Exploring the Competencies of Educators who Serve Transgender Learners in Secondary School

The majority of transgender youth have learning experiences in school that are less than optimal; however, there is a paucity of research on the competencies of educators of transgender learners that could ameliorate the comorbidities and adversities they endure in secondary school. The purpose of this study was to explore what knowledge, attitudes, and skills educators apply to serve transgender learners in secondary school. The conceptual framework of servant leadership was used in this inquiry. A single case study design was used to examine a secondary school participating in the Alberta Sexual Orientation and Gender Identity Educator Network that serves all students, including transgender learners. Seven educators from various disciplines and roles participated in a staged collection of data sources, including (a) a document, (b) a questionnaire, and (c) an interview. Data were analyzed using a priori coding, followed by pattern coding. Results showed that educators applied an interrelated and mutual standard of knowledge conventions, attitudinal compassions, and skillful collaborations through various dimensions of servant leadership unique to transgender learners. Educators collectively (a) drew from knowledge largely based on professional experience and grounded in what students had experienced; (b) drew upon attitudes largely based on a shared level of agreement for their thoughts, positions, and feelings and grounded in acceptance, empathy, and focus on the student; and (c) demonstrated skills largely based on their individual roles and grounded in backing students. The findings of this study contribute to positive social change by informing the paradigms, perceptions, and practices of professionals who serve this marginalized group of learners in secondary education

Exploring the Competencies of Educators who Serve Transgender Learners in Secondary School

The majority of transgender youth have learning experiences in school that are less than optimal; however, there is a paucity of research on the competencies of educators of transgender learners that could ameliorate the comorbidities and adversities they endure in secondary school. The purpose of this study was to explore what knowledge, attitudes, and skills educators apply to serve transgender learners in secondary school. The conceptual framework of servant leadership was used in this inquiry. A single case study design was used to examine a secondary school participating in the Alberta Sexual Orientation and Gender Identity Educator Network that serves all students, including transgender learners. Seven educators from various disciplines and roles participated in a staged collection of data sources, including (a) a document, (b) a questionnaire, and (c) an interview. Data were analyzed using a priori coding, followed by pattern coding. Results showed that educators applied an interrelated and mutual standard of knowledge conventions, attitudinal compassions, and skillful collaborations through various dimensions of servant leadership unique to transgender learners. Educators collectively (a) drew from knowledge largely based on professional experience and grounded in what students had experienced; (b) drew upon attitudes largely based on a shared level of agreement for their thoughts, positions, and feelings and grounded in acceptance, empathy, and focus on the student; and (c) demonstrated skills largely based on their individual roles and grounded in backing students. The findings of this study contribute to positive social change by informing the paradigms, perceptions, and practices of professionals who serve this marginalized group of learners in secondary education

Longitudinal social networks impacts on weight and weight-related behaviors assessed using mobile-based ecological momentary assessments: Study Protocols for the SPARC study

Abstract Background The transition from the home to college is a phase in which emerging adults shift toward more unhealthy eating and physical activity patterns, higher body mass indices, thus increasing risk of overweight/obesity. Currently, little is understood about how changing friendship networks shape weight gain behaviors. This paper describes the recruitment, data collection, and data analytic protocols for the SPARC (Social impact of Physical Activity and nutRition in College) study, a longitudinal examination of the mechanisms by which friends and friendship networks influence nutrition and physical activity behaviors and weight gain in the transition to college life. Methods The SPARC study aims to follow 1450 university freshmen from a large university over an academic year, collecting data on multiple aspects of friends and friendship networks. Integrating multiple types of data related to student lives, ecological momentary assessments (EMAs) are administered via a cell phone application, devilSPARC. EMAs collected in four 1-week periods (a total of 4 EMA waves) are integrated with linked data from web-based surveys and anthropometric measurements conducted at four times points (for a total of eight data collection periods including EMAs, separated by ~1 month). University databases will provide student card data, allowing integration of both time-dated data on food purchasing, use of physical activity venues, and geographical information system (GIS) locations of these activities relative to other students in their social networks. Discussion Findings are intended to guide the development of more effective interventions to enhance behaviors among college students that protect against weight gain during college