An Exploration of the Institutional Factors That Influence the Engagement of Transgender College Students

Autor/in	Walker-Payne, Katherine
Titel	An Exploration of the Institutional Factors That Influence the Engagement of Transgender College Students
Quelle	(2019), (74 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Spalding University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-9990-6
Schlagwörter	Hochschulschrift; Dissertation; LGBTQ People; College Students; Student School Relationship; College Environment; Teacher Student Relationship; Barriers; Student Leadership; Student Attitudes; Student Experience; Interpersonal Relationship; Student Participation; Interaction; Social Support Groups; Well Being; Kentucky (Louisville) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Schüler-Lehrer-Beziehung; Hochschulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Studentenwerk; Schülerverhalten; Studienerfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Social support; Soziale Unterstützung; Well-being; Wellness; Wohlbefinden
Abstract	This qualitative study, "An Exploration of the Institutional Factors that Influence the Engagement of Transgender College Students", investigates the ways in which four transgender college students at a private institution in Louisville, KY engage with their campus, specifically in the areas of academic challenge, campus environment, and experience with faculty. The genesis for this study is recent National Student Survey of Engagement (NSSE) data that suggest that transgender college students have higher levels of engagement in areas including student leadership as well as a noted absence of existing research on levels of engagement for transgender college students. Participants participated in one-time interviews and discussed topics including their college experience, both in general and as related to gender identity, social and leadership involvement on campus, participation in campus activities and events, and interactions with faculty. While participants rated their experience overall as positive, there are specific challenges noted by these students, both in terms of discomfort accessing certain campus resources, as well as limited engagement with faculty members outside of the classroom. Participants cited the connection with other transgender college students as critical to their well-being and success in college. Recommendations for practice include ensuring inclusive institutional practices and fostering the leadership of transgender college students who show leadership potential. Recommendations for further study include broadened participant pools and exploring engagement of transgender students in a variety of academic disciplines, exploring post-graduation outcomes for transgender students, including enrollment in graduate school and career options, as well as exploring the engagement of transgender graduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01