gender-based discrimination on campus
Although all individuals who are not binary face gender-based issues, the effect on transgender, or *trans students is more closely studied and researched. The fact that research does not really exist for non-binary individuals who do not identify as trans* is further evidence of their erasure in mainstream culture and academia. However, in the efforts of exploring the experiences that are documented and researched, the content of this page will focus more specifically on the experiences of transgender individuals.
As individuals that identify as trans* become more visible in society, they are consequently more visible in academia. More individuals are disclosing their identity, and college campuses are doing their best to provide support and services for them. Unfortunately, it is still not enough. For trans* students, everyday experiences may become complicated, confusing, and sometimes even frightening. Research has been done on some of these specific situations and issues.
Restrooms
Housing
Athletics, Greek Life, and other Activities
Administration and University Policies
Harassment and Violence
Support Systems
Currently, more than 90 percent of two- and four-year institutions in the United States have not taken any of these steps and remain completely inaccessible and inhospitable to transgender students. As a result of this, transgender individuals feel as if they must remain closeted to be accepted and feel safe. While progress is happening, support for trans* students is simply insufficient at this moment in time.
As individuals that identify as trans* become more visible in society, they are consequently more visible in academia. More individuals are disclosing their identity, and college campuses are doing their best to provide support and services for them. Unfortunately, it is still not enough. For trans* students, everyday experiences may become complicated, confusing, and sometimes even frightening. Research has been done on some of these specific situations and issues.
Restrooms
- Anecdotal evidence and research have shown that restrooms are often incredibly unsafe for transgender individuals. They may be unwillingly "outed", harassed by others in the bathroom, and even questioned by police. Many trans* individuals seek out more private, empty bathrooms, or avoid using campus restrooms altogether, to the detriment of their health and comfort.
- A possible solution is creating gender-neutral restrooms. Typically, these are single-stall and lock, adding an immense level of comfort and security for trans* individuals.
Housing
- Many universities segregate housing by gender-boys live with boys, and girls live with girls. This becomes a complicated issue for trans* folk, especially if their gender identity does not match the legally assigned sex that their housing arrangement may be based off of.
- A possible solution is gender-neutral housing. Additionally, housing and residence life administration can and should follow up with individuals who express that they do not feel as if traditional housing fulfills their needs, in order to get a more accurate picture of what this individual needs from the institution in order to feel comfortable and safe.
Athletics, Greek Life, and other Activities
- As with the issue of "male" and "female" bathrooms, locker rooms are often uncomfortable and difficult to navigate for trans* individuals. They face the issue of being "outed", and will often avoid participating in athletics for this very reason. Activities that require gender-based participation like sororities, fraternities, and women's groups exclude trans* individuals.
- A possible solution to this obstacle is to have gender-neutral locker rooms with more secluded areas for changing. Multigendered Greek organizations and other groups would also be a relatively simple way to serve the needs of trans* students.
Administration and University Policies
- Most higher education institutions in the United States have some sort of formal non-discrimiation policy that explicitly states an individual cannot be discrimated against for age, gender, sexual orientation, race, religion, ethnicity, etc. However, many trans* students do not feel simply mentioning gender in a policy is doing enough. Additionally, administrators, faculty, and other staff may not be respectful when and if a trans* students asks for their preferred pronouns to be used, or their preferred name to be listed in the roster instead of their legally given names.
- A possible solution to avoid discrimination and to have administrative and legal recourse if it does occur is to include "gender expression and/or identity" into the university's non-discrimination policy.
- An additional possible solution would be to educate administrators, faculty, and other staff who regularly interact with students about how to be a good ally, and actions that can be taken to create a more inclusive and positive environment for these individuals.
Harassment and Violence
- Hate crimes against trans* individuals are widespread and all too common. These crimes are often ignored by media, lawmakers, and police. This does not change simply because trans* individuals now exist in an environment that is supposed to promote learning and valuing the opinions and points of view of others. Harassment happens daily and violence is still a very common experience.
- A possible slution for campuses is to adapt a "zero tolerance" policy on gender-based harassment and violence, especially if it is motivated by the individual's non-binary gender identity and/or expression. Students should be made aware of what support systems exist in administration and where they can turn if they have been victimized.
Support Systems
- LGBTQ* centers that specifically address the needs of trans* students are few and far between. As trans* individuals are entering higher education, many centers are just sticking a "T" to the end of their acronyms without doing any specific training or hiring individuals who are well-versed in trans* issues, or who may even be transgender themselves.
- A possible solution is for institutions to develop more inclusive, supportive LGBTQ* (lesbian, gay, bisexual, transgender, and queer/questioning) centers and departments with full time professional staff. This way, the pressure for trans* individuals to be the primary educators about non-binary gender expression and identity would decrease, leaving them more time to focus on their own education, health, and safety. A strong supportive presence for transgender individuals would provide more education for the student body, and advocacy for trans* individuals.
Currently, more than 90 percent of two- and four-year institutions in the United States have not taken any of these steps and remain completely inaccessible and inhospitable to transgender students. As a result of this, transgender individuals feel as if they must remain closeted to be accepted and feel safe. While progress is happening, support for trans* students is simply insufficient at this moment in time.
References:
Beemyn, B. (2003). Serving the Needs of Transgender College Students.Journal Of Gay & Lesbian Issues In Education, 1(1), 33-50.
Newhouse, M. R. (2013). Remembering the "T" in LGBT: Recruiting and Supporting Transgender Students. Journal Of College Admission, (220), 22-27.
Rankin, S., & Beemyn, G. (2012). Beyond a binary: The lives of gender-nonconforming youth. About Campus, 17(4), 2-10. doi:10.1002/abc.21086
Schneider, W. (2010). Where Do We Belong? Addressing the Needs of Transgender Students in Higher Education. Vermont Connection, 3196-106.
Beemyn, B. (2003). Serving the Needs of Transgender College Students.Journal Of Gay & Lesbian Issues In Education, 1(1), 33-50.
Newhouse, M. R. (2013). Remembering the "T" in LGBT: Recruiting and Supporting Transgender Students. Journal Of College Admission, (220), 22-27.
Rankin, S., & Beemyn, G. (2012). Beyond a binary: The lives of gender-nonconforming youth. About Campus, 17(4), 2-10. doi:10.1002/abc.21086
Schneider, W. (2010). Where Do We Belong? Addressing the Needs of Transgender Students in Higher Education. Vermont Connection, 3196-106.