Projects per year
There are significant challenges for trans and gender diverse people in higher education, both as learners and as members of staff. Our TransEDU research found that 86% of research participants had encountered barriers to their learning or work which they directly attributed to their trans or gender diverse status (Lawrence & Mckendry, Supporting transgender and non-binary students and staff in further and higher education: Practical advice for colleges and universities. Jessica Kingsley, 2019; Mckendry and Lawrence, TransEDU Scotland: Researching the experience of trans and gender diverse applicants, students and staff in Scotland’s colleges and universities. Research report, 2017a). This chapter will therefore explore two strategies, as case studies. Both have the potential to subvert current patterns of isolation, raise awareness and empower students and staff to be allies: the creation of champion groups or networks to advance and implement inclusion work; and the designation of a trained and well-publicised named contact for trans people within institutions.
|Title of host publication||Strategies for Supporting Inclusion and Diversity in the Academy|
|Subtitle of host publication||Higher Education, Aspiration and Inequality|
|Place of Publication||London|
|Publisher||Palgrave Macmillan Ltd.|
|Number of pages||21|
|Publication status||Published - 19 Jul 2020|
- higher education
- gender diverse
FingerprintDive into the research topics of 'Trans inclusive Higher Education: strategies to support trans, non-binary and gender diverse students and staff'. Together they form a unique fingerprint.
- 1 Finished
TransEdu Scotland: Investigating the experiences of, and current provision for, trans applicants, students and staff in Further and Higher Education across Scotland
Mckendry, S. & Lawrence, M.
27/06/16 → 29/09/17
- 4 Citations
- 1 Book
Supporting Transgender and Non-Binary Students and Staff in Further and Higher Education: Practical Advice for Colleges and UniversitiesLawrence, M. & Mckendry, S., 21 Jan 2019, London. 234 p.
Research output: Book/Report › Book