Transgender students in post-compulsory education: A systematic review

Hafford‐Letchfield, Trish; Pezzella, Alfonso; Cole, Laura; Manning, Rebecca

doi:10.1016/j.ijer.2017.08.004

Cited by 16 publications

(3 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is a lack of research in the overall field of LGBTQIA individuals (Lippincott, Wlazelek, & Schumacher, 2000;Hafford-Letchfield, Pezzella, Cole, & Manning, 2017). Of the available research, the populations utilized have consisted of predominately White individuals, with a lack of cultural representation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…LGBTQIA students are more likely to experience forms of harassment and discrimination within the campus environment than heterosexual students (Linley et al, 2016). Transgender and gender nonconforming students have reported experiencing harassment on campus at a higher rate than LGB students, 38% and 20% respectively (Hafford-Letchfield et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

Herridge

García

Leong

2019

JSPTE

View full text Add to dashboard Cite

Aim/Purpose: While there are studies that examine the experience of LGB or international students, we are not aware of any study that examines both intersectionalities. In this study, we attempt to be the first to examine the experiences of international LGB students and the resources they utilize on campuses. Background: This research provides an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes. Methodology: This narrative qualitative research study was guided by the unifying model of sexual identity development and the model of multiple dimensions of identity. This study conducted semi-structured interviews with eleven participants from two states to attain a deeper insight and perspective on the experiences of LGB International students. Contribution: With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGB community. Findings: The respondents indicated a mixture of experiences based on their sexual orientation and national identity. Emerging themes for RQ1 were Fear, Isolation, and Openness. Respondents expressed the utilization of a wide variety of resources from campus based on online resources. Emerging themes for RQ2 were Campus Based Resources, Online Resources, and Negative Experiences. Recommendations for Practitioners: Based on these findings, institutions of higher education can promote the resources available to students within these populations. Institutions should be intentional in supporting the spiritual and religious needs of international LGBTQIA students to aid in the holistic development of their students. Recommendation for Researchers: It is recommended for researchers to explore how international students who identify as LGBTQIA students experience community colleges. Future Research: Future research should explore how staff, administrators, and faculty attempt to support students from regions of the world that are very conservative as they recruit students from those regions.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

Herridge

García

Leong

2019

JSPTE

View full text Add to dashboard Cite

show abstract

“…Higher education institutions and healthcare organizations have a significant role in developing curricula ( Cui, 2023 ) that can be accessed by all groups, including those who identify as LGBTQIA+ ( McCann & Brown, 2018 ). Health institutions need to make room for individuals from different sexual orientations and gender identities and communicate a sense of welcome ( Hafford-Letchfield et al , 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Development, implementation, and testing of LGBTQIA+ care curriculum for health science professionals: Research protocol.

Pai,

Yesodharan,

Palimar

et al. 2023

F1000Res

View full text Add to dashboard Cite

Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual (LGBTQIA+) people struggle to identify a healthcare service that understands their problems and needs. Additionally, healthcare professionals also find it difficult to care for LGBTQIA+ as very little is studied or heard about management. The article presents a protocol for a pilot study aimed at the development of an LGBTQIA+ care curriculum for health science professionals. The study includes Phase I: The development of a curriculum based on a literature review and focus group discussion among LGBTQIA+ individuals, and Phase II: Pilot testing of LGBTQIA+ care curriculum. The study outcome will reflect the improvement in the knowledge of healthcare professionals on LGBTQIA+ care.

show abstract

Student Resources and Retention Among Transgender and Nonbinary College Students

Liss,

Derflinger,

Wilson

2024

Diversity & Inclusion Research

View full text Add to dashboard Cite

Transgender and nonbinary (TNB) college students are more likely to drop out of college than their cisgender peers. While robust previous literature has focused on individually experienced stressors, this paper looks at the structural supports offered by the institution. One hundred and fifty‐four TNB college students were asked about the resources available on their campuses, their sense of safety on campus, and whether they intended to drop out of college. Campus resources and supports were associated with a greater sense of safety, and in turn, less of a desire to drop out of college. Some resources such as a nondiscrimination policy that includes gender identity, LGBTQ+ student organizations, all‐gender bathrooms, an LGBTQ+ resource center, and a policy allowing nonlegal name changes on official documents were more frequently reported by participants as available, while other resources such as gender inclusive housing and appropriate health services were perceived as less available. However, there was wide variability in the availability of resources. The present study suggests that TNB inclusion policies and practices should be of high priority for higher education institutions.

show abstract

Transgender students in post-compulsory education: A systematic review

Cited by 16 publications

References 40 publications

Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

Development, implementation, and testing of LGBTQIA+ care curriculum for health science professionals: Research protocol.

Student Resources and Retention Among Transgender and Nonbinary College Students

Contact Info

Product

Resources

About