Transgender experiences and transphobia in higher education

Bibliographic Data

ID12912401
AuthorsDerek P Siegel (0000-0002-5420-4768, University of Massachusetts Amherst, corresponding author)
Year2019
Volume13
Issue10
Publication date2019-09-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSociology Compass (JOURNAL)
Journal identifiersISSN: 1751-9020 • E-ISSN: 1751-9020
PublisherWiley (PUBLISHER • GB)
DOI10.1111/soc4.12734
OpenAlexW2973119607
LanguageEN
Citations received22
References cited57

While categories like “campus climate” highlight variation across institutions, trans people's experiences also vary within an institutional context. By studying trans people's experiences in higher education, however, we can better understand and respond to the differentiated and changing needs of transgender people in other arenas. In this paper, I review key qualitative and quantitative findings along several themes: (a) disclosing trans identities, (b) trans communities, and (c) resources and career‐level support. Specifically, I use the concept of microclimates to explain how trans people encounter various forms of support and discrimination on campus. For example, someone might receive support from particular individuals, such as an advisor, or spaces, like a gender studies classroom, but not others. Researchers also report both similarities and differences between binary and nonbinary trans people, as well as between transgender men and transgender women, suggesting that there is no universal trans experience, nor a one‐size‐fits‐all approach to supporting trans students and faculty members. Challenging interpersonal and systemic transphobia requires context‐specific interventions

Context (archaeology · Geography · Human sexuality · Psychological intervention · Queer · Sociology · Transgender · Transphobia · Critical Race Theory in Education · Gender Diversity and Inequality · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · Social Psychology

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