Abstract
One-thousand-one-hundred-and-ninety-one school counselors completed an online survey regarding advocacy for and with gender minority students comprising transgender and intersex students (school counselor gender minority advocacy competence). School counselors completed a battery of three competency-based assessments to assess their levels of gender identity counselor competence, intersex counselor competence, and school counselor gender minority advocacy competence. They also completed a demographic form so that competency levels could be examined with demographic variables. Attitudes, school level placement, gender, sexual orientation, gender identity counselor competence, and intersex counselor competence were significantly related to advocacy for and with gender minority students. These findings have implications for the application of identity behavior theory to examine the experiences and behaviors of minoritized individuals and those who advocate for them. These advocates include school counselors and other helping professionals who work with gender minority students.
Highlights
A paucity of research exists on school counselor gender minority advocacy competence, the extent to which school counselors effectively advocate for and with transgender and intersex students [1]
We examine the underpinnings of school counselor gender minority advocacy in light of Identity Behavior Theory (IBT) using three competency-based assessments (CBAs): the School Counselor Transgender Intersex Advocacy Competence Scale, the Gender Identity Counselor Competence Scale, and the Intersex Counselor Competence Scale [11]
To test hypotheses one to three, bivariate correlation analyses were utilized to assess the relationships between ordinal variables and levels of school counselor gender minority advocacy competence: attitudes, gender identity counselor competence, and intersex counselor competence
Summary
A paucity of research exists on school counselor gender minority advocacy competence, the extent to which school counselors effectively advocate for and with transgender and intersex students [1]. This lack of research is concerning because gender minority youth are becoming more visible in society, and, the American School Counselor Association has called for respect and equal treatment of these students, many still report negative school experiences [2, 3]. In this study gender minority youth comprise those who identify as transgender and intersex. Transgender youth experience incongruent feelings between birth sex and gender identity [5].
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