., Sitharthan, G., Clemson, L., & Diamond, M. (2011). The needs of gender-variant children and their parents: A parent survey. International Journal of Sexual Health, 23(3), 181-195.

Riley, E. A., Sitharthan, G., Clemson, L., & Diamond, M. (2013). Recognising the needs of gender-variant children and their parents. Sex Education, 13(6), 644-659.

Slesaransky-Poe, G., & García, A. M. (2009). Boys with gender variant behaviors and interests: From theory to practice. Sex Education, 9(2), 201-210.

Wahlig, J. L. (2015). Losing the child they thought they had: Therapeutic suggestions for an ambiguous loss perspective with parents of a transgender child. Journal of GLBT Family Studies, 11(4), 305-326.

 

Health professionals and health-care:

Ehrensaft, D. (2013). ‘Look, mom, I’m a boy—don’t tell anyone I was a girl’. Journal of LGBT Youth, 10(1-2), 9-28.

Frohard-Dourlent, H., Dobson, S., Clark, B. A., Doull, M., & Saewyc, E. M. (2016). ‘I would have preferred more options’: Accounting for non-binary youth in health research. Nursing Inquiry.

Hewitt, J. K., Paul, C., Kasiannan, P., Grover, S. R., Newman, L. K., & Warner, G. L. (2012). Hormone treatment of gender identity disorder in a cohort of children and adolescents. Medical Journal of Australia, 196(9), 578-581.

Riley, E. A., Sitharthan, G., Clemson, L., & Diamond, M. (2011). The needs of gender-variant children and their parents according to health professionals. International Journal of Transgenderism, 13(2), 54-63.

Telfer, M., Tollit, M., & Feldman, D. (2015). Transformation of health-care and legal systems for the transgender population: The need for change in Australia. Journal of Paediatrics and Child Health, 51(11), 1051-1053.

Veale, J. F., Watson, R. J., Peter, T., & Saewyc, E. M. (2017). Mental health disparities among Canadian transgender youth. Journal of Adolescent Health, 60(1), 44-49.

 

Popular culture

Owen, G. (2016). Is the trans child a queer child? Constructing normativity in Raising Ryland and I Am Jazz: A Family in Transition. Queer Studies in Media & Popular Culture, 1(1), 95-109.

 

Sport

Travers, A. (2016). Transgender and gender-nonconforming kids and the binary requirements of sport participation in North America. In M. A. Messner & M. Musto (Eds.), Child’s play: Sport in kids’ worlds (pp. 179-201). New Brunswick: Rutgers University Press.

 

School facilities

Porta, C. M., Gower, A. L., Mehus, C. J., Xiaohui Yu, Saewyc, E. M., & Eisenberg, M. E. (2017). ‘Kicked out’: LGBTQ youths’ bathroom experiences and preferences. Journal of Adolescence, 56(April), 107-112.

Slater, J., Jones, C., & Procter, L. (2016). School toilets: Queer, disabled bodies and gendered lessons of embodiment. Gender and Education.

Wernick, L. J., Kulick, A., & Chin, M. (2017). Gender identity disparities in bathroom safety and wellbeing among high school students. Journal of Youth and Adolescence, 46(5), 917-930.

 

Housing and homelessness

Shelton, J. (2013). There’s no place like home? The experiences of unstably housed transgender and gender non-conforming young people. Doctor of Philosophy, University of New York.