A Phenomenological Study of Transgender Youth with Disabilities High School Experiences

187 Pages·2018·12.653 MB·English

by  Angela Kay Ingram

A PHENOMENOLOGICAL STUDY OF TRANSGENDER YOUTH WITH
DISABILITIES HIGH SCHOOL EXPERIENCES
by
ANGELA KAY INGRAM
A DISSERTATION
Presented to the Department of Special Education and Clinical Sciences
and the Graduate School of the University of Oregon
in partial fulfillment of the requirements
for the degree of
Doctor of Philosophy
September 2018
DISSERTATION APPROVAL PAGE
Student: Angela Kay Ingram
Title: A Phenomenological Study of Transgender Youth with Disabilities High School
Experiences
This dissertation has been accepted and approved in partial fulfillment of the
requirements for the Doctor of Philosophy degree in the Department of Special Education
and Clinical Sciences by:
John Seeley, PhD Chairperson
Dawn Rowe, PhD Core Member
Lauren Lindstrom, PhD Core Member
Lisa Mazzei, PhD Institutional Representative
and
Janet Woodruff-Borden Vice Provost and Dean of the Graduate School
Original approval signatures are on file with the University of Oregon Graduate School.
Degree awarded September 2018
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© 2018 Angela Kay Ingram
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DISSERTATION ABSTRACT

Angela Kay Ingram

Doctor of Philosophy

Department of Special Education and Clinical Sciences

September 2018

Title: A Phenomenological Study of Transgender Youth with Disabilities High School
Experiences

The purpose of this study was to gain an in-depth understanding of the lived
experiences of transgender youth with disabilties in high school. Utilizing in-depth
phenomenological interviews and photography, this study sought to gain insights into how
the lived experiences and intersections of transgender and disability identity impact high
school experiences. The collection of interview data and photography allowed for a deeper
understanding of the essence of the phenomenon under study. The aim was to understand
the ways in which the complexities of ‘transgender’ and ‘disability’ identities impact high
school experiences.
The analysis of the data lead to six key themes including: gender as fluid, society
and identity, conflation of identities, mental health, changes in school and difference as
strength. This dissertation offers a more complete picture of the needs and barriers
transgender youth with disabilities face to inform future research and practice. Results from
this study extend the current research and provide a deeper understanding of the needs and
challenges of transgendered youth with disabilities. Findings from this study also support
implications for how educators work with transgender youth with disabilities and how
schools can be more inclusive in meeting their needs.
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CURRICULUM VITAE

NAME OF AUTHOR: Angela Kay Ingram

GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED:

University of Oregon, Eugene
Texas A&M, Corpus Christi, TX

DEGREES AWARDED:

Doctor of Philosophy, in Special Education and Clinical Sciences, 2018,
University of Oregon
Master of Science in Special Education, 2008, Texas A&M
Bachelor of Science in Special Education, 2007, Texas A&M

AREAS OF SPECIAL INTEREST:

Secondary Special Education
Disability and Gender
Teacher Education

PROFESSIONAL EXPERIENCE:

Special Education Teacher, Qatar Foundation, 2013-2014

Special Education Teacher, Quality Schools International, 2011-2012

Special Education Teacher, Cypress Fair Banks ISD, 2009-2011

GRANTS, AWARDS, AND HONORS:

American Education Research Association, Student Travel Award, 2018

University of Oregon, Anette Gunther Drew Scholarship, 2017

PUBLICATIONS:

Lindstrom, L., Hirano, K., Ingram, A., Degarmo, D., & Post, C. (2018). “Learning to Be
Myself”: Paths 2 the Future Career Development Curriculum for Young Women
With Disabilities. Journal of Career Development. Advanced Online
Publication doi: 10.1177/0894845318776795

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Lindstrom, L., Hirano, K. & Ingram, A. (2018). Finding our voices:
Employment for women with disabilities. In G. Wright & S. L. Fielden &. (Eds.)
Disability and Work. Basingstoke, United Kingdom: Palgrave MacMillan. (Invited
peer reviewed chapter).

Rowe, D. A., Mazzotti, V.M., Ingram, A., & Lee, S. (2017). Effects of goal-setting
instruction on academic engagement for students at-risk. Career Development and
Transition for Exceptional Children, 40, 25-35. doi: 10.1177/2165143416678175
[Special issue on Academics and Transition]

Mazzotti, V., M., Rowe, D. A., Wagner, K., Ingram, A., Blackhorn, H., Thomas, J.R.
(2016). Annotated bibliography of NLTS-2 Secondary Analysis. Retrieved from
National Technical Assistance Center on Transition Technical Assistance Center
Web site http://www.transitionta.org/sites/default/files/AB_NLTS2.pdf

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ACKNOWLEDGMENTS

When I reflect about the last 4 years of my life, what comes to mind is a beautiful
mosaic of all of the extraordinary people in my life. This beautiful mosaic will hang on a
wall in my heart forever; these people have not only been there for me, they have
believed in me. I would like to thank my advisor Dr. Dawn Rowe, for her continuous
support and patience throughout my doctoral program. I would also like to express my
gratitude to my committee members, Dr. Lisa Mazzei, Dr. Lauren Lindstrom, Dr. John
Seeley for their advice and guidance. Through these people I have grown and continue to
grow. In addition, I would like to express my appreciation to my close friends and family,
who have always been there for me. Lastly, I would like to acknowledge and recognize
the participants who participated in this study, as well as all of the non-profit
organizations who supported me and connected me with the participants.
I would also like to acknowledge that this dissertation would not be possible if it
were not for settler colonialism and the patriarchal structures in our society that
systematically oppress and marginalize groups of people.
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In memory and dedication of my astonishing gram, Ellen Slitts, 1920-2015.

Words cannot illustrate what a phenomenal and inspiring woman she was. She
was a person who has touched the hearts of three generations of people and
inspired many to be the people we are today. Her influence will last a lifetime
and the memories of her will stay alive in the hearts and souls of those who loved
her. I am who I am today, because I knew you. I am grateful and lucky to have
such beautiful memories with you. You have given me enough encouragement,
strength and hope that will last a lifetime. You will be immensely missed but you
will stay alive in our daily thoughts.

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TABLE OF CONTENTS
Chapter Page

I. INTRODUCTION .................................................................................................... 1
Statement of the Problem ...................................................................................... 6
Research Paradigms ............................................................................................... 8

Phenomenology ............................................................................................... 8
Theoretical Frameworks ........................................................................................ 9
Purpose of this Study ............................................................................................. 10
Research Questions ............................................................................................... 11
Contribution of the Study ...................................................................................... 11
Definition of Terms ............................................................................................... 12
II. LITERATURE REVIEW ....................................................................................... 14
Theoretical Framework ......................................................................................... 14
Binary Discourse ............................................................................................. 14
Queer Theory ................................................................................................... 15
Transgender Theory ......................................................................................... 18
Gender as Fluid ........................................................................................ 19
Neurological Fluidity ............................................................................... 20
Gender Embodiment ................................................................................ 22
Lived Experiences and Intersectionality ................................................. 23
Transgender Identity and Experiences .................................................................. 27
Self-esteem, Stigma and Transgender Youth .................................................. 26

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Chapter Page
Harassment and Transgender Youth ............................................................... 27
Post School Outcomes and Transgender Youth .............................................. 28
Disability Identity ................................................................................................. 29
Self-esteem, Stigma and Disability ................................................................ 29
Harassment and Disability .............................................................................. 31
Disability and Post School Outcomes ............................................................ 32
Conclusions .......................................................................................................... 33
III. METHODS ............................................................................................................ 34
Phenomenological Methods .................................................................................. 35
Epoche ............................................................................................................. 36
Phenomenological Reduction ......................................................................... 36
Imaginative Variation ...................................................................................... 37
Synthesis .......................................................................................................... 37
Data Collection ....................................................................................................... 38
Recruitment ..................................................................................................... 38
Informed Consent ............................................................................................ 38
Sample ............................................................................................................. 39
Instruments ...................................................................................................... 40
Procedures ....................................................................................................... 45

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