Narrative study of the lived challenges of transgender students in the context of school

Articles in Press

Document Type : Research Paper

Authors

1 master's degree from Shahid Madani University in Azerbaijan.

2 Associate Professor in the Department of Educational Sciences at Shahid Madani University of Azarbaijan

3 Associate Professor, Department of educational sciences, Faculty of psychology and educational sciences, Azarbaijan Shahid Madani University, TABRIZ, IRAN

Abstract

Purpose: The purpose of this research was to express the narratives of a transgender student (nickname: Arusha) in the context of school.
Method: This study was qualitative in terms of gathering information and was applied research in terms of purpose. Conventional content analysis was used in this study. Since the research was narrative, the analysis was done through the analysis of narratives and experiences and data coding and movement from signs towards the concepts and themes. Besides the analysis of narratives, the thematic analysis was done to analyze the data. The sample was selected by using the convenience and judgmental sampling method.
The measurement tool was MAXQDA software, which was used in the coding and thematic analysis stage, and the analysis methods available in the software were used to prevent the overlapping of signs, concepts and themes.
Findings: In this study, there was a male-to-female transgender student, Arusha, who studied in Saghez and one of its villages and expressed his lived experiences, happened at school.
Conclusion: It is important for school principals to understand the unique challenges faced by gender nonconforming and transgender students so that they can encounter policies with considering inclusion and safety.

Keywords

Journal of Applied Psychological Research

Articles in Press, Accepted Manuscript
Available Online from 26 February 2025

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History

  • Receive Date: 10 March 2024
  • Revise Date: 13 June 2024
  • Accept Date: 20 July 2024
  • First Publish Date: 26 February 2025
  • Publish Date: 26 February 2025

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