ABSTRACT

This exploratory mixed-methods study sought to understand some of the potential psychoeducational benefits of drag queen reading programs. A short mixed-methods survey was employed that asked caregivers about their experiences with drag queen reading programs. Since this is a topic with little prior research, ethnographic observations of three different drag queen reading programs were also completed to gain more knowledge of the public realm of a modality that challenges cisheteronormativity of gender expression. Over 86% of the respondents enjoyed the program and would recommend it to a friend. A majority of respondents (72%) shared that their children enjoyed the programming, and a little more than half (65%) felt like it was age appropriate. The qualitative results suggest that storytimes may be more effective if they cater to a specific developmental range (such as for all ages, toddlers and infants, and school-aged children). The qualitative and ethnographic results highlighted themes such as increased knowledge around gender expression and gender identity and teaching families more about acceptance and difference.

摘要

这项探索性的混合方法研究旨在了解变装皇后阅读计划的一些潜在心理教育益处。采用了一项简短的混合方法调查，询问护理人员他们在变装皇后阅读计划方面的经历。由于这是一个先前研究很少的主题，因此还完成了对三个不同的变装皇后阅读计划的民族志观察，以获取更多关于挑战性别表达的性别规范性的方式的公共领域的知识。超过 86% 的受访者喜欢该计划并将其推荐给朋友。大多数受访者 (72%) 表示他们的孩子喜欢这个节目，略多于一半 (65%) 的受访者认为这适合他们的年龄。定性结果表明，如果故事时间适合特定的发展范围（例如所有年龄段、幼儿和婴儿以及学龄儿童），故事时间可能会更有效。定性和人种学结果突出了主题，例如关于性别表达和性别认同的知识增加，以及向家庭更多地了解接受和差异。