Changing the frame: queering access to higher education for trans* students

Marine, Susan B.

doi:10.1080/09518398.2016.1268279

Cited by 26 publications

(17 citation statements)

References 36 publications

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“…T14 refers to the group of law schools that are consistently ranked in the top 14 law schools by U.S. News & World Report. administrative violence (Demissie et al, 2018;Marine, 2017;Nowicki, 2019;Nicolazzo, 2017aNicolazzo, , 2017b.…”

Section: Discussionmentioning

confidence: 99%

Toward Gender-Inclusive Postsecondary Data Collection

Ford

Rosinger

Choi

et al. 2020

Educational Researcher

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Many postsecondary datasets collect gender data in ways that are not inclusive of all students. Many trans* students, those who identify as trans women, trans men, genderqueer, among other gender identities, are excluded when surveys collect gender data using only two categories. The American Bar Association recently became the first sector of higher education to collect and report enrollment data using three gender categories for all U.S. law schools. Between 2014 and 2019, there was a steady rise in the number of law schools that reported enrolling students in the “other” gender category. We interpret this growth to signify that law schools are beginning to collect data on students who were already there, not a reflection of exponential growth in trans* enrollment in law school. A more inclusive approach to gender data collection is necessary to better understand the educational trajectories of trans* students. However, data collection alone is not sufficient and may in fact be problematic. Importantly, we encourage quantitative researchers to consider their role in processes of administrative violence—that is, the ways in which the use of discrete identity categories (such as male, female and/or other) can create barriers for trans* students as they access healthcare, student housing and campus services.

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Section: Discussionmentioning

confidence: 99%

Toward Gender-Inclusive Postsecondary Data Collection

Ford

Rosinger

Choi

et al. 2020

Educational Researcher

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“…These restrictive experiences arise throughout the whole educational journey. Marine (2017) specifically focuses on three critical junctures in trans students’ path to HE; she notes that they experience genderism in educational guidance, application processes, and the move to the University. Alex’s experiences of microaggression and not being recognised illustrates this:I think if a young person is stressed out because of […] them not being able to wear what they feel like, or is comfortable, or people being called the right thing, or too much fuss being made over toilets, […] they will get distracted by that sort of stuff and it puts them at a huge disadvantage to non-LGBT young people, and that’s something that isn’t really addressed […].…”

Section: Methodsmentioning

confidence: 99%

“…A growing number of studies focus on trans students (Beemyn 2005, 2020; Garvey et al, 2019; Lange et al, 2021; McBride 2020; Nicolazzo and Marine 2015; Pryor et al, 2016; Seelman 2014). This is important because ‘trans* individuals and communities have been systematically excluded from full participation in post-secondary education’ (Marine 2017, 218) impacting their economic marginalisation, health, and civic participation. Transgender students and cisgender LGB students differently experience discrimination (Bachman and Gooch 2018), precarity (Valentine et al, 2009) and hostility on campus (Legg et al, 2020; Singh et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Liveability, environment and policy: Reflections on trans student experience of entering UK higher education

2022

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This article examines the intersection of lived experience and equality policy in UK Higher Education (HE), focusing on trans students’ experiences of planning for and applying to University. The research is based on participatory research with an lesbian, gay, bisexual, transgender, queer / questioning (LGBTQ+) youth project in Brighton, UK. We frame the relationship between trans identities and equalities in education in terms of liveability. The article contributes to gender and education research by foregrounding the experience of trans students on the cusp of entering HE, illustrating how they navigate challenges around environment, bureaucracy and policy.

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“…Over the course of the last 20 years, a relatively small but robust body of research and scholarship has emerged that addresses trans experience as it relates to education. Although there has been somewhat more research on trans life in higher education (e.g., Beemyn, 2019;Courvant, 2011;Garvey et al, 2019;Jourian, 2017;Marine, 2017;Nicolazzo, 2016;Nicolazzo et al, 2015;Stewart & Nicolazzo 2018), nearly 70 peer-reviewed journal articles have been published that focus on or engage extensively with trans experience and knowledge production in U.S. K-12 education 6 (Meyer & Regan, 2021). Notably, the majority of these publications have appeared in specialist journals like the Journal of LGBT Youth,Gender and Education,and Sex Education.…”

Section: Trans Studies and K-12 Education Researchmentioning

confidence: 99%

Methodology as Pedagogy: Trans Lives, Social Science, and the Possibilities of Education Research

Keenan

2022

Educational Researcher

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Over the past decade, public awareness of transgender people has rapidly increased. Yet people who do not conform to the expectations of their assigned gender often face social prejudice and structural marginalization. Within this context, an increasing number of education researchers have shown interest in taking up questions related to transgender communities. Although there is great potential for education researchers to play a useful role in cultivating trans-competent educational environments, this heightened engagement raises new challenges. How can education researchers design methodologies that avoid reinforcing the structures and epistemologies that have done harm to trans people? This article places that question in historical context through an overview of the relationship between transgender people and social science research over the last century, and the emergence of transgender studies as a response to that history. Then, the article presents a consideration of the role of education research in bridging tensions between the fields of social science and transgender studies.

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Changing the frame: queering access to higher education for trans* students

Cited by 26 publications

References 36 publications

Toward Gender-Inclusive Postsecondary Data Collection

Toward Gender-Inclusive Postsecondary Data Collection

Liveability, environment and policy: Reflections on trans student experience of entering UK higher education

Methodology as Pedagogy: Trans Lives, Social Science, and the Possibilities of Education Research

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