Cal Horton
Biographic Data
| ID | 298922 |
|---|---|
| NAME | Cal Horton |
| GIVEN NAMES | Cal |
| FAMILY NAME | Horton |
| SIGNATURE | HORTON C |
| AFFILIATIONS | Oxford Brookes University |
| ORCID | 0000-0003-1944-4122 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Trans professionals in STEM Careers: Barriers to equitable career progression
Trans people face inequalities in employment including in STEM careers, being under‐represented and facing specific challenges and disadvantages. There is limited research examining barriers and structural inequalities experienced by trans people in employment, with this research filling a recognized a knowledge gap. Here we draw from a rich mixed methods dataset, including a survey of 234 trans STEM professionals from the UK and USA, and in‐dept…
The United Nations Convention on the Rights of the Child and the Rights of Trans Children in Scotland
In January 2024, Scotland incorporated the United Nations Convention on the Rights of the Child ( crc ) into domestic law, strengthening commitments to child rights. Trans children are vulnerable to a wide range of rights violations in systems and institutions impacted by ignorance, pathologisation or prejudice. This article outlines trans children’s rights under the crc , drawing attention to implications for organisations working with trans chi…
Towards a Theory of Cis-Supremacy: Conceptualising Ongoing Barriers to Trans Equality
Trans scholarship and trans perspectives have historically been marginalised from mainstream academia. There is value in ongoing theoretical exchange between sociology and the evolving post-discipline of applied trans studies. This article introduces three prominent theories within applied trans studies, namely cisnormativity, pathologisation and gender minority stress, considering the strengths and limitations of these theories. The author then …
“Euphoria”: Trans children and experiences of prepubertal social transition
Depathologising diversity: Trans children and families' experiences of pathologisation in the UK
In January 2022 the World Health Organization removed transgender identities from categorisation as a mental illness, marking a significant global shift from the pathologisation of gender diversity. However, a legacy of pathologisation of trans identities continues to impact trans lives, particularly on trans children. Informed by qualitative data from 30 families with trans children, this article examines the continued impacts of pathologisation…
Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK
BackgroundTransgender children are known to face a wide range of barriers, difficulties and injustices at school. Few studies have focused on the educational experiences of trans pupils who socially transition at or before primary school, with no such studies in the UK.AimsTo learn about the at-school experiences of transgender children who socially transitioned at or before primary school in the UK, listening to children's and parental accounts …
“We Just Think of Her as One of the Girls”: Applying a Trans Inclusion Staged Model to the Experiences of Trans Children and Youth in UK Primary and Secondary Schools
Background/Context: Throughout the past decade increasing numbers of trans children are being supported in childhood, with schools in countries across the world tasked with educating a generation of (known) trans pupils. Schools can adopt diverse approaches to inclusion or exclusion of trans pupils, with consequences for trans children’s well-being and safety at school. The literature includes extensive critique of the limitations of common appro…
I never wanted her to feel shame”: Parent reflections on supporting a transgender child
Growing numbers of trans children are being supported by their families in childhood, including support for a pre-pubertal social transition. Existing literature provides limited insights into how parents reflect upon and evaluate their experience of supporting a trans child’s social transition. This article draws upon qualitative semi-structured interviews with thirty parents who had supported thirty trans children to socially transition at an a…
Experiences of Puberty and Puberty Blockers: Insights From Trans Children, Trans Adolescents, and Their Parents
This research explored experiences of transgender children and their families approaching and into adolescence, understanding experiences relating to puberty and puberty blocking medication. Data were drawn from 30 parents of 30 trans children and adolescents who at time of interview, were an average age of 11 years old. Parental interviewees were 90% white, 93% female, 100% cis, 60% heterosexual. Additional data were drawn from 10 trans children…
I Didn’t Want Him to Disappear” Parental Decision-Making on Access to Puberty Blockers for Trans Early Adolescents
Puberty can be a particularly challenging time for adolescents who are transgender. Access to puberty blocking medication, commonly called ‘puberty blockers', is considered an integral component of gender affirmative healthcare. Existing literature provides little insight into how parents of trans children entering into early adolescence navigate decision-making related to puberty blockers. This unique research examines parental perspectives on m…
Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools
As more trans children find the confidence to make themselves known in our primary and secondary schools, school teachers and administrators look for guidance on how to best support trans pupils. This article synthesises findings from global literature on trans children in primary and secondary education (K1-12 in the US), extracting key themes and conclusions. It then examines the most recent UK school guidance documents on trans inclusion, asse…
Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK
BackgroundTransgender children are known to face a wide range of barriers, difficulties and injustices at school. Few studies have focused on the educational experiences of trans pupils who socially transition at or before primary school, with no such studies in the UK.AimsTo learn about the at-school experiences of transgender children who socially transitioned at or before primary school in the UK, listening to children's and parental accounts …
I never wanted her to feel shame”: Parent reflections on supporting a transgender child
Growing numbers of trans children are being supported by their families in childhood, including support for a pre-pubertal social transition. Existing literature provides limited insights into how parents reflect upon and evaluate their experience of supporting a trans child’s social transition. This article draws upon qualitative semi-structured interviews with thirty parents who had supported thirty trans children to socially transition at an a…
Experiences of Puberty and Puberty Blockers: Insights From Trans Children, Trans Adolescents, and Their Parents
This research explored experiences of transgender children and their families approaching and into adolescence, understanding experiences relating to puberty and puberty blocking medication. Data were drawn from 30 parents of 30 trans children and adolescents who at time of interview, were an average age of 11 years old. Parental interviewees were 90% white, 93% female, 100% cis, 60% heterosexual. Additional data were drawn from 10 trans children…
I Didn’t Want Him to Disappear” Parental Decision-Making on Access to Puberty Blockers for Trans Early Adolescents
Puberty can be a particularly challenging time for adolescents who are transgender. Access to puberty blocking medication, commonly called ‘puberty blockers', is considered an integral component of gender affirmative healthcare. Existing literature provides little insight into how parents of trans children entering into early adolescence navigate decision-making related to puberty blockers. This unique research examines parental perspectives on m…
Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools
As more trans children find the confidence to make themselves known in our primary and secondary schools, school teachers and administrators look for guidance on how to best support trans pupils. This article synthesises findings from global literature on trans children in primary and secondary education (K1-12 in the US), extracting key themes and conclusions. It then examines the most recent UK school guidance documents on trans inclusion, asse…
“We Just Think of Her as One of the Girls”: Applying a Trans Inclusion Staged Model to the Experiences of Trans Children and Youth in UK Primary and Secondary Schools
Background/Context: Throughout the past decade increasing numbers of trans children are being supported in childhood, with schools in countries across the world tasked with educating a generation of (known) trans pupils. Schools can adopt diverse approaches to inclusion or exclusion of trans pupils, with consequences for trans children’s well-being and safety at school. The literature includes extensive critique of the limitations of common appro…
I never wanted her to feel shame”: Parent reflections on supporting a transgender child
Growing numbers of trans children are being supported by their families in childhood, including support for a pre-pubertal social transition. Existing literature provides limited insights into how parents reflect upon and evaluate their experience of supporting a trans child’s social transition. This article draws upon qualitative semi-structured interviews with thirty parents who had supported thirty trans children to socially transition at an a…
Experiences of Puberty and Puberty Blockers: Insights From Trans Children, Trans Adolescents, and Their Parents
This research explored experiences of transgender children and their families approaching and into adolescence, understanding experiences relating to puberty and puberty blocking medication. Data were drawn from 30 parents of 30 trans children and adolescents who at time of interview, were an average age of 11 years old. Parental interviewees were 90% white, 93% female, 100% cis, 60% heterosexual. Additional data were drawn from 10 trans children…
I Didn’t Want Him to Disappear” Parental Decision-Making on Access to Puberty Blockers for Trans Early Adolescents
Puberty can be a particularly challenging time for adolescents who are transgender. Access to puberty blocking medication, commonly called ‘puberty blockers', is considered an integral component of gender affirmative healthcare. Existing literature provides little insight into how parents of trans children entering into early adolescence navigate decision-making related to puberty blockers. This unique research examines parental perspectives on m…
“Euphoria”: Trans children and experiences of prepubertal social transition
Depathologising diversity: Trans children and families' experiences of pathologisation in the UK
In January 2022 the World Health Organization removed transgender identities from categorisation as a mental illness, marking a significant global shift from the pathologisation of gender diversity. However, a legacy of pathologisation of trans identities continues to impact trans lives, particularly on trans children. Informed by qualitative data from 30 families with trans children, this article examines the continued impacts of pathologisation…
Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK
BackgroundTransgender children are known to face a wide range of barriers, difficulties and injustices at school. Few studies have focused on the educational experiences of trans pupils who socially transition at or before primary school, with no such studies in the UK.AimsTo learn about the at-school experiences of transgender children who socially transitioned at or before primary school in the UK, listening to children's and parental accounts …
The United Nations Convention on the Rights of the Child and the Rights of Trans Children in Scotland
In January 2024, Scotland incorporated the United Nations Convention on the Rights of the Child ( crc ) into domestic law, strengthening commitments to child rights. Trans children are vulnerable to a wide range of rights violations in systems and institutions impacted by ignorance, pathologisation or prejudice. This article outlines trans children’s rights under the crc , drawing attention to implications for organisations working with trans chi…
Towards a Theory of Cis-Supremacy: Conceptualising Ongoing Barriers to Trans Equality
Trans scholarship and trans perspectives have historically been marginalised from mainstream academia. There is value in ongoing theoretical exchange between sociology and the evolving post-discipline of applied trans studies. This article introduces three prominent theories within applied trans studies, namely cisnormativity, pathologisation and gender minority stress, considering the strengths and limitations of these theories. The author then …
Trans professionals in STEM Careers: Barriers to equitable career progression
Trans people face inequalities in employment including in STEM careers, being under‐represented and facing specific challenges and disadvantages. There is limited research examining barriers and structural inequalities experienced by trans people in employment, with this research filling a recognized a knowledge gap. Here we draw from a rich mixed methods dataset, including a survey of 234 trans STEM professionals from the UK and USA, and in‐dept…
LGBTQ Health, Identity, and Policy (11 works) · Psychology (8 works) · Qualitative research (7 works) · Sociology (7 works) · Developmental psychology (5 works) · Feminist Theory and Gender Studies (5 works) · Social Psychology (5 works) · Social science (5 works) · Thematic analysis (5 works) · Political science (4 works)