Advocating for Transgender and Nonbinary Affirmative Spaces in Graduate Education

Autor/inn/en	Knutson, Douglas; Matsuno, Em; Goldbach, Chloe; Hashtpari, Halleh; Smith, Nathan Grant
Titel	Advocating for Transgender and Nonbinary Affirmative Spaces in Graduate Education
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 2, S.461-479 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knutson, Douglas) ORCID (Matsuno, Em) ORCID (Goldbach, Chloe) ORCID (Hashtpari, Halleh) ORCID (Smith, Nathan Grant)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00673-5
Schlagwörter	Graduate Students; Graduate Study; Sexual Identity; Social Discrimination; Advocacy + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Geschlechtsidentität; Sexuelle Identität; Soziale Benachteiligung; Soziale Schließung; Sozialanwaltschaft
Abstract	Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and nonbinary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and nonbinary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and nonbinary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We use a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and nonbinary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01