“It's Already Hard Enough Being a Student”: Developing Affirming College Environments for Trans Youth

Singh, Anneliese A.; Meng, Sarah E.; Hansen, Anthony

doi:10.1080/19361653.2013.800770

Cited by 81 publications

(86 citation statements)

References 17 publications

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“…Research, Practice, and Advocacy Implications Results from this study substantiate previous research (GLSEN, 2009;Gonzalez & McNulty, 2011;Singh et al, 2013) regarding TQQ students' experiences of high school climate and yield important implications for future research, practice, and advocacy with TQQ youth. Specifically, the research implications of the current study are that collaboration with TQQ can yield meaningful results that empower youth and that small sample sizes allow us to dig deeper into the narratives of TQQ youth and capture the reality of their experiences.…”

Section: Discussionsupporting

confidence: 78%

“…Also consistent with existing literature (GLSEN, 2009;Singh & McKleroy, 2011), participants emphasized the need to feel supported by school faculty. Scholarship has suggested various strategies for effectively advocating for and with TQQ students (Gonzalez & McNulty, 2011) as well as resilience strategies TQQ youth use to cope with transgender oppression and heterosexism (Singh & McKleroy, 2011;Singh, Meng, & Hansen, 2013). Consistent with the strategies outlined in the literature, participants in this study described a variety of practices educators could use to advocate for and with TQQ students.…”

Section: Discussionmentioning

confidence: 67%

“…The nascent qualitative literature that does exist with TQQ youth may seek to understand the perspectives and experiences of TQQ youth; however, there are no studies to date of collaborative research with TQQ students. For instance, there have been studies that have highlighted the invisibility TQQ youth experience (Grossman & D'Augelli, 2009) and the resilience strategies they use to navigate transprejudice and homoprejudice (Singh, 2012;Singh, Meng, & Hansen, 2013); yet there remains a need in the Downloaded by [The Aga Khan University] at 20:24 19 February 2015 field to use innovative and collaborative methodologies that highlight the voices of TQQ youth, who often have multiple marginalized identities.…”

Section: Participatory Action Research With Tqq Youthmentioning

confidence: 98%

“…Using the qualitative participatory action methodology, collective memory work, our larger project sought to explore how youth made meaning of their sexual and gender identity through their high school experiences. This article focuses specifically on the unique findings from our transgender, queer, and questioning youth (TQQ), given their documented underrepresentation in the literature (Grossman & D'Augelli, 2009;Lewis & Johnson, 2011;Singh, Meng, & Hansen, 2013). In addition, this article seeks to illuminate some of the some of the unique experiences TQQ face as they confront the gender binary, always so closely connected to sexual identity.…”

mentioning

confidence: 94%

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“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

Johnson

Singh

González

2014

Journal of Homosexuality

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Using the qualitative participatory action methodology, collective memory work, this study explored how transgender, queer, and questioning (TQQ) youth make meaning of their sexual orientation and gender identity through high school experiences. Researchers identified three major conceptual but overlapping themes from the data generated in the transgender, queer, and questioning youth focus group: a need for resilience, you should be able to be safe, and this is what action looks like! The researchers discuss how as a research product, a documentary can effectively "capture voices" of participants, making research accessible and attractive to parents, practitioners, policy makers, and participants.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 67%

Section: Participatory Action Research With Tqq Youthmentioning

confidence: 98%

mentioning

confidence: 94%

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“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

Johnson

Singh

González

2014

Journal of Homosexuality

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“…2 Trans* university students expect to be recognized and supported by the academic institutions that they attend (Beemyn 2008;Beemyn and Rankin 2011). Some student affairs professionals and advocates suggest enhancing the campus climate for trans* students through improved practices and revised policies related to health care, residence halls, bathrooms, locker rooms, as well as gender and name change procedures (Beemyn et al 2005;McKinney 2008;Pusch 2003;Singh, Meng, and Hansen 2013). However, less attention has been paid to classroom interactions between teachers and trans* students (Lovaas, Baroudi, and Collins 2002).…”

Section: Trans* Identity and Recognitionmentioning

confidence: 95%

Trans* Disruptions

Wentling¹

2015

TSQ: Transgender Studies Quarterly

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There are an increasing number of university students who express a fluid gender embodiment and identity, resisting binary gender categories as well as binary transgender categories. The use of gender-neutral, as well as third-person plural pronouns, disrupts linguistic gender hegemony and creates particular gendered meanings. With the increasing number of trans* people who queer the gender binary, how does language affirm or deny their personhood? This research note uses data from an online survey (N = 557) to examine teachers' recognition of trans* individuals' pronouns. Results demonstrate that trans* students who identify as genderqueer tend to use genderneutral and third-person pronouns. However, educators are less affirming when it comes to genderneutral pronoun recognition. Educators must resist taken-for-granted gender attribution processes and explicitly ask all students to state their pronouns. Accurate pronoun recognition supports trans* students' identity development and honors their personhood. E ducators engaged in critical pedagogy are tasked with developing productive learning spaces that both respect and invite students' multiple, embodied differences into a curriculum that inspires action and social change (Freire 1970). To do so, teachers must acknowledge students' full personhood and identities. Teachers are likely to have a diverse group of students who identify as cisgender, transgender, genderqueer, or gender nonconforming. 1 An increasing number of university students express a fluid gender embodiment and identity, resisting both traditional binary gender categories (i.e., women and men) as well as binary transgender categories, such as female-to-male and male-to-female (Beemyn 2008;Wilchins 2004). My research suggests that students do in fact identify and express their gender in multiple ways, and that educators are more likely to use correct pronouns when students reinforce the gender binary. Educators must resist takenfor-granted gender attribution processes in order to honor and value each student's personhood. This can be simply achieved by asking all students to indicate their pronouns-much in the same way students introduce themselves by their name.

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Experiences and Perspectives of Transgender Youths in Accessing Health Care

et al. 2021

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ransgender and nonbinary people make up around 0.5% of the world's population (25 million people), and most are children, adolescents, and young adults. 1,2 A detailed list of transgender-associated terms and definitions is presented in eTable 1 in the Supplement. Transgender and nonbinary youths face considerable disparities in access to health care and outcomes. 1,[3][4][5][6] They are exposed to stigma and violence, 1 have an increased risk of anxiety and depression, and are more than 20 times more likely to die by suicide than the general population. 1,3 Transgender and nonbinary people have a high prevalence of substance abuse and are more likely to smoke compared with their peers. 1 Transfeminine individuals have a disproportionate burden of HIV infection, with a global prevalence of 20%. 6 In addition to general health care needs, transgender and nonbinary people often require specific medical interventions, namely hormone therapy, gender-affirming surgery, and reproductive care. However, transgender and nonbinary people have reported difficulties in accessing safe treatment and quality care. 5 In many countries, health care for transgender and nonbinary youths are not explicitly addressed in legislation and policy, and patients encounter legal and insurance-associated barriers in accessing care. 3,6 This can lead to disengagement from health services and resorting to nonprescription hormone use or self-performed surgeries, which can lead to life-threatening complications. 7,8 There is very limited understanding of the experiences, challenges, and needs of transgender and nonbinary youths. A systematic review of qualitative studies on the perspectives of transgender and nonbinary youths can generate more comprehensive evidence that spans different populations and health care contexts. We aimed to describe the attitudes and experiences of this population in accessing health care to inform strategies to improve the quality of care and health outcomes. MethodsWe conducted a systematic review and thematic synthesis of primary qualitative studies in which the data were reanalyzed across IMPORTANCE Transgender and nonbinary youths have a higher incidence of a range of health conditions and may paradoxically face limited access to health care. OBJECTIVE To describe the perspectives and needs of transgender youths in accessing health care.EVIDENCE REVIEW MEDLINE, Embase, PsycInfo, and the Cumulative Index to Nursing and Allied Health Literature were searched from inception to January 2021. Qualitative studies of transgender youths' perspectives on accessing health care were selected. Results from primary studies were extracted. Data were analyzed using thematic synthesis.FINDINGS Ninety-one studies involving 884 participants aged 9 to 24 years across 17 countries were included. We identified 6 themes: experiencing pervasive stigma and discrimination in health care, feeling vulnerable and uncertain in decision-making, traversing risks to overcome systemic barriers to transitioning, internalizing intense fear of con...

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“It's Already Hard Enough Being a Student”: Developing Affirming College Environments for Trans Youth

Cited by 81 publications

References 17 publications

“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

Trans* Disruptions

Experiences and Perspectives of Transgender Youths in Accessing Health Care

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