Publication Date

8-2025

Advisor(s) - Committee Chair

Lisa Duffin-Rexroat, Jenni Redifer, Molly Kerby, Melissa Rudloff

Degree Program

Department of Psychology

Degree Type

Doctor of Psychology

Abstract

The purpose of this research was to investigate person-centered belief factors that influence pre-service teacher (PST) responsiveness to transgender and gender non-conforming (TGNC) youth. This study examined the influence of PSTs’ ally-identity, attitudes, and self efficacy on their responses to vignettes of TGNC victimization and found the belief factors accounted for 45.1% of the variance. Ally-identity and self-efficacy were significant predictors of PST responsiveness to TGNC victimization. Likewise, this study sought to extend previous research (Zack et al., 2010) that proposed four different categories, or archetypes, for understanding student teachers’ responses to TGNC victimization – Avoiders, Hesitators, Confronters, and Integrators. Participants’ (77.3%) responses to TGNC victimization vignettes indicated that they were likely to either take affirming action in situations where gender identity and transgender status is relevant (Confronters) or would act and advocate for systemic remedies (Integrators). Given the differences between archetypes and the effect sizes, this study highlights opportunities for intervention regarding self-efficacy and ally-identity during teacher preparation programs, with the goal of shaping PSTs into highly responsive educators.

Disciplines

Arts and Humanities | Education | Educational Methods | Feminist, Gender, and Sexuality Studies | Teacher Education and Professional Development

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