Trans inclusive Higher Education: strategies to support trans, non-binary and gender diverse students and staff

Stephanie Mckendry, Matson Lawrence

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Title of host publicationStrategies for Supporting Inclusion and Diversity in the Academy
Subtitle of host publicationHigher Education, Aspiration and Inequality
EditorsGail Crimmins
Place of PublicationLondon
Chapter10
Pages201-221
Number of pages21
ISBN (Electronic)9783030435936
DOIs
Publication statusPublished - 19 Jul 2020

Keywords

  • higher education
  • university
  • trans
  • transgender
  • non-binary
  • gender diverse
  • diversity
  • inclusion
  • equality
  • students
  • employment

Projects

Research Output

  • 1 Citations
  • 1 Book

Cite this

Mckendry, S., & Lawrence, M. (2020). Trans inclusive Higher Education: strategies to support trans, non-binary and gender diverse students and staff. In G. Crimmins (Ed.), Strategies for Supporting Inclusion and Diversity in the Academy: Higher Education, Aspiration and Inequality (pp. 201-221). https://doi.org/10.1007/978-3-030-43593-6_11