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Megan Carlson Murray Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Emiliano Gonzalez, Ed.D., Committee Chair

Gary Delanoeye, Ed.D., Committee Member

Lesley Jackson, Ph.D. Committee Member

Keywords

transgender, gender non-conforming, inclusivity, affirming spaces, gender binary, cisnormativity, queer pedagogy, transgender theory, gender spectrum

Document Type

Dissertation

Publication Date

2025

Abstract

This research addresses the critical need for supporting transgender and gender non-conforming (TGNC) students within K-12 public schools, recognizing the detrimental effects of overlooking their unique needs. Current policies often fail to address these needs adequately, leading to mental health challenges and negative educational outcomes. The study aims to identify the key factors influencing the successful implementation of transgender-supportive policies in schools. A review of current research underscores the importance of challenging existing gender-binary norms and promoting inclusivity for TGNC students. By creating affirming spaces and addressing systemic barriers, schools can foster a safe and supportive environment for TGNC youth, ultimately leading to more positive educational experiences and outcomes. Trans studies, queer pedagogy, and transgender theory collectively advocate for a nuanced understanding of gender within educational and societal frameworks. They challenge traditional educational structures that frame transgender individuals as problematic and instead emphasize gender self-determination, ambiguity, and the rejection of binary views. Utilizing an online survey and semi-structured interview in a mixed-methods approach, data was collected from school administrators across the Commonwealth of Pennsylvania to better understand their experiences in enacting trans-supportive policies and the impact the implementation of these policies has on TGNC students. This study contributes to the growing body of research on supporting TGNC students in educational settings, highlighting the necessity for continued efforts to dismantle cisnormativity and promote inclusivity across the gender spectrum. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

ORCID No. 0009-0004-9701-5045

Bio: Dr. Megan Murray (she/her) is a school counselor with a passion for promoting equitable educational environments where all students feel accepted, respected, and welcome to be whomever they are. In addition to her Ed.D. in Educational and Professional Practice from Antioch University, Dr. Murray holds a B.S. in Psychology from Penn State University, an M.Ed. in Counseling and Educational Psychology from West Chester University, an M.A. in Educational Leadership from Immaculata University, as well as certifications in school counseling and administration, and endorsements in social-emotional learning and school culture and violence. She lives in Southeastern Pennsylvania with her husband and three sons. In her free time, she enjoys reading, napping, and golfing.

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May 1 2025

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