Date of Award
Spring 6-15-2024
Document Type
Masters Capstone Project
Degree Name
M.S. in Geographic Information Science
Organizational Unit
College of Natural Science and Mathematics, Geography and the Environment
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Keywords
Education, Transgender, Gender diverse, Mental health, Education policy, Montana, Colorado, Geographic information science
Abstract
As the number of policies impacting transgender and gender diverse (TGD) people increase among school boards, understanding the impacts these policies have on mental health is important. These policies can be positive or negative. Using geographic information systems (GIS) to analyze where better mental health and TGD impacting policies are correlated can offer clear results on where students mental health is affected by these policies in Colorado and Montana. This study found that TGD impacting policies did not explain the majority of variation in mental health index score. Positive or negative correlations between the mental health index and policy positivity were calculated. No school districts’ TGD impacting policies accounted for more than 30% of the variation in mental health.
Copyright Date
6-7-2024
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Elizabeth Heiny
Provenance
Received from author
File Format
application/pdf
Language
English (eng)
Extent
63 pgs
File Size
4.4 MB
Recommended Citation
Heiny, Elizabeth, "Spatial Analysis of Transgender and Gender Diverse Students’ Mental Health and School Board Policies in Colorado and Montana" (2024). Geography and the Environment: Graduate Student Capstones. 84.
https://digitalcommons.du.edu/geog_ms_capstone/84
Included in
Educational Psychology Commons, Education Policy Commons, Gender Equity in Education Commons, Human Geography Commons
