How can we support trans and non-binary students at university? By Nuno Nodin (he/him)
Trans and non-binary people have had increased media visibility in recent times, with more positive representation in film and on television (e.g. Pose, Heartstopper, Barbie), and with more public figures coming out (e.g. Elliot Page, Janelle Monáe, Sam Smith). Whilst this is a positive step forwards, it has occurred simultaneously with an increase of negative reporting and scaremongering about trans and non-binary people in the mainstream media. This is concerning as trans and non-binary people continue to experience disproportionate levels of discrimination and harassment in a variety of contexts, including at university.
A previous post discussed ways by which the university can become more accommodating of LGBTQ+ students. This included some points specific to trans and non-binary students, such as the importance of correct pronoun usage, streamlining administrative name-change procedures, and providing gender-neutral toilets on campus. The current post expands that with a focus on trans and non-binary university students’ experiences and recommendations for change (Goldberg & Kuvalanka, 2018; Goldberg et al., 2019; Seelman, 2014).
A rapid review of evidence from the UK (Smith et al., 2022) highlighted some positive experiences of trans and non-binary students, such as universities being generally considered safe and supportive, and the allocation of space and resource, e.g. welcoming and inclusive student societies, and in some instances the availability of gender-neutral toilets. On the other hand, the authors identified many negative experiences, ranging from feelings of concern when navigating gendered spaces such as changing rooms, transphobic reactions from peers on and offline, and deadnames lingering in university systems creating risks of invertedly outing trans and non-binary students.
Recommendations for better supporting trans and non-binary students at university have been broken down into two groups: institutional change, and the need for education of cisgender staff and students.
Institutional change
Other than the already mentioned structural and administrative actions which could help improve the experience of trans and non-binary students on campus (e.g. simplified name changing procedures, gender-neutral toilets), research has identified additional points for improvement. A key one is the existence of non-discrimination policies which are trans and non-binary inclusive. This emphasises that blanket policies of this nature are not enough, and that the explicit inclusion of gender identity and the naming of specific discriminatory practices (e.g. deadnaming, transphobic harassment) within such documents is essential. This avoids leaving anything up to subjective interpretation, at the same time as making a statement about the value placed by the university on these issues and in protecting trans and non-binary staff and students.
Some trans and non-binary students suggest there should be a designated go-to person to report transphobic incidents at the university. This is particularly relevant whenever there is a power imbalance between the victim and the perpetrator (e.g. academic supervisor or high profile professor). Having a clear point of contact could facilitate reporting which is known to be low for such incidents, due to concerns that these will not be taken seriously or lead to compound victimisation if handled insensitively.
Furthermore, it is acknowledged that there should be real consequences coming out of the reporting of such incidents. Non-discrimination policies and anti-bullying and harassment regulations are important but mean nothing if they are not translated into action, and perpetrators are not held accountable. Clear procedures and actions in these circumstances will demonstrate a true commitment to inclusion and diversity from the university that goes beyond mere ‘lip service’.
Research has also highlighted the need for trans-sensitive counselling and healthcare. This comes on the back of frequent negative experiences from trans and non-binary students accessing care on campus, leaving some feeling like their gender identity is not recognised or is misunderstood by care providers. Non-binary students particularly report experiences of providers being dismissive or disrespectful of their gender. Transitioning students would like to find specialised support at their universities, e.g. access to hormones. Some would like to have specific LGBTQ+ designated support on campus, or at the very least trans-aware healthcare staff they could go to in case of need.
Another recommendation of note is ensuring the recruitment of openly trans and non-binary staff across all job categories. This creates important role models for students and increases a sense of diversity on campus. To make this possible, audits may be necessary to university recruitment processes in order to remove barriers for trans and non-binary people to apply, be recruited and retained (e.g. diversity statements in recruitment ads, diverse interview panels, inclusive policies).
Education of staff and students
There is wide consensus among trans and non-binary students that universities should put more effort into educating its cisgender staff and students in gender diversity, to create more inclusive and safer higher education spaces. Some key topics considered worthy of inclusion are:
- non-binary identities and trans terminology
- pronoun usage and correcting mistakes
- challenging myths and assumptions about trans people
- tools to challenge the gender binary
- cisgender privilege
- how to create a more trans-inclusive campus
There is a concern that whenever trans and non-binary issues are mentioned they tend to be considered within LGBTQ+ issues as a whole. Whilst trans and non-binary people are included in this community, there are specific experiences and challenges that they face, which are not experienced by their non-trans LGBTQ+ peers. This means that trans and non-binary topics all too often get side-lined or forgotten at induction sessions and other educational contexts.
Whenever training in trans and non-binary identities is available, it needs to be advertised widely so that staff are aware of its existence. Ideally, it should be mandatory so that everyone joining the university can be on level with policies, procedures, appropriate language, and so on. This is particularly important as those who might need it the most are likely to be the ones not enrolling to existing but non-mandatory training.
Finally, education of fellow students also needs to be carefully considered, particularly as the main source of transphobic abuse in universities (at least in the UK) comes from peers. While inclusion of trans and non-binary topics in student induction sessions are relevant, educating students about gender diversity should not be limited to a single session. Efforts should be placed in increasing diverse trans representation in teaching materials across a range of topics and contexts (lectures, activities and exercises, supervision topics offer, etc). In addition, training in trans and non-binary identities should be offered throughout the academic year.
Conclusion
This post summarises some of the limited research about how trans and non-binary students experience university, and what they think could be improved to make higher education more accommodating and safer for them. It is important to keep in mind that studies in this area are largely based in the US and UK, and therefore their findings may not apply to other realities. In many parts of the world, but also in Western democracies, trans and non-binary groups face high levels of hostility and discrimination, which can directly or indirectly hamper the ability of universities to change and create safer spaces for their gender diverse students. Therefore, the work to make the university a better place for gender diverse students and staff alike needs to go hand in hand with wider efforts to create more inclusive and diverse societies overall.
Acknowledgements
The author would like to thank Stevie Atherton for their edits and suggestions to this blog.
References
Goldberg, A. E., & Kuvalanka, K. A. (2018). Navigating identity development and community belonging when “there are only two boxes to check”: An exploratory study of nonbinary trans college students. Journal of LGBT Youth, 15(2), 106-131. https://doi.org/10.1080/19361653.2018.1429979
Goldberg, A. E., Beemyn, G., & Smith, J. Z. (2019). What is needed, what is valued: Trans students’ perspectives on trans-inclusive policies and practices in higher education. Journal of Educational and Psychological Consultation, 29(1), 27-67. https://doi.org/10.1080/10474412.2018.1480376
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. https://doi.org/10.1080/09540253.2014.935300
Smith, J., Robinson, S., & Khan, R. (2022). Transgender and non-binary students’ experiences at UK universities: A rapid evidence assessment. Equity in Education & Society, 1(1), 18-31. https://doi.org/10.1177/27526461211068518