Publication year
2013
Citation Title
“It's already hard enough being a student”: Developing affirming college environments for trans youth
Journal Name
Journal of LGBT Youth
Journal Volume
10
Issue Number
3
Page Numbers
208-223
DOI
10.1080/19361653.2013.800770
Summary
Transgender individuals have unique needs within various environments. This study used qualitative methods to identify factors that helped transgender individuals experience resilience and thrive within college environments. Participants identified multiple concrete actions taken by school staff and community members that made them feel included and welcomed into the school.
Key Findings
Students identified the use of chosen names, preferred pronouns, and general inclusive language as basic steps that created the foundation for an affirming environment.
Participants highlighted the need for education for teachers, staff, and peers about transgender issues.
Being able to create a community of advocates and allies (e.g., family, friends, staff) protected against the negative effects of a broader environment that was not welcoming.
Implications for Military Professionals
Ask people their preferred name and pronouns
Seek out information about issues that affect transgender individuals in the context of military families
Implications for Program Leaders
Intentionally work with community members to create a group of allies who advocate for the needs of transgender individuals in the context of military families
Use language that is neutral and inclusive of the experiences of multiple groups (e.g., “partner” instead of “boyfriend” or “girlfriend”)
Implications for Policy Makers
Continue to encourage the development of inclusive, welcoming, safe programs for military youth
Recommend training for professionals who work with military families regarding inclusion and how to support a diverse group of individuals
Methods
Participants were recruited through electronic mailing lists and posts on social media.
Semi-structured interviews lasting 45 to 90 minutes were conducted with participants regarding their experiences in college.
Researchers coded interviews to identify themes throughout participant experiences, with a focus on resilience and strategies used for self-advocacy.
Participants
Participants included 17 students between the ages of 15 and 25 years who identified as transgender or transsexual, with an average age of 22 years old.
Of the 17 participants, 10 identified as a trans guy or trans man, 3 identified as male, 2 identified as female-to-male, and 2 identified as genderqueer.
With regard to race, 77% of participants were White, 18% were Multiracial, and 6% were Asian American.
Seven of the participants were college graduates, seven were current college students, one had earned an associate’s degree, one had medically withdrawn from college, and one had dropped out of college.
Limitations
The participants in this study opted to participate. They may differ from those who did not participate in ways that could influence results (e.g., they may have been more vocal advocates for themselves in the educational setting).
Researchers made an attempt, through reflexive journals, to limit the effect of personal biases; however, it is possible that researchers’ assumptions influenced the type of questions asked and the way in which responses were coded.
Most participants were White and identified as transgender men, so results may not extend to other populations.
Avenues for Future Research
Investigate the experiences of transgender women and transgender people of color in school settings
Evaluate the effectiveness of different interventions that aim to increase inclusivity
Utilize a structured set of interview questions or validated measures to reduce the effect of researcher bias
Focus
Civilian
Target Population
Population Focus
Abstract
The current article is a qualitative study of the daily lived experiences of resilience that trans youth have as they engage in self-advocacy within their college environments. Using a phenomenological research tradition and theories of liberation psychology and feminism, researchers interviewed 18 trans youth. There were four major themes in the participant data: (a) campus-wide trans-affirming
language, (b) campus training on trans student concerns, (c) trans-affirming campus health care access, and (d) developing a community of trans allies on campus. In addition to study limitations, future practice, research, and advocacy implications for developing trans-affirming educational environments for trans youth are provided.
language, (b) campus training on trans student concerns, (c) trans-affirming campus health care access, and (d) developing a community of trans allies on campus. In addition to study limitations, future practice, research, and advocacy implications for developing trans-affirming educational environments for trans youth are provided.
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