Helping Double Rainbows Shine: How Formal and Informal School Structures Support Gender Diverse Youth on the Autism Spectrum

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dc.contributor.advisorMissall, Kristen
dc.contributor.authorBarber, Shelley M
dc.date.accessioned2020-08-14T03:29:08Z
dc.date.available2020-08-14T03:29:08Z
dc.date.issued2020-08-14
dc.date.submitted2020
dc.descriptionThesis (Ph.D.)--University of Washington, 2020
dc.description.abstractTen adolescents (14 through 19 years old) diagnosed with autism spectrum disorder (ASD) who identify as transgender/gender diverse were interviewed to better understand their perceptions and interpretations of school experiences as part of a basic qualitative study. Participants were asked to reflect on what helped them feel safe and supported in terms of their gender identity at school, what led them to feel unsafe and unsupported, and what they thought could be put in place to better support their gender identities.
dc.embargo.termsOpen Access
dc.format.mimetypeapplication/pdf
dc.identifier.otherBarber_washington_0250E_21739.pdf
dc.identifier.urihttp://hdl.handle.net/1773/45957
dc.language.isoen_US
dc.rightsCC BY-NC-ND
dc.subjectAutism
dc.subjectEducation
dc.subjectGender Diverse
dc.subjectQualitative research
dc.subjectSchool climate
dc.subjectTransgender
dc.subjectEducational psychology
dc.subjectGender studies
dc.subjectDisability studies
dc.subject.otherEducation - Seattle
dc.titleHelping Double Rainbows Shine: How Formal and Informal School Structures Support Gender Diverse Youth on the Autism Spectrum
dc.typeThesis

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