Psychology

What is needed, what is valued: trans students’ perspectives on trans-inclusive policies and practices in higher education

Document Type

Article

Abstract

This mixed-methods study of 507 trans and gender-nonconforming students (75% undergraduate, 25% graduate) aimed to understand (a) what institutional factors are associated with the presence of more trans-inclusive policies/supports, (b) what trans-inclusive policies/supports are viewed as important by different groups of trans students, and (c) how the presence of such policies/supports is related to trans students’ sense of belonging on campus and their perception of campus climate. Results indicated that religiously affiliated institutions and two-year institutions tend to lag behind in their inclusivity of trans students. Gender-inclusive restrooms, nondiscrimination policies that are inclusive of gender identity, and the ability to change one’s name on campus records without legal name change were among the supports that students valued most. Students articulated many concrete suggestions for institutions seeking to be more inclusive of their trans students. The known presence of trans-inclusive policies/supports was related to a greater sense of belonging and more positive perceptions of campus climate. These findings provide consultants and practitioners with guidance in identifying and promoting systems-level changes needed to support trans students.

Publication Title

Journal of Educational and Psychological Consultation

Publication Date

2019

Volume

29

Issue

1

First Page

27

Last Page

67

ISSN

1047-4412

DOI

10.1080/10474412.2018.1480376

Keywords

higher education, transgender inclusion, policy making, trans students

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