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This paper reports on qualitative interviews of gender-diverse youth (n = 17) about their educational experiences. Using transgender studies and grounded theory research methods, I examine how schools produce and reproduce policies and practices that harm transgender individuals. This paper identifies specific actions, practices, and policies the participants experienced were helpful, purposefully harmful, and unintentionally harmful regarding their gender identities and expressions.
Cathy A. R. Brant (2024) studied this question.