Literaturnachweis - Detailanzeige
| Autor/inn/en | Stolzenberg, Ellen Bara; Hughes, Bryce |
|---|---|
| Titel | The Experiences of Incoming Transgender College Students: New Data on Gender Identity |
| Quelle | In: Liberal Education, 103 (2017) 2
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0024-1822 |
| Schlagwörter | Sexual Identity; Social Discrimination; Elementary Secondary Education; Bullying; Violence; Sexual Abuse; School Safety; Identification (Psychology); College Students; Student Surveys; Educational Finance; Emotional Response; Political Issues; Activism; Student Needs |
| Abstract | According to the National Transgender Discrimination Survey, transgender students in K-12 settings experience high rates of harassment (78 percent), physical assault (35 percent), and even sexual violence (12 percent). In response to the mounting evidence of discrimination, the Obama administration in May 2016 issued a "Dear Colleague" letter, authored jointly by the Departments of Justice and Education, extending sex discrimination protections to transgender students--an interpretation of Title IX that was reversed by the Trump administration in February 2017. Many of these transgender students matriculate at colleges and universities across the country. What do we know about their background, experiences, and expectations? To explore this question, the authors conducted an analysis of data from the Cooperative Institutional Research Program (CIRP) Freshman Survey, which was modified in 2015 to allow students to indicate whether they identify as transgender. That change enabled them to disaggregate data for a sample of incoming first-year students consisting of 678 transgender students from 209 colleges and universities. They compared these data to the national norms for all incoming first-time, full-time college students--including the transgender students, who comprise less than one half of one percent of the total. To develop a holistic picture and to avoid a deficit framing, the authors took care in their analysis to present examples of experiences that demonstrate how transgender students exercise agency over their needs and their lives, in addition to examples of areas where these students fare worse than incoming students overall. (ERIC). |
| Anmerkungen | Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009. Tel: 800-297-3775; Tel: 202-387-3760; Fax: 202-265-9532; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org/publications/index.cfm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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