"Spatial Analysis of Transgender and Gender Diverse Students’ Mental He" by Elizabeth Heiny

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

Creative Commons Attribution-NonCommercial 4.0 International License
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



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