000126269 001__ 126269
000126269 005__ 20240720100845.0
000126269 0247_ $$2doi$$a10.1016/j.ijer.2023.102178
000126269 0248_ $$2sideral$$a133692
000126269 037__ $$aART-2023-133692
000126269 041__ $$aeng
000126269 100__ $$0(orcid)0000-0002-6273-8671$$aGonzález-Mendiondo, Lucía$$uUniversidad de Zaragoza
000126269 245__ $$aTeachers dealing with non-conformity: Development of the attitudes toward childhood gender identity questionnaire for educational settings
000126269 260__ $$c2023
000126269 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126269 5203_ $$aValid and reliable measures to evaluate teachers’ attitudes towards transgender and gender nonconforming students are lacking. Therefore, we developed the Attitudes toward Childhood Gender Identity Questionnaire for Teachers (ACGIQ-T). We analyzed data from 358 Spanish teachers (84.5% women). A CFA supported a 13-item version of the questionnaire with three factors (71% of the variance explained): Cross-gender roles in leisure/friendship; Cross-gender-typical behaviors and Cross-gender feelings/expressions. Cronbach´s alpha values were over 0.82. Regarding concurrent validity, women and feminine individuals were more likely to approve cross-gender behaviors. Associations of ACGIQ-T factors with other non-conformity roles were found, and the perception of cross-gender behaviors as problematic was associated with willingness to facilitate transitions of children and adolescents. Implications for the educational field are discussed.
000126269 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000126269 590__ $$a2.6$$b2023
000126269 592__ $$a1.06$$b2023
000126269 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b120 / 756 = 0.159$$c2023$$dQ1$$eT1
000126269 593__ $$aEducation$$c2023$$dQ1
000126269 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126269 700__ $$aMoyano, Nieves
000126269 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000126269 773__ $$g119 (2023), 102178 [11 pp.]$$pInt. j. educ. res.$$tInternational Journal of Educational Research$$x0883-0355
000126269 8564_ $$s1097433$$uhttps://zaguan.unizar.es/record/126269/files/texto_completo.pdf$$yVersión publicada
000126269 8564_ $$s1937234$$uhttps://zaguan.unizar.es/record/126269/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000126269 909CO $$ooai:zaguan.unizar.es:126269$$particulos$$pdriver
000126269 951__ $$a2024-07-19-18:47:26
000126269 980__ $$aARTICLE