Transcript Back to School: Baby Boomers in the Classroom

IN THEIR OWN WORDS:
TRANSGENDERISM AND THE COLLEGE
EXPERIENCE
SACRAO 2014 Annual Meeting
Raleigh, NC
Monday, February 17, 2:45 PM
Session Number: M4.7, Rm. 306B
PRESENTERS
Rodney Parks
Registrar and Asst. Professor, Elon University
Ashley Edwards
Research Assistant, Elon University
INTRODUCTION
 The purpose of this session is to share information and insights
gathered from a study that was conducted to explore the unique
experiences of transgender students at a large Southeastern university
 This case study interviewed one (F2M) trans-man student and one
(M2F) trans-woman student about their experiences as transitioning
transgendered students while pursuing their education
 Very little literature on transition while pursing college degree
SESSION LEARNING
OUTCOMES
 Participants will gain insight into how this group of students are
expressing their needs in regard to living and operating on campus as a
transgender student
 Participants will gain insight into how college campus officials might use
this limited research as well as future research about this group of
students to better serve their needs as an institution
 Participants will gain insight into what sorts of policy and other barriers
exist for this group of students and how those barriers might be better
addressed to meet the needs of these students
EMERGING AREAS OF RESEARCH
 Evidence suggests that increasing numbers of students are coming out as
transgender on college campuses across the country
 As students transition, they face a number of challenges within campus
environments, including barriers to changing their academic records,
difficulties with campus facilities, and identity issues in the classroom
 Higher education is just beginning to recognize these challenges, thus
provides a crucial need for universities to foster a positive environment in
which transgender students can flourish
GETTING STARTED
 Transgender is often used as an umbrella term to encompass a wide range
of identities, including transsexuals, those who have changed or are in the
process of changing their biological sex to conform to their own internal
gender identity (known as transitioning)
 Cross-dressers are individuals who wear clothing typically associated with
the opposite sex, but do not seek to liver permanently as another gender
 Genderqueers are those who express non-standard identities that reject
the gender binary
 All of these identities challenge the boundaries of traditional gender
expression
LITERATURE REVIEW
 Many of those who self-identify as transgender have taken steps to start
transitioning from one gender to another
 The number of students in these categories is unknown, however it is
estimated at about one per 30,000 male-to-female; and one per100,000
female-to-male
 Recent surveys estimate that there are as many as 700,00 transgender
people living in the United States, representing 0.2% of the population
 Despite the uncertainty, there has unquestionably been a dramatic
increase in the visibility of transgender people and issues in recent years
LITERATURE REVIEW (CONT.)
 Transgenderism was once commonly referred to as gender dysphoria or
gender identity disorder
 As a result of being labeled as a psychiatric disorder, individuals must
obtain a doctor’s approval to change their gender identity and legal
identification documents
 Though the fight for gay, lesbian and bisexual rights is important, those
who identify as heterosexual do not fit comfortably under the GLB
umbrella, underscoring the need for researchers to consider the
distinctive need of the transgender community
LITERATURE REVIEW (CONT.)
 Currently no federal laws specifically designed to protect the transgender
population
 13 states have anti-discrimination laws protecting their transgender
populations
 Little research exists on challenges faced by transgender college students
 College acts as a first opportunity for many students to examine issues of
gender identity and expression, especially when living away from parents
 College is often viewed as an appropriate time and place for self-
exploration, offering a context in which many students feel
comfortable questioning their assigned gender for the first time
LITERATURE REVIEW (CONT.)
 Most campuses provide little to no support for transgender students,
who are often faced with environments that are hostile or indifferent to
their struggle
 623 colleges include transgender students in their non-discrimination
policies, though most do not keep statistical data regarding their
students’ gender identity
 Transgender students suffer from higher rates of marginalization,
harassment, and discrimination than gender conforming students
LITERATURE REVIEW (CONT.)
 Transgender students face significant discrimination in four primary areas:
records and documents, public accommodation, health care, and campus
programming
 Colleges and universities do not allow students to self-identify on official
records and documents forcing these students to categorize themselves as
‘male’ or ‘female’ based on the sex assigned at birth
 Some students do not desire to have sex reassignment surgery and are
permanently excluded from being identified in the way they should choose
 This policy affects the way a student’s name and gender are listed on
university ID cards, transcripts, and directory information, as well as
admissions, financial aid, and registrar’s office reports
LITERATURE REVIEW (CONT.)
 In areas of public accommodation, such as restrooms, locker rooms, and
housing, transgender students face a tremendous risk of both verbal and
physical assault as well as the threat of police harassment
 Privacy problem is exacerbated by residency halls and public housing, where
students are typically assigned rooms based on their assigned biological sex,
not preferred gender
 Many residence halls offer only communal men’s and women’s
restrooms
 A small number of campuses have experimented with gender-neutral
housing options, while others have specialized ‘theme’ housing such as
LGBT residence halls
LITERATURE REVIEW (CONT.)
 Students face discrimination in the administration of campus health care
 Given the nature of transgender identity, access to counselors and other
health care professionals who are knowledgeable about transgender issues is
crucial for the well-being of transgender students
 Most universities lack counselors who are trained to provide culturally
appropriate, nonjudgmental counseling for gender nonconforming students
 One study of university counselors and health care providers found that
more than half reported difficulties in responding to the concerns of
transgender students
 Many transgender students experience disapproval and hostility from their
campus doctors
LITERATURE REVIEW (CONT.)
 A lack of inclusive programming on campus acts as a source of discomfort.
Transgender-related events and programs on campus are often few and far
between, with few campuses offering opportunities for transgender
students to develop these positive connections or for other students to
learn about transgender issues
 Faculty and staff are rarely provided with training to learn how to address
the needs of transgender students, leaving many unaware of their basic
issues and concerns
 Of more than 4,409 U.S. colleges and universities, only 623 have added a
statement protecting “gender identity and expression” to their
nondiscrimination policies
RESEARCH METHODS
 This study followed the tenets of a dual case study seeking to illuminate
the lived experiences of two transitioning transgendered students
attending a traditional Southeastern University
 Data was drawn from two individual, in-depth, semi-structured interviews
conducted with the two students during the fall 2012 semester
PARTICIPANTS
 Sarah was a 21 year old self-identified male to female transgendered
student. She was in her third year of study and indicated she began
transitioning while she was a freshman
 John was a 23 year old self-identified female to male transgendered
student. John was a senior in his final year of study and indicated he
began his transitioning during his sophomore year
HIGHLIGHTS OF FINDINGS
MAJOR THEMES
 Identity Development
 Transitioning
 Community
 Institutional Factors
IDENTITY DEVELOPMENT
 Both participants used descriptive phrases to describe how they identify
themselves and to help those unfamiliar with transgender culture to
understand their sense of self
 “trans masculine genderqueer . . . non-binary identified” (John) and
“transgender woman” ( Sarah)
 Choice of descriptive phrases were influenced by several factors, including
family support and role models.
 “depending on the audience . . . [who] understands, who doesn’t
understand what ‘transwoman’ means” ( Sarah)
IDENTITY DEVELOPMENT (CONT.)
 John and Sarah were both fortunate to have at least some family support
 “My mom knows, and she is completely supportive and she’s helping to
finance my transition. My sister’s supportive. She wanted me to figure out if
it was truly an issue for me, but she’s been there from the beginning helping
me out along the way.” (Sarah)
 Despite acceptance from some, communication and education barriers still
existed
 “My mom, I didn’t quite explain everything to her because she wouldn’t
know what I’m saying. She doesn’t quite have the vocabulary for it. I’ve been
trying to . . . educate her, but right now, she’s pretty panicky. “ (John)
IDENTITY DEVELOPMENT (CONT.)
 Participants indicated that defining their identity was important
 Many factors can impact an individual’s identity development. Those who are bullied
are strongly discouraged from following this path of discovery
 “I . . . dealt with a lot of bullying even before I understood that kind of sexual
orientation fluidity. I . . . dealt with a lot of bullying from the other boys because I
was feminine, or girly. I tended to be more interested in traditionally feminine
things . . . I wasn’t really a roughhouser. Those very gendered ideas of what a little
boy is supposed to be . . . I transcended that.” (Sarah)
 Sarah found that these ‘feminine’ characteristics were welcomed in the college
environment, where she was able to perform in drag
 “I started performing in drag, [and] it became part of my college experience. I felt
more comfortable not particularly for being a caricature of hyper-femininity, but
just to be able to embrace femininity for once and not having to hide how I felt
most comfortable.” (Sarah)
TRANSITIONING
 Transitioning is seen as a permanent change, a way to present oneself to
others in a manner congruent with one’s self-identification. The idea of
transitioning can emerge at any point in the identity development process
 John began to transition immediately after becoming fully aware of his
identity, while Sarah took a different approach by focusing on accepting her
true identity before beginning the transition process
 “People put their hopes and dreams and everything on these surgeries
and hormones and how they’re going to look, and I wanted to work on
just being okay with who I was regardless of whether I ever had the
chance to transition or if I had the means to.” (Sarah)
TRANSITIONING
 Transitioning can mean simply dressing in a manner characteristic of one’s
self-identified gender, or it can represent a physiological shift from one
gender to another

John and Sarah both identified this process is different for everyone, and often involves periods of
experimenting with cross-dressing or presenting as the correct gender before making the transition
physically.
 Participants discussed the current requirements to undergo a surgical
transition, including the required approval from a medical practitioner before
the surgery is allowed

“On one hand, it’s a giant pain in the ass. On the other hand, it needs to be there because it’s a really big
step. Testosterone . . . is a legitimate hormone. But for trans women . . . there are a lot more steps they
have to go through to get medical surgery and hormones than trans guys do. For all trans people,
changing names legally is a giant pain in the ass. It’s a bureaucracy and it takes forever.” (John)
 All transgendered people face the reality that the medical field classifies their
identity as a “condition”

“They just recently updated . . . [the] diagnostic journal, where they changed the classification of gender
identity dysphoria (GID). People have been back and forth on whether it’s a good thing or a bad thing . .
. It’s changing how transness is regarded and how it is diagnosed and how much of a mental, medical
condition it is considered.” (Sarah)
COMMUNITY
 Students stressed the importance of finding a supportive community to
assist and encourage them in the process of identity development and
through the transition period itself
 Both participants found strong support in the LGBTQ community,
identifying it as the main factor in their decision to attend the institution
 I remember during the orientation going up to the Lambda booth
twice . . . talking to some people there and . . . asking them, “How
homophobic is [the university] really?” And they said, “No, it’s great!”
(Sarah)
 In terms of the queer community, I was very surprised that there are
so many people here who are out and doing really awesome things and
are really strong in who they are. This community has really built me up
and helped me become even more adamant about who I am, so for
that I’m really grateful. (John)
COMMUNITY
 Despite a growing community of supporters, many transgender people
experience stereotyping and discrimination on a daily basis. Both
participants observed that male-to-female transgendered people have more
difficulty than those who transition from female to male because of the
power associated with men and masculinity
 Those in this direction often face stronger opposition because of
society’s obsession with masculinity as the more superior role
 “Trans misogyny . . . it’s against trans women. 98% of hate crimes against
trans people are against male-assigned at birth people, usually transwomen. A
lot of times within the trans community, guys talk over trans women, they
call them “not really women. Any guy who gives up masculinity to become
feminine is someone to deride, to make fun of, to kill.” (John)
COMMUNITY
 Presenting as one’s true identity can be difficult anywhere, including within
the culture of the LGBTQ community
 A transgendered female might have problems if her voice is too low to
pass as female
 Those presenting as male may have to bind their breasts to pass, as well
as hiding or altering other feminine characteristics
 “With trans-women, especially ones who transition after their first round of
puberty, the masculinizing effects of testosterone have already run their
course for the most part. So your voice is permanently deepened, you’re not
going to get less hairy. So trans-women have to deal with facial hair as far as
electrolysis or laser hair removal. They have to go to voice therapy or
practice their voice so that it’s softer, or more feminine. Then there is the
whole issue of fitting in as a typical woman. The typical woman . . . spends an
hour and a half getting ready. . . . It’s doubly difficult for trans-women because
they don’t even start at the baseline.” (Sarah)
INSTITUTIONAL FACTORS
 Formal and informal policies within higher education that can make
identity development and transitioning difficult for transgender students
 Housing rarely offers options that allow students to present as
themselves because of the prevalence of all-male and all-female floors
and communal bathrooms in residence halls
 “I know of people who . . . had issues with housing because he was
put into the all-female dorm . . . so he decided to live off campus his
freshman year . . . so that really impacted him. It was really difficult
for him. “(Sarah )
 “I’ve heard a lot of horror stories from . . . friends in the queer
community with homophobic roommates and transphobic
roommates.” (John )
INSTITUTIONAL FACTORS (CONT.)
 Access to public restrooms is a problem on campus
 “One time I had an issue, getting ready for a drag show. . . . One of the
workers who was cleaning restrooms . . . came in and kind of stopped and
looked at me. It was a very scary experience and they . . . went outside
and [said] “there’s a boy in here putting makeup on” . . . and was very
ignorant and loud about it. It was a very unnecessary situation and it made
me feel very unsafe.” (Sarah)
 Transgender individuals trying to present as their desired gender are
frequently bullied or encounter awkwardness or hostility when trying to
use the correct restroom in a public building
INSTITUTIONAL FACTORS (CONT.)
 Usage of correct names is an issue, as the process required to change one’s
legal name is very extensive and requires exhaustive legal documentation
 Students try to preempt this problem by asking professors and classmates
to use their preferred name, but this can be embarrassing
 Professors may accidentally call students by the name listed on the class roll
instead of their preferred name, often accidentally outing these students
 “The professors . . . still use the names on the rosters when they call you out,
which is not a good system at all, but you have to deal with it. It can still be
difficult because . . . when they use their roll . . . that can really out somebody
who is not trying to be out. It’s difficult because you can’t change any of your
school records or your name until you have a legal court order for it.” (Sarah)
 Use of student’s birth name on official records can also lead to problems
accessing appropriate campus health services, compounding other issues
that already make it difficult for this population to access necessary health
services
INSTITUTIONAL FACTORS (CONT.)
 Both participants suggest that institutions of higher education provide
training to educate faculty and staff on the issues affecting transgender
students and instruct them in effective ways to address the issues
 “They need a diversity seminar. And it [wouldn’t] just cover transgendered issues; it
would cover queer issues in general, it would cover being religiously sensitive, being
racially sensitive . . . We’re not doing enough as an institution to get people on board
with diversity and what that means . . . Not just the students, but we need to start
with the administration.” (Sarah)
 Both participants stressed that such educational interventions should
focus mainly on educating the faculty and staff of the institution
 “You never . . . quite know what people really think. I usually don’t . . . let
administration know that I’m trans . . . because I don’t know how they’re going to
react. I don’t want to take that chance on something like my education. I don’t know
what they could do but it is a possibility.” (John)
RESEARCH LIMITATIONS
 Sampling Procedures:
 Convenience
 Structure Variability
 Generalizability
SUMMARY
 Transgendered students continue to be an underserved student population,
facing numerous challenges in navigating a higher education system clearly
geared toward traditional, gender conforming students
 Direct harassment and systemic heterosexism and homophobia can all result
in oppression; often these factors intertwine
 Higher education has been slow to support transgender students
IMPLICATIONS
 Anecdotal evidence suggests that students are coming out as
transgender on campuses across the country
 Although a growing number of colleges and universities are beginning to
consider the needs of transgender students, most institutions offer little
to no support to this segment of the campus community
 If higher education professionals are committed to fostering the
personal development and academic success of all students, they cannot
ignore transgender students
 Steps to inclusivity include providing programs that focus specifically on
transgender issues
FUTURE RESEARCH
 More research is necessary to explore identity development of these
students
 A longitudinal study examining the transitioning challenges over the
entire course of student transition would be helpful in better
understanding the complete picture
 Research to determine the impact on majors and career transitioning is
also needed
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CONTACT INFORMATION
Rodney Parks, Elon University
[email protected]
Ashley Edwards, Elon University
[email protected]