‘Until that magical day…no campus is safe’: reflections on how transgender students experience gender and stigma on campus

Johnston, Matthew S.

doi:10.1080/14623943.2016.1145581

Cited by 14 publications

(4 citation statements)

References 29 publications

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“…Life story and narratives (Mintz, 2011) were useful methods for capturing differences between populations in relation to their experiences and needs. Small samples of transgender students in these studies made it difficult to determine the degree to which they are reflective of the larger population although Johnston (2016) asserts that our own reflections during research on transgender, gender-variant, and queer people is not just about revealing their accounts, but requires questioning of established conventions of the research process that renders our identities stable. It also raises wider awareness and concerns toward social issues and relations that help or constrain the experiences of transgender students who access campus space.…”

Section: Theme 4: Theoretical Lenses and Research Methods To Engage Wmentioning

confidence: 99%

Transgender students in post-compulsory education: A systematic review

Hafford‐Letchfield

Pezzella

Cole

et al. 2017

International Journal of Educational Research

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Section: Theme 4: Theoretical Lenses and Research Methods To Engage Wmentioning

confidence: 99%

Transgender students in post-compulsory education: A systematic review

Hafford‐Letchfield

Pezzella

Cole

et al. 2017

International Journal of Educational Research

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“…Echoing the challenges that arise in washrooms, trans students disclose negative experiences in campus gyms. For instance, some have been met with security personnel who believe they are purposefully using the wrong locker room (Johnston 2016), and many feel compelled to hide their trans identities in organized sports because of the gendered division of teams (Beemyn and Rankin 2016). Some trans students feel that it is easier to avoid going to the gym altogether than risk harassment in gendered change rooms (Beemyn 2005;Beemyn et al 2005a).…”

Section: Systemic Cisgenderism In Universities: Barriers and Accommodmentioning

confidence: 99%

Trans University Students’ Access to Facilities: The Limits of Accommodation

Laidlaw¹

2020

Can. j. law soc.

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This paper explores results from a survey of fifty-four trans students in two major universities in Ontario that sought to evaluate participants’ access to on-campus facilities. Although both universities have made efforts to accommodate trans students in their use of washrooms, locker rooms, and student housing, the numerous barriers that participants encountered signals stark gaps in access. The results invite a critical reflection of three accommodation models that may be undertaken to address these barriers. By addressing each model’s benefits and limitations, wherein the journey towards trans inclusion may generate a new set of exclusions, this paper complicates the notion of increasing access. This paper concludes by offering recommendations across these three models but concedes that challenges may persist until better facilities are reimagined and redesigned going forward.

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“…North Carolina's so-called bathroom debate and accompanying legislative efforts to require TGNC persons to use restrooms in accordance with their assigned gender amplifies an already hostile education environment in which TGNC persons face disproportionately high levels of verbal and physical abuse, psychological distress, and lack of support from peers, faculty, and administration (Johnston, 2016;Woodford et al, 2018). In February, 2017, the Departments of Justice and Education under the Trump Administration rescinded guidance on Title IX with regard to TGNC students' access to school restrooms and locker rooms, effectively delegating policy making to individual states and school districts (Baker, 2017).…”

Section: Tgnc Persons On Campusmentioning

confidence: 99%

Supporting Transgender Students in Higher Education: Opportunities for Mental Health Professionals

Marsh

2018

JSBHS

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During the last decade, there has been a significant increase in visibility of transgender and gender-nonconforming (TGNC) individuals, particularly in Western cultures. However, this increase in visibility has also prompted a concomitant surge in hate crimes and violence against TGNC persons and anti-TGNC legislation throughout the United States. Extant research, framed largely by Meyer’s minority stress model, has shown that TGNC persons experience greater rates of psychological distress, including depression, anxiety, substance abuse, and suicidal ideation and intent when compared to cisgender and lesbian, gay, and bisexual peers. Furthermore, TGNC students in higher education face specific challenges with regard to campus facilities, housing, athletics, management of their preferred gender identity, and scholarly research. Mental health professionals with explicitly stated ethical imperatives toward advancing diversity, multiculturalism, and social change are uniquely positioned to advocate on behalf of TNGC higher education students. The purpose of this scholarly essay is to summarize challenges faced by TGNC students and to identify specific ways that mental health professionals can effect change on the campus, in the classroom, in research, and in direct service.

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‘Until that magical day…no campus is safe’: reflections on how transgender students experience gender and stigma on campus

Cited by 14 publications

References 29 publications

Transgender students in post-compulsory education: A systematic review

Transgender students in post-compulsory education: A systematic review

Trans University Students’ Access to Facilities: The Limits of Accommodation

Supporting Transgender Students in Higher Education: Opportunities for Mental Health Professionals

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