Changing the Frame: Queering Access to Higher Education for Trans* Students

Autor/in	Marine, Susan B.
Titel	*Changing the Frame: Queering Access to Higher Education for Trans Students**
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 3, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1268279
Schlagwörter	Access to Education; Higher Education; Homosexuality; Sexual Orientation; Sexual Identity; Social Theories; Social Bias; Academic Persistence; Change Strategies; School Counselors; Counselor Role; Admission Criteria; Educational Environment; College Applicants; Social Justice + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Gesellschaftstheorie; Lösungsstrategie; School counselor; Beratungslehrer; Pädagogischer Berater; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; College applications; Studienbewerber; Soziale Gerechtigkeit
Abstract	College access and graduation results in significant life advantages, including higher lifetime incomes, better physical and mental health outcomes, and greater rates of civic engagement. Unfortunately, trans* youth have been systematically prevented from full participation in post-secondary education due to genderist practices and policies. Employing a queer theoretical frame, this manuscript identifies three critical junctures in the college access process where genderist norms inhibit college access and persistence for trans* youth. Five specific strategies for queering college access by ending or minimizing the impact of genderism are advanced, including cultivating the role of school counseling personnel as advocates, reformation of admissions practices, and attention to fostering gender-inclusive co-curricular activities and student communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01