University housing reinforces the negative relationship between interpersonal violence, psychological distress, and suicidality in undergraduates, particularly among gender diverse students

Heller, Abigail T.; Berg, S.; Prichard, J. Roxanne

doi:10.1080/07448481.2021.1878186

Cited by 3 publications

(1 citation statement)

References 45 publications

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“…Deadnaming is also reported in university accommodation, with one transgender female student noting that her flatmate would often deadname her intentionally (Mearns et al, 2020). These kinds of 'roommate difficulties' are similarly cited within US literature as impediments upon TNB students' academic attainment (Heller et al, 2021). It is reported that gender minority students are often made to feel invisible in university classrooms, with one nonbinary student noting that 'no one's really talking about anything [TNB issues] and you do feel quite alone I guess' (Mearns et al, 2020).…”

Section: (D) Exposure To Transphobic Abusementioning

confidence: 95%

Transgender and non-binary students’ experiences at UK universities: A rapid evidence assessment

Smith

Robinson

Khan

2022

Equity in Education & Society

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UK universities often position themselves as inclusive institutions that celebrate diversity. As the number of transgender and non-binary (TNB) students at Higher Education Institutes (HEI) rises, universities may seek to improve their campus and online environments so that they are inclusive for all. A Rapid Evidence Assessment (REA) was conducted to explore the experiences of TNB students at UK universities. Drawing on 15 sources (5 fully reviewed papers and 10 supporting citations), the REA identified common experiences that were themed into positive and negative experiences. Two positive themes emerged, which included HEIs as safe and supportive spaces, and the allocation of space and funding for TNB inclusion. Five negative themes emerged that included navigating ‘spaces of anxiety’ (especially regarding bathroom provision), consequences of expressing identity, a lack of education in peers regarding TNB issues, exposure to transphobic abuse, and deadnaming and erasure in the classroom and on university systems. This paper concludes by highlighting interventions that were also identified in the REA, including creating spaces of comfort, challenging transphobic abuse, and improving visibility.

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Section: (D) Exposure To Transphobic Abusementioning

confidence: 95%