Document Type
Article
Publication Date
2014
Abstract
Research indicates that transgender individuals frequently experience marginalization and interpersonal victimization within college and university settings. Missing from the literature is a discussion of what can be done to address such patterns in higher education, based upon empirical data gathered from transgender and gender non-conforming students, staff, and faculty. The present study aims to fill this gap by reporting on solutions offered by a sample of 30 individuals in one U.S. state while integrating a lens of intersectionality. Five resulting themes include: (a) offer education, campus programming, and support for trans individuals; (b) improve university systems and procedures for recording one’s name and gender; (c) encourage greater inclusivity and recruitment of diverse groups; (d) make physical changes to facilities; and (e) hold people accountable. These findings suggest institutional actions and policy changes for higher education administrators and others committed to improving campuses for transgender and gender non-conforming people.
Recommended Citation
Seelman, Kristie L., "Recommendations of transgender students, staff, and faculty in the USA for improving college campuses" (2014). SW Publications. 58.
https://scholarworks.gsu.edu/ssw_facpub/58
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on July 15, 2014, available online:http://www.tandfonline.com/ doi:10.1080/09540253.2014.935300.