Research and Resources

Research and Resources for having a gender-inclusive campus

WSU Vancouver has a diverse staff, administration and faculty, as well as students, and we want to ensure the campus can attract and retain the very best candidates for any of those positions.  To make this happen, WSU Vancouver should be aware of the needs, rights and responsibilities facing the transgender and gender non-conforming population.  Here are a few resources that may help you ensure your classroom and/or department is safe and affirming of gender diversity.

Employment Q&A from the Washington State Human Rights Commission on Sexual Orientation and Gender Identity

What is a gender-neutral bathroom? (wikipedia definition)

Gender Neutral Restrooms (from YouthResource.org)

How to Be a Trans Ally (from Genderqueer Chicago)

How to Respect a Transgender Person (from WikiHow)

Gendered bathroom signs from around the world (from Sociological Images)

Research Articles and Reports

Some Very Basic Tips for Making Higher Education More Accessible to Trans Students and
Rethinking How We Talk about Gendered Bodies (Spade 2011)

Excerpt of the content: In this two-part essay, I offer tips for addressing obstacles to trans students’ classroom participation and for avoiding unintentional exclusionary practices. In the first part, I suggest guidelines for referring to students by their preferred names and pronouns. In the second, I address people who talk about bodies, within and outside classrooms, suggesting ways to avoid implying that gender is defined by body parts.

Identity Matters: Teaching Transgender in the Women’s Studies Classroom (Drabinski 2011)

Excerpt of the content: Teaching transgender studies is often assumed to fall under the purview of gender and women’s studies programs and the GLBT studies programs often nested there where claims have been made on the territories of gender and sexuality. The questions that have long plagued these programs persist: Is our subject matter women and men, gays and lesbians, transgender people? Or is it rather the production of those categories and how they come to matter? What, exactly, is the object of our study, when that object is so often our own subjectivities and a necessarily moving target? Identities are historical artifacts rather than static realities, so to teach identity-based programs is to risk further calcifying the very categories that operate to oppress those of us who live on the margins of them. At the same time, those categories are necessary to our understanding of very real material histories of oppression and resistance; to teach as if identity is mere figment would render invisible the very real legacies of domination that must be understood if they are to be undone.

Out on the Web: The Relationship between Campus Climate and GLBT-related Web-based Resources in Academic Libraries (Ciszek 2011)

Abstract: This article explores the relationship between the perceived campus environment for gay, lesbian, bisexual, and transgender (GLBT) students at colleges and universities and how academic libraries have deployed GLBT-related resources on the Web. Recommendations are made for increasing GLBT-related materials and information in academic libraries.

Creating a Safe and Supportive School Environment – Nondiscrimination on the Basis of Gender Identity (Massachusetts Department of Elementary and Secondary Education 2013)

Abstract: Department of Elementary and Secondary Education (DESE) issued guidance related resources that can help school districts and communities build safe and healthy learning environments for all students, including transgender and gender non-conforming students.

Best Practices for Serving Transgender and Gender Non-Conforming Students in Schools (Massachusetts Transgender Political Coalition 2013)

Abstract: These recommendations were prepared by the MTPC Policy Committee and reflect the best education practice models used in other school systems or districts in the United States; existing laws, policies and regulations for school systems in other states; and policy recommendations devised by transgender and LGB think tanks; and education policy specialists.

Gay, Lesbian, Bisexual, and Transgender Campus Support Offices: A Qualitative Study of Establishment Experiences (Ritchie and Banning 2001)

Abstract: Examines the establishment experiences of eight Gay, Lesbian, Bisexual, and Transgender (GLBT) support offices. Each GLBT office provided documentation of its experiences which were analyzed to discover the common themes and “lessons learned.” The themes of “establishment” were linked to a set of strategies and tactics important to the process of institutional change within higher education.

If I can be myself, I can do anything: A photovoice exploration of the experiences of transgender college students (Lim 2012)

Abstract: The field of student affairs strives to support the growth and development of college students, and a comprehensive understanding of their needs and experiences is pivotal for its success in this endeavor. There is a limited amount of literature on the experiences of transgender collegians, a student population that is becoming more visible on today’s college campuses. Many of the scholarly works on trans issues in higher education have positioned transgender students within the larger grouping of LGBT individuals. This grouping is problematic, as it does not distinguish between gender identity and sexual orientation identity, two separate and distinct constructs. This study seeks to contribute to the small body of literature dedicated to the unique experiences and identity development processes of transgender college students. I utilize the qualitative research methodology of Photovoice in this study, which allows participants to tell their story through photography and personal narratives. The findings drawn from participant interviews and photographs are encompassed in the following six themes: (1) Isolation and Emotional Turmoil, (2) Defining a Transgender Identity, (3) Creating a Cohesive Sense of Self, (4) Transitioning, (5) The Importance of Support, and (6) Lack of Awareness.



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