Anderson, J. D. (2013). Sticks & stones: Using photovoice to examine LGBTQ youths’ experiences with bullying. Master of Arts in Sociology thesis, California State University, Northridge.
Babyatsky-Grayson, D. E. (2014). Counseling transgender youth: Utilizing the expressive art therapies. PhD thesis, Academy of Clinical Sexologists.
Baldwin, D. R. (2015). Parents’ experiences as they interact with their transgender children’s schools. Master of Science thesis, North Dakota State University.
Birnkrant, J. M. (2015). Psychological functioning in families of gender variant youth: A preliminary survey of parents’ experiences. Master of Arts thesis, Case Western Reserve University.
Bishop, C. M. (2010). How visible and integrated are lesbian, gay, bisexual, and transgender families: A survey of school psychologists regarding school characteristics. Doctor of Psychology thesis, Alfred University.
Boatwright, T. (2016). What’s the ‘T’?: Stories of queer youth of color navigating school and negotiating their education. PhD thesis, University of Rochester
Brant, C. A. R. (2014). Pre-service teachers’ perspectives on methods, pedagogy and self-efficacy related to gender and sexuality as a part of their multicultural teacher education. PhD thesis, Ohio State University.
Catalano, D. C. J. (2014). Welcome to guyland: Experiences of trans* men in college. Doctor of Education thesis, University of Massachusetts Amherst.
Cherry, A. (2018). Exploring parenting the transgender child: When gender does not fit in a box. Doctor of Psychology thesis, Alliant International University.
Dalton, E. (2017). Just another path: Parenting gender diverse children. Doctor of Psychology thesis, Alliant International University.
de Jong, D. (2014). Heteronormativity, homonormativity, and gender variance in the classroom: Perceptions and reflections from school social workers. PhD thesis, State University of New York at Albany.
Eaker, R. M. (2015). Striving for authenticity and connection: How parental response impacts the life experience of gender nonconforming children. PhD thesis, The University of Georgia.
Faulkner, J. (2015). Pre-teenage transgender children: Their families and education. PhD thesis, Ohio State University.
Godin, G. C. (2020). Exploring the competencies of educators who serve transgender learners in secondary school. PhD thesis, Walden University.
Gold, M. L. (2008). A qualitative investigation into the process of family adjustment to transgender emergence. Doctor of Psychology thesis, Massachusetts School of Professional Psychology.
Gregor, C. (2013). How might parents of pre-pubescent children with gender identity issues understand their experience? Professional Doctorate in Social Work thesis, University of East London in collaboration with the Tavistock Clinic.
Hegedus, J. K. (2009). When a daughter becomes a son: Parents’ acceptance of their transgender children. Doctor of Psychology thesis, Alliant International University.
Humphrey, J. (2018). An exploration of the impact of minority stress on gender non-binary college students and their academic confidence. Honours thesis, Mount Holyoke College.
Jin, J. N. (2018). The clinical significance of companion animals for LGBT+ youth: Unconditional love in a straight society. PhD thesis, University of Pennsylvania.
Johnson, J. L. (2013). Promoting positive self identity, health, and safety in transgender children: A children’s book for everyone. Doctor of Psychology thesis, Alliant International University.
Kahn, L. G. (2014). Can’t we just be who we are? The experiences, identity, and beliefs of adolescents with disabilities who identify as a sexual or gender minority. PhD thesis, University of Oregon.
Knerr, K. (2014). Independent living skills program for lesbian, gay, bisexual, and transgender homeless youth: A grant proposal. Master of Social Work thesis, California State University.
Lapointe, A. A. (2018). Gay-Straight Alliances and student activism in Ontario public secular and Catholic high schools. PhD thesis, Western University.
Leonard, M. (2019). Growing up trans: Exploring the positive school experiences of transgender children and young people. Professional Doctorate in Educational and Child Psychology thesis. University of East London.
Lim, S. M. (2012). If I can be myself, I can do anything: A photovoice exploration of the experiences of transgender college students. Master of Education thesis, Texas Tech University.
McEntarfer, H. K. (2013). ‘I saw myself as neutral in some ways, and then them as other things’: Narrative and positioning in a teacher education course focused on gender and sexuality. PhD thesis, The University at Buffalo, State University of New York.
Murray, O. J. (2011). ‘Outing’ queer issues in teacher preparation programs: How pre-service teachers experience sexual and gender diversity in their field placements. Doctor of Education thesis, Portland State University.
Nicolazzo, Z. (2015). ‘Just go in looking good’: The resilience, resistance, and kinship building of trans* college students. PhD thesis, Miami University.
Omercajic, K. (2015). Investigating trans-affirmative education policies and practices in Ontario. Master of Arts thesis, The University of Western Ontario.
Reznek, J. (2017). Relearning gender: A qualitative analysis of strategies to support gender creative and transgender students in elementary classrooms. Master of Teaching, thesis University of Toronto.
Riley, E. A. (2012). The needs of gender-variant children and their parents. PhD thesis, University of Sydney.
Sandercock, T. (2017). Telling trans: Reading transgender representation in texts for young people. PhD thesis, Deakin University.
Schofield, S. L. (2013). ‘You’d better get in there and be the advocate’: Parents of gender nonconforming children’s perspectives on support. Master of Science thesis, North Dakota State University of Agriculture and Applied Science.
Shannon, B. (2020). Exploring sexuality and gender diversity in contemporary Australian sex education: A transgender perspective. PhD thesis, University of Newcastle.
Shelton, J. (2013). There’s no place like home? The experiences of unstably housed transgender and gender non-conforming young people. PhD thesis, University of New York.
Smith, M. J. (2014). Teacher allies: An exploration of the professional experiences of teachers who support LGBTQ students. PhD thesis, Syracuse University.
Summa, A. R. (2018). Exploring supportive educational experiences of transgender and gender-nonconforming students from an adult perspective: A reflective phenomenology. Doctor of Education thesis, Drexel University.
Taylor, G. L. (2015). Being trans: An interpretative phenomenological study of young adults. Honours thesis, Edith Cowan University.
Walzer, A. J. (2015). School psychologists’ knowledge of and attitudes toward transgender students. Master of Arts thesis, Rowan University.
Witcher, T. L. (2014). Finding the ‘T’ in LGBTQ: ESL educator perceptions of transgender and non-binary gender topics in the language classroom. Master of Arts thesis, Western Kentucky University.
Yannalfo, A. J. (2018). Pink, blue and everyone in between: School support personnel’s perceptions of work with transgender and gender diverse students. Education Specialist degree, Miami University.