Erickson-Schroth and Jacobs debunk the most common myths and misconceptions about transgender issues, bringing together medical, social, psychological and political aspects of the subject.
Explores over 200 questions about sexuality, gender identity, biological sex, relationships, equality, and issues like bathroom laws, conversion therapy, healthcare discrimination, and religious freedom bills.
Addresses the key issues with binary thinking regarding our relationships, bodies, emotions, wellbeing and our sense of identity and offers practices to help us think in more non-binary, both/and, or uncertain ways.
Presents personal narratives and original research to provide insight into the experiences of trans people in higher education. Also examines the sexual health of trans students, the treatment of trans people by individuals with authority, and strategies and lessons learned from a college that became more trans inclusive.
Aims to create conversations and provide resources to best support students, faculty, and staff of color who are people of color and identify as LGBTQ. Insightfully combines research with practical implications on services, systems, campus climate and ways to hostility, violence, and unrest on campuses.
Guide to help educators learn the basics of what gender is and why it matters in education. This book considers how transgender and gender non-conforming youth experience the classroom, the playing field, and other contexts in education, providing a clear roadmap and practical examples for how to take action to effect change and create a gender inclusive community.
Includes chapters on Engaging Transgender students (pp. 179-198) and Engaging Queer Students (pp. 161-178).
Exposes misconceptions, fears, and myths about the LGBTQ community. Featuring interviews with celebrities, politicians, and allies, this film asserts that no one is a single story and that all people should be celebrated.
Explores the complexity of gender expression through the story of MIT Professor Emeritus and open cross dresser Dr. John "Tephra" Southard. The film follows his difficulties in coming out to his friends, neighbors and colleagues, but also his sense of liberation after a lifetime of secrecy.
Documents a group of 33 young activists on the Soulforce Equality Ride, a first of its kind, two-month, cross-country tour to confront anti-gay discrimination policies at 19 conservative religious and military colleges.
The following links point to articles that are found on a website by Magna Press, which publishes reports and books on higher education teaching strategies.
Harper, S. R., & Baxter, K. S. (2020). Engaging queer students. In Quaye, S. J., Harper, S. R., & Pendakur, S. L. (eds). Student engagement in higher education. (3rd ed., pp. 161-178).
Print book in Bishop Library. Excellent chapter on engaging queer students.
Hill, R. L., Nguyen, D. J., Kilgo, C. A., Lange, A. C., Shea, H. D., Renn, K. A., & Woodfor, M. R. (2020). How LGBTQ+ students thrive in college. Journal of Student Affairs Research and Practice, 58(3), 267-281
This qualitative study draws from 60 interviews with LGBTQ+ college students to highlight how a positive psychology framework illuminates aspects of LGBTQ+ student success. Utilizing the broaden-and-build theory and the concept of thriving, we found LGBTQ+ students experienced thriving through managing and experiencing support for multiple identities and LGBTQ+-specific connections, contributions, and curriculum. The article concludes with implications for student affairs practice and future research.
Jaekel, K. (2017). Engaging in inclusion: Cultivating LGBTQ students' sense of belonging through a critical place-based curriculum. International Journal of Critical Pedagogy, 8(1), 129-148.
The purpose of this article is to detail how the inclusion of LGBTQ students and topics was achieved in a first-year writing course using a critical place-based curriculum. While most place-based curricula do not take into account LGBTQ students and unique lived experiences on campus, this article details how conversations and assignments were altered to take into consideration issues of power and privilege on campus. Implications suggest the need for adoption of critical pedagogical practices in the composition classroom.
Linley, J. L., Nguyen, D., Brazelton, G. B., Becker, B., Renn, K., & Woodford, M. (2016). Faculty as sources of support for LGBTQ college students. College Teaching, 64(2), 55-63.
This study, drawn from a subset of qualitative data from a national study of LGBTQ (lesbian, gay, bisexual, transgender, queer) student success, explores the role of faculty support in promoting LGBTQ student success. Six aspects of faculty support are identified and illuminated within formal and informal contexts. Students' voices show how LGBTQ students interact with faculty and what kinds of interactions students experience as supportive.
Seelman, K. L. (2014). Recommendations of transgender students, staff, and faculty in the USA for improving college campuses. Gender and Education 26(6), 618-635.
Research indicates that transgender individuals frequently experience marginalisation and interpersonal victimisation within college and university settings. Missing from the literature is a discussion of what can be done to address such patterns in higher education, based upon empirical data gathered from transgender and gender non-conforming students, staff, and faculty. The present study aimed to fill this gap by reporting on solutions offered by a sample of 30 individuals in one US state while integrating a lens of intersectionality. Five resulting themes include (a) offer education, campus programming, and support for trans individuals; (b) improve university systems and procedures for recording one's name and gender; (c) encourage greater inclusivity and recruitment of diverse groups; (d) make physical changes to facilities; and (e) hold people accountable. These findings suggest institutional actions and policy changes for higher education administrators and others committed to improving campuses for transgender and gender non-conforming people.