Master of Arts (MA)
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Through a social learning theoretical framework, this thesis seeks to understand the mechanisms by which gender normativity is perpetuated, as well as how it may result in the marginalization of transgender and gender nonconforming (TGNC) youth. Additionally, ways in which TGNC youth navigate oppression and how discrimination against TGNC youth may be reduced through disruption of gender normativity are explored. Using qualitative methods that include the analyzation of community meeting transcripts as well as townhall meetings with TGNC/queer community members, the present study will attempt to answer the following research questions through a social learning theoretical framework: 1. How can transphobic ideals and actions be explained? 2. How are transphobic ideals and rhetoric discussed? 3. How do transgender/gender nonconforming youth navigate discrimination and marginalization? 4. Can the cultural transmission of pro-trans values serve as a protective factor for transgender/gender nonconforming youth? This thesis will fill gaps in the literature by expanding on research pertaining specifically to TGNC youth and utilizing social learning theory to both explain and disrupt gender normativity and the harmful rhetoric associated with it.
Gender normative; Social learning; TGNC; Transgender; Youth
Lesbian, Gay, Bisexual, and Transgender Studies | Psychiatric and Mental Health
University of Nevada, Las Vegas
Shank, Ashley, "Disrupting Gender Normativity Through A Social Learning Framework" (2021). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4199.
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