Abstract
The present study examined the attitudes of California-based school psychologists toward transgender-identifying students and assessed their efforts and roles in supporting this student population in light of recently passed legislation in California (AB 1266; 2013), which requires public schools in the state to provide transgender students with increased school-based equity and opportunities. Specifically, the authors examined the attitudes of California school psychologists toward transgender students, the training and professional development of these school psychologists in the area of gender identity, their leadership regarding the preparation and implementation of the law, and their involvement in supporting district efforts and transgender students themselves in light of the legislation.
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All procedures performed in this study, which involved human participants, were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
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No sources of internal or external funding were utilized in the conduction of the present study.
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The authors declare they have no conflict of interest.
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Passive informed consent was obtained from all individual participants included in the study.
Appendices
Appendix 1
Letter of Introduction/Passive Consent Form
Appendix 2
Attitudes toward Transgender Students Questionnaire
Appendix 3
AB 1266 Survey
Appendix 4
Demographics Questionnaire
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Agee-Aguayo, J., Bloomquist, E., Savage, T.A. et al. School Psychologists in Support of Transgender and Gender Diverse Students in Light of California’s AB 1266 (School Success and Opportunity Act): Implications and Opportunities. Contemp School Psychol 21, 152–165 (2017). https://doi.org/10.1007/s40688-016-0101-2
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DOI: https://doi.org/10.1007/s40688-016-0101-2