Trans* Student Experiences in Higher Education
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| Title: | Trans* Student Experiences in Higher Education |
|---|---|
| Language: | English |
| Authors: | Megan L. Chaffee, Deborah Baness King |
| Source: | New York Journal of Student Affairs. 2025 25(1). |
| Availability: | Stony Brook University, State University of New York. On behalf of the College Student Personnel Association of New York State.100 Nicholls Road, Stony Brook, NY 11794. Tel: 631-632-7066; e-mail: hea_nyjsa@stonybrook.edu; Web site: https://commons.library.stonybrook.edu/nyjsa/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Transgender People, Student Experience, College Students, Barriers, Inclusion, Educational Legislation, Federal Legislation, Social Discrimination, Form Classes (Languages), Extracurricular Activities, College Housing, Sanitary Facilities, College Athletics, Federal Regulation |
| Laws, Policies and Program Identifiers: | Higher Education Act Title IX |
| ISSN: | 2333-8172 |
| Abstract: | This paper reviews literature on trans* students' experiences in higher education, examining their obstacles and institutional approaches to inclusion. The study investigates challenges regarding chosen names and pronouns, access to facilities, extracurricular involvement, and the impact of increasing anti-trans* legislation. Despite growing visibility, trans* students continue to report harassment, discrimination, and a decreased sense of belonging. The paper explores current Title IX interpretations and recommends that higher education administrators develop inclusive policies, enhance professional development, and create supportive campus environments that foster trans* students' academic success and overall well-being. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484946 |
| Database: | ERIC |
| Abstract: | This paper reviews literature on trans* students' experiences in higher education, examining their obstacles and institutional approaches to inclusion. The study investigates challenges regarding chosen names and pronouns, access to facilities, extracurricular involvement, and the impact of increasing anti-trans* legislation. Despite growing visibility, trans* students continue to report harassment, discrimination, and a decreased sense of belonging. The paper explores current Title IX interpretations and recommends that higher education administrators develop inclusive policies, enhance professional development, and create supportive campus environments that foster trans* students' academic success and overall well-being. |
|---|---|
| ISSN: | 2333-8172 |
