TRANSGENDER STUDENTS EXPERIENCES OF BULLYING SOME CASE STUDY EVIDENCE

http://dx.doi.org/10.31703/gpr.2022(VII-II).09      10.31703/gpr.2022(VII-II).09      Published : Jun 2
Authored by : Afira Aslam , Yaar Muhammad , Laiba Nasir

09 Pages : 71-80

References

  • Anjum, M., Muhammad, Y., & Rauf, A. (2021). Teaching in a polarized Islamic society: A phenomenological study of the Christian school teachers in the Gujrat city. Global Regional Review, 6(3), 45‒52.
  • APA. (2015). Guidelines for psychological practice with transgender and gender nonconforming people. American Psychologist, 70(9), 832-864.
  • Aragon, S. R., Poteat, V. P., Espelage, D. L., & Koenig, B. W. (2014). The influence of peer victimization on educational outcomes for LGBTQ and non-LGBTQ high school students. Journal of LGBT youth, 11(1), 1-19.
  • Arshad, M., Muhammad, Y., & Qureshi, N. (2021). The influence of parent-teacher meetings on early childhood students’ academic performance: Prospective teachers’ perceptions. Global Social Sciences Review, 6(2), 180‒190.
  • Beemyn, G., & Rankin, S. (2011). The lives of transgender people. Columbia: Columbia University Press.
  • Bradshaw, G. (2019). Inclusion in Schools: Gender and Sexual Diversity. BU Journal of Graduate Studies in Education, 11(1), 29-32.
  • Brill, S., & Kenney, L. (2016). The transgender teen. Jersey: A Handbook for parents and professionals supporting transgender and non-binary teens. Jersey: Cleis Press.
  • Brinkmann, S., & Kvale, S. (2018). Doing interviews (2nd ed.). London: Sage.
  • Butt, S., Muhammad, Y., & Masood, S. (2021). Effectively dealing with bullying in elite schools: Principals’ perceptions and practices. Global Sociological Review, 6(3), 1-10.
  • Dessel, A. B., Goodman, K. D., & Woodford, M. R. (2017). LGBT discrimination on campus and heterosexual bystanders: Understanding intentions to intervene. Journal of Diversity in Higher Education, 10(2), 101–116.
  • Effrig, J. C., Bieschke, K. J., & Locke, B. D. (2011). Examining victimization and psychological distress in transgender college students. Journal of College Counseling, 14(2), 143-157.
  • Erickson-Schroth, L., Gilbert, M. A., & Smith, T. E. (2014). Sex and gender development. In L. Erickson-Schroth (Ed.), Trans bodies, trans selves: A resource for the transgender community (pp. 80–101). Oxford: Oxford University Press.
  • Garvey, J. C., Taylor, J. L., & Rankin, S. (2015). An examination of campus climate for LGBTQ community college students. Community College Journal of Research and Practice, 39(6), 527-541.
  • Grossman, A. H., & D'augelli, A. R. (2006). Transgender youth: Invisible and vulnerable. Journal of homosexuality, 51(1), 111- 128.
  • Hani, Muhammad, Y., & Mahmood, A. (2022). Managing group work in the social studies classrooms in elite schools: An analysis of teachers’ beliefs and practices. Global Educational Studies Review, 7(2), 314–324.
  • Hurtado, S., Carter, D. F., & Kardia, D. (1998). The climate for diversity: Key issues for institutional self‐study. New Directions for Institutional Research, 1998(98), 53-63.
  • James, S., Herman, J., Rankin, S., Keisling, M., Mottet, L., & Anafi, M. A. (2016). The report of the 2015 US transgender survey. https://ncvc.dspacedirect.org/handle/20.500.11990/1299
  • Johns, M. M., Poteat, V. P., Horn, S. S., & Kosciw, J. (2019). Strengthening our schools to promote resilience and health among LGBTQ youth: Emerging evidence and research priorities from The State of LGBTQ Youth Health and Wellbeing Symposium. LGBT health, 6(4), 146-155.
  • Khokhar, A. J., & Muhammad, Y. (2020). Islamic habitus in English language textbooks produced by boards in Pakistan. The Journal of Islamic Thought and Civilization, 10(1), 288–310.
  • Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools. A Report from GLSEN: ERIC.
  • Kvale, S., & Brinkmann, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd ed.). London: Sage.
  • Marshall, C., & Oliva, M. (2017). Leadership for social justice: Making revolutions in education. London: Pearson.
  • Mehmud, T., & Idris, M. (2019). The Transgenders’ segregation in Khyber Pakhtunkhwa (Pakistan) with special focuson their inaccessibility to higher secondary/higher education. SJESR, 2(2), 100-109.
  • Meier, S. C., & Labuski, C. M. (2013). The demographics of the transgender population. In International handbook on the demography of sexuality (pp. 289-327). New York: Springer.
  • Meyer, I. H., Ouellette, S. C., Haile, R., & McFarlane, T. A. (2011). “We’d be free”: Narratives of life without homophobia, racism, or sexism. Sexuality Research and Social Policy, 8(3), 204-214.
  • Michael, S. L., Merlo, C. L., Basch, C. E., Wentzel, K. R., & Wechsler, H. (2015). Critical connections: health and academics. Journal of School Health, 85(11), 740-758.
  • Miles, M., Huberman, M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). New York: Sage Publications.
  • Muhammad, Y., & Brett, P. (2019). Addressing social justice and cultural identity in Pakistani education: A qualitative content analysis of curriculum policy. In Education, ethnicity and equity in the multilingual Asian context (pp. 235- 253). New York: Springer.
  • Muhammad, Y., Akhter, M., & Lala, G. E. (2019). Exploring online peer harassment experiences of female university students: A qualitative study. Journal of Educational Research, 22(2), 109-124.
  • Nagoshi, J. L., & Brzuzy, S. I. (2010). Transgender theory: Embodying research and practice. Affilia, 25(4), 431-443.
  • Oldcorn, M. (2016). The beginning school counsellor. BU Journal of Graduate Studies in Education, 8(2), 5-8.
  • Osborne, J. W. (1994). Some similarities and differences among phenomenological and other methods of psychological qualitative research. Canadian Psychology/Psychologie Canadienne, 35(2), 167–189.
  • Patton, M. Q. (2015). Qualitative research & research methods (4th ed.). Thousand Oaks: Sage Publications, Inc.
  • Pirzada, G., Muhammad, Y., & Mahmood, A. (2022). Working girls’ education and life goals: A multiple case study of mothers’ perspectives. Global Sociological Review, 7(1), 94-102.
  • Rajpoot, S., Muhammad, Y., & Anis, F. (2021). Bullying in universities: A qualitative analysis of the lived experiences of students with special needs. Sir Syed Journal of Education & Social Research, 4(1), 388-397.
  • Rankin, S., Blumenfeld, W., Weber, G., & Frazer, S. (2010). State of higher education for LGBT people. Charlotte, NC: Campus Pride.
  • Rankin, S., Blumenfeld, W., Weber, G., & Frazer, S. (2010). State of higher education for LGBT people: Campus pride 2010 national college climate survey. Charlotte, NC: Campus Pride.
  • Rauf, A., Muhammad, Y., & Saeed, A. (2021). Citizenship rights and responsibilities in history textbooks of elite schools in Pakistan: A qualitative content analysis. Journal of the Research Society of Pakistan, 58(2), 235-246.
  • Rauf, A., Muhammad, Y., & Saleem, A. (2021). Elite school students’ perceptions of human rights: An interview study. Research Journal of Social Sciences and Economics Review, 2(1), 402- 413.
  • Siddiqui, M. F., Muhammad, Y., & Naseer, H. (2021). Principals’ self-efficacy beliefs about managing bullying cases in secondary schools. Sir Syed Journal of Education & Social Research, 4(1), 338-349.
  • Steck, A. K., & Perry, D. (2018). Challenging heteronormativity: Creating a safe and inclusive environment for LGBTQ students. Journal of school violence, 17(2), 227-243.
  • Sullivan, A. L., & Urraro, L. L. (2019). Being Young and Trans in School. In Voices of Transgender Children in Early Childhood Education (pp. 17-40). New York: Springer.
  • Wolff, J. R., Kay, T. S., Himes, H. L., & Alquijay, J. (2017). Transgender and Gender- nonconforming student experiences in Christian higher education: A qualitative exploration. Christian Higher Education, 16(5), 319-338. doi:10.1080/15363759.2017.1310065
  • Yasmin, S., Muhammad, Y., & Siddiqui, M. F. (2021). Character building of students: Private secondary school principals’ perceptions and practices. Global Educational Studies Review, 6(1), 103-120.

References

  • Anjum, M., Muhammad, Y., & Rauf, A. (2021). Teaching in a polarized Islamic society: A phenomenological study of the Christian school teachers in the Gujrat city. Global Regional Review, 6(3), 45‒52.
  • APA. (2015). Guidelines for psychological practice with transgender and gender nonconforming people. American Psychologist, 70(9), 832-864.
  • Aragon, S. R., Poteat, V. P., Espelage, D. L., & Koenig, B. W. (2014). The influence of peer victimization on educational outcomes for LGBTQ and non-LGBTQ high school students. Journal of LGBT youth, 11(1), 1-19.
  • Arshad, M., Muhammad, Y., & Qureshi, N. (2021). The influence of parent-teacher meetings on early childhood students’ academic performance: Prospective teachers’ perceptions. Global Social Sciences Review, 6(2), 180‒190.
  • Beemyn, G., & Rankin, S. (2011). The lives of transgender people. Columbia: Columbia University Press.
  • Bradshaw, G. (2019). Inclusion in Schools: Gender and Sexual Diversity. BU Journal of Graduate Studies in Education, 11(1), 29-32.
  • Brill, S., & Kenney, L. (2016). The transgender teen. Jersey: A Handbook for parents and professionals supporting transgender and non-binary teens. Jersey: Cleis Press.
  • Brinkmann, S., & Kvale, S. (2018). Doing interviews (2nd ed.). London: Sage.
  • Butt, S., Muhammad, Y., & Masood, S. (2021). Effectively dealing with bullying in elite schools: Principals’ perceptions and practices. Global Sociological Review, 6(3), 1-10.
  • Dessel, A. B., Goodman, K. D., & Woodford, M. R. (2017). LGBT discrimination on campus and heterosexual bystanders: Understanding intentions to intervene. Journal of Diversity in Higher Education, 10(2), 101–116.
  • Effrig, J. C., Bieschke, K. J., & Locke, B. D. (2011). Examining victimization and psychological distress in transgender college students. Journal of College Counseling, 14(2), 143-157.
  • Erickson-Schroth, L., Gilbert, M. A., & Smith, T. E. (2014). Sex and gender development. In L. Erickson-Schroth (Ed.), Trans bodies, trans selves: A resource for the transgender community (pp. 80–101). Oxford: Oxford University Press.
  • Garvey, J. C., Taylor, J. L., & Rankin, S. (2015). An examination of campus climate for LGBTQ community college students. Community College Journal of Research and Practice, 39(6), 527-541.
  • Grossman, A. H., & D'augelli, A. R. (2006). Transgender youth: Invisible and vulnerable. Journal of homosexuality, 51(1), 111- 128.
  • Hani, Muhammad, Y., & Mahmood, A. (2022). Managing group work in the social studies classrooms in elite schools: An analysis of teachers’ beliefs and practices. Global Educational Studies Review, 7(2), 314–324.
  • Hurtado, S., Carter, D. F., & Kardia, D. (1998). The climate for diversity: Key issues for institutional self‐study. New Directions for Institutional Research, 1998(98), 53-63.
  • James, S., Herman, J., Rankin, S., Keisling, M., Mottet, L., & Anafi, M. A. (2016). The report of the 2015 US transgender survey. https://ncvc.dspacedirect.org/handle/20.500.11990/1299
  • Johns, M. M., Poteat, V. P., Horn, S. S., & Kosciw, J. (2019). Strengthening our schools to promote resilience and health among LGBTQ youth: Emerging evidence and research priorities from The State of LGBTQ Youth Health and Wellbeing Symposium. LGBT health, 6(4), 146-155.
  • Khokhar, A. J., & Muhammad, Y. (2020). Islamic habitus in English language textbooks produced by boards in Pakistan. The Journal of Islamic Thought and Civilization, 10(1), 288–310.
  • Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools. A Report from GLSEN: ERIC.
  • Kvale, S., & Brinkmann, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd ed.). London: Sage.
  • Marshall, C., & Oliva, M. (2017). Leadership for social justice: Making revolutions in education. London: Pearson.
  • Mehmud, T., & Idris, M. (2019). The Transgenders’ segregation in Khyber Pakhtunkhwa (Pakistan) with special focuson their inaccessibility to higher secondary/higher education. SJESR, 2(2), 100-109.
  • Meier, S. C., & Labuski, C. M. (2013). The demographics of the transgender population. In International handbook on the demography of sexuality (pp. 289-327). New York: Springer.
  • Meyer, I. H., Ouellette, S. C., Haile, R., & McFarlane, T. A. (2011). “We’d be free”: Narratives of life without homophobia, racism, or sexism. Sexuality Research and Social Policy, 8(3), 204-214.
  • Michael, S. L., Merlo, C. L., Basch, C. E., Wentzel, K. R., & Wechsler, H. (2015). Critical connections: health and academics. Journal of School Health, 85(11), 740-758.
  • Miles, M., Huberman, M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). New York: Sage Publications.
  • Muhammad, Y., & Brett, P. (2019). Addressing social justice and cultural identity in Pakistani education: A qualitative content analysis of curriculum policy. In Education, ethnicity and equity in the multilingual Asian context (pp. 235- 253). New York: Springer.
  • Muhammad, Y., Akhter, M., & Lala, G. E. (2019). Exploring online peer harassment experiences of female university students: A qualitative study. Journal of Educational Research, 22(2), 109-124.
  • Nagoshi, J. L., & Brzuzy, S. I. (2010). Transgender theory: Embodying research and practice. Affilia, 25(4), 431-443.
  • Oldcorn, M. (2016). The beginning school counsellor. BU Journal of Graduate Studies in Education, 8(2), 5-8.
  • Osborne, J. W. (1994). Some similarities and differences among phenomenological and other methods of psychological qualitative research. Canadian Psychology/Psychologie Canadienne, 35(2), 167–189.
  • Patton, M. Q. (2015). Qualitative research & research methods (4th ed.). Thousand Oaks: Sage Publications, Inc.
  • Pirzada, G., Muhammad, Y., & Mahmood, A. (2022). Working girls’ education and life goals: A multiple case study of mothers’ perspectives. Global Sociological Review, 7(1), 94-102.
  • Rajpoot, S., Muhammad, Y., & Anis, F. (2021). Bullying in universities: A qualitative analysis of the lived experiences of students with special needs. Sir Syed Journal of Education & Social Research, 4(1), 388-397.
  • Rankin, S., Blumenfeld, W., Weber, G., & Frazer, S. (2010). State of higher education for LGBT people. Charlotte, NC: Campus Pride.
  • Rankin, S., Blumenfeld, W., Weber, G., & Frazer, S. (2010). State of higher education for LGBT people: Campus pride 2010 national college climate survey. Charlotte, NC: Campus Pride.
  • Rauf, A., Muhammad, Y., & Saeed, A. (2021). Citizenship rights and responsibilities in history textbooks of elite schools in Pakistan: A qualitative content analysis. Journal of the Research Society of Pakistan, 58(2), 235-246.
  • Rauf, A., Muhammad, Y., & Saleem, A. (2021). Elite school students’ perceptions of human rights: An interview study. Research Journal of Social Sciences and Economics Review, 2(1), 402- 413.
  • Siddiqui, M. F., Muhammad, Y., & Naseer, H. (2021). Principals’ self-efficacy beliefs about managing bullying cases in secondary schools. Sir Syed Journal of Education & Social Research, 4(1), 338-349.
  • Steck, A. K., & Perry, D. (2018). Challenging heteronormativity: Creating a safe and inclusive environment for LGBTQ students. Journal of school violence, 17(2), 227-243.
  • Sullivan, A. L., & Urraro, L. L. (2019). Being Young and Trans in School. In Voices of Transgender Children in Early Childhood Education (pp. 17-40). New York: Springer.
  • Wolff, J. R., Kay, T. S., Himes, H. L., & Alquijay, J. (2017). Transgender and Gender- nonconforming student experiences in Christian higher education: A qualitative exploration. Christian Higher Education, 16(5), 319-338. doi:10.1080/15363759.2017.1310065
  • Yasmin, S., Muhammad, Y., & Siddiqui, M. F. (2021). Character building of students: Private secondary school principals’ perceptions and practices. Global Educational Studies Review, 6(1), 103-120.

Cite this article

APA

CHICAGO

    CHICAGO : Aslam, Afira, Yaar Muhammad, and Laiba Nasir. 2022. "Transgender Students' Experiences of Bullying: Some Case Study Evidence." Global Political Review, VII (II): 71-80 doi: 10.31703/gpr.2022(VII-II).09

HARVARD

    HARVARD : ASLAM, A., MUHAMMAD, Y. & NASIR, L. 2022. Transgender Students' Experiences of Bullying: Some Case Study Evidence. Global Political Review, VII, 71-80.

MHRA

    MHRA : Aslam, Afira, Yaar Muhammad, and Laiba Nasir. 2022. "Transgender Students' Experiences of Bullying: Some Case Study Evidence." Global Political Review, VII: 71-80

MLA

    MLA : Aslam, Afira, Yaar Muhammad, and Laiba Nasir. "Transgender Students' Experiences of Bullying: Some Case Study Evidence." Global Political Review, VII.II (2022): 71-80 Print.

OXFORD

    OXFORD : Aslam, Afira, Muhammad, Yaar, and Nasir, Laiba (2022), "Transgender Students' Experiences of Bullying: Some Case Study Evidence", Global Political Review, VII (II), 71-80

TURABIAN

    TURABIAN : Aslam, Afira, Yaar Muhammad, and Laiba Nasir. "Transgender Students' Experiences of Bullying: Some Case Study Evidence." Global Political Review VII, no. II (2022): 71-80. https://doi.org/10.31703/gpr.2022(VII-II).09