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Representation matters and contributes to student engagement, sense of belonging, and overall success. This is especially true for our most vulnerable student populations, which include transgender and non-binary students who do not often see themselves represented within the structure of the academic institution. While university-wide initiatives to engage students such as first year seminars are important, so too are smaller scale efforts such as creating representation through the use of teaching materials and exercises in courses and information literacy sessions. When discussing representation for the LGBTQ + community, and especially transgender and non-binary parts of that community, it is important to acknowledge that within this larger group, there are any number of intersectional identities impacting individuals' sense of belonging, support, and access to success, all of which cannot be addressed in the space of this column or in the time it takes to run an information literacy session. However, that does not mean we, as educators, should not try. [ABSTRACT FROM AUTHOR]

This article provides findings from a small-scale project undertaken to understand the student experience of the lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) student community in a large post-92 university in England. Focus groups were conducted with students that explored areas of student life, including support, the campus environment, and belonging. A social constructivist theoretical perspective underpins the article. Students develop common knowledge via social processes that are powerfully influenced by cultural factors that are constantly in a state of flux. The article also rejects essentialist delineations of LGBTQ+ gender and sexuality and subscribes instead to a Butlerian framework of identity where behaviours associated with gender and sexuality are instruments of regulatory regimes. Even within a university culture that is inclusive and welcoming, opportunities were not always provided for LGBTQ+ students to speak about their personal lives and identities authentically, and university classrooms did not always feel like safe places for students. Whilst staff were generally helpful and supportive to their LGBTQ+ students, many lacked the knowledge and skills to confidently meet the needs of these students, particularly those identifying as trans and non-binary. The recommendations include calls for universities to commit to high-quality mandatory training for staff so that trans and non-binary students in particular are supported by staff appropriately equipped to support their needs. [ABSTRACT FROM AUTHOR]

Despite efforts to address racial disparities in STEM fields, little attention has been paid to the experiences and aspirations of queer and trans Black (QT Black) students in grades K-12. This study explored whether there were any significant differences in the choice of STEM majors between QT Black students and non-QT Black students. We found that Black QT students are less likely to choose STEM majors. Additionally, we found significant differences in science teachers' perceptions of teaching, comparing between QT Black and non-QT Black students. Finally, we found that several factors predicted science-teacher perception of collective responsibility, perceptions of content professional learning community (PLC), self-efficacy, perception of content teacher expectations, and perceptions of principal support for teachers of QT Black and non-QT Black students. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

In this paper, we draw on accounts of trans and nonbinary youth we interviewed as part of a larger study on supporting gender diversity in schools. Our study is informed by an approach to epistemic witnessing which we conceive of as a praxis that is informed by a commitment to trans de-subjugation, testimonial justice and a transfeminist methodology with its critical focus on cissexist analytic pitfalls in research and refusal of objectification and overgeneralization of trans people. Our approach to analyzing interview data which refused the methodological constraints of forcing meaning into overdetermined and prescriptive thematic categories was also facilitative of this praxis. Overall, we provide testimonial accounts of trans youth navigating cisnormative school spaces and the tensions that arise around desires for trans (in)visibility which expose the cistemic forces at play in the education system in its failure to provide supportive conditions of trans livability and racial justice. [ABSTRACT FROM AUTHOR]

This paper explores the epistemic agency of American trans students/youths by emphasizing the ordinary practices of life-making as they are enacted or rather reflected textually. It draws on Latina feminist María Lugones's scholarship on relationality to conceive of trans students/youths as 'streetwise theorists', or callejer@. I illustrate how new knowledges about streetwise trans youth can be generated through employing what I call the 'trans*intramural protocol of reading'. I draw on texts retrieved from university archives and open access collections; resource guides and anthologies written by and for trans communities; as well as trans and queer zines published in the late twentieth and early twenty-first centuries to illustrate the epistemic significance of such a reading practice. I conclude with a meditation on how an aesthetic relation to a text can rekindle memories to our past as trans subjects and therefore contribute to a new relation to histories of our own embodiments. [ABSTRACT FROM AUTHOR]

The article examines the legal and cultural aspects of gender and privacy in public men's restrooms, focusing on historical, social, and psychological dimensions. It discusses the gendered expectations and anxieties associated with these spaces, as well as the fear-inducing nature of public restrooms for men. The article also addresses recent legal cases involving men's restrooms, highlighting issues of violence, privacy concerns, and the cultural significance of urinals. Additionally, it explores the challenges faced by transgender individuals in using public restrooms and advocates for a liberation jurisprudence that challenges oppressive gender norms and promotes inclusivity. [Extracted from the article]

Purpose: We characterize trans-inclusive social and structural educational programming at Association of American Medical Colleges-affiliated U.S. allopathic medical and Council on Education for Public Health-accredited schools of public health using responses from deans and administrators. Methods: Between December 2019 and February 2020, the Public Health and Medical Schools Transgender-Inclusive Educational Programming Study surveyed deans, administrators, and students via email about trans-inclusive social and structural educational programming strategies at their institution. Evaluated social programming included training topics, social events, and direct communications. Assessed structural strategies included admissions, policies, and mentorship. Descriptive statistics were performed for all variables while stratifying by medical versus public health schools. Bivariate analyses were used to examine differences between strata and chi-square or Fisher's exact tests, accordingly, to analyze programming strategies. Results: Of 335 deans and administrators contacted, 65 completed the survey (19% response rate) and 55.4% were from public health. Most were deans (87.7%), from public institutions (69.2%), between 51 and 59 years old (44.6%), and were ciswomen (63.5%). Comparisons of medical versus public health schools demonstrated significant differences in trans-inclusive strategies such as gender competency training (58.6% vs. 36.1%); trans-inclusive lectures (44.8% vs. 30.6%); honoring trans students' names in-person (75.9% vs. 61.1%); and goals to increase trans representation as researchers (37.5% vs. 26.7%). Conclusions: Policies aimed at creating trans-inclusive environments in these institutions should focus on bolstering affirming structural programming, encouraging prospective trans applicants, mentoring trans students' research ambitions, and consistently using students' lived names, pronouns, and gender markers in all documentation and communications. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, conservative attempts to erase gender diversity—directed at transgender youth in particular—have taken on new momentum. Schools are restricted from respecting students' identities, libraries are being censored, and families are being prevented from seeking gender affirming counseling. At the same time, it is also clear that transgender, nonbinary, and other gender creative youth are increasingly demanding respect. Education about and through gender is being prevented and sometimes criminalized precisely when all students and educators need to be considering gender in more depth, breadth, and intersectional complexity. The transgender rights movement has been attentive to forms of gender diversity that draw more people into solidarity. This paper suggests following that strategy of building connections among genders while also understanding different forms of gender have different needs, structural positions, and histories, too. Understanding how to balance both a complex analysis of gender and a firm commitment to act in solidarity of gender diversities can help us to teach about and through gender, as well as resist how gender diversities are literally being pushed out of place in many states. [ABSTRACT FROM AUTHOR]

This article explores the need for increased awareness, research, and policy changes regarding transgender issues in organizations. It emphasizes the historical and cultural context of transgender individuals, acknowledging the negative impact of colonization and Western views on gender and sex. The article highlights the importance of intersectionality and diverse perspectives in understanding transgender identities and experiences. It also discusses the limited research on trans experiences in organizations, particularly outside of the Anglosphere, and the challenges and discrimination faced by trans people in various countries. The article concludes by addressing the role of cisgender researchers in studying trans experiences and the need for genuine inclusion and representation of trans scholars in the field. The Special Issue aims to shed light on trans experiences in work and organizations and contribute to the limited scholarship on trans issues in organization studies. [Extracted from the article]

This article examines the administrative and bureaucratic barriers faced by trans and nonbinary high-school students in the School District of Philadelphia. Despite strong gender-inclusive policies like the district's Policy 252, student interviews, first-hand observation, and document analysis reveal a variety of stress points that trans and nonbinary students still regularly face. This paper explores those "sticking points" individually and in detail through student experiences, from name and pronoun changes to bathrooms and written records, encouraging greater awareness among classroom teachers and school staff. Ultimately, the persistence of student challenges even amidst supportive policy - itself far from a guarantee in many school districts - suggests that gender inclusivity is not subject to single solutions, but rather requires care-filled consideration of stress points in our own distinct and ever-evolving contexts. [ABSTRACT FROM AUTHOR]

AbstractTransgender people in the United States experience mistreatment and discrimination, as well as harassment and violence, at much higher rates than the general population. In university classrooms specifically, less conspicuous forms of prejudice-based behavior are even more common. This study aimed to gain an accurate understanding of cisgender faculty and transgender student perceptions and attitudes regarding the issues transgender students face in the classroom. Semi-structured, one-on-one interviews were conducted with cisgender faculty (n = 7) as well as two transgender students (n = 2) at a mid-sized U.S. university. Thematic analysis was conducted to identify and describe interviewees’ understanding of and concerns about transgender students’ experiences in the classroom. The interviewed cisgender faculty were aware of inappropriate comments among student peers that they viewed as requiring intervention. At the same time, they also described awareness of their own improper name or pronoun usage. The two transgender students described feelings of being separated from other students by virtue of their transgender identity, experiences of being tokenized, and being positioned by their professors in classrooms to represent all transgender students. Implications for positively and proactively addressing transgender students’ experiences of prejudice in higher education classrooms are presented. [ABSTRACT FROM AUTHOR]

The article focuses on the legal challenges surrounding teachers' religious objections to using gender-congruent pronouns and names for transgender students. Topics include the emergence of religious exemptionalism and its impact on First Amendment interpretations; court cases exploring the boundaries of free speech and religious rights in public education; and proposed guidelines for courts to differentiate religious belief from non-expressive, administrative tasks in student interactions.

In this study of North American campus recreation staff, we examined staff perceptions of transgender and nonbinary student inclusivity, and explored differences in perceived inclusivity based on institutional characteristics, policies, amenities, and staff characteristics. Staff were recruited to participate in an online survey that assessed: institutional characteristics, amenities, and policies; personal characteristics; and, their perception of their campus recreation facilities' inclusivity of transgender and nonbinary students. Perceived inclusivity was greater at nonreligiously affiliated institutions, and at institutions that had antidiscrimination/antiharassment policies and/or all-gender locker/restrooms within the campus recreation department. Men and heterosexual staff reported greater perceived inclusivity than women and sexual minority staff. In summary, antidiscrimination and antiharassment policies and all-gender locker/rest rooms appear to contribute to creating the perception of a more inclusive campus recreation environment. Continued work on staff awareness/knowledge relating to inclusion of transgender and nonbinary students appears to be necessary, and application of policies that support inclusivity should be a priority. [ABSTRACT FROM AUTHOR]

Transgender youth (those whose gender identity differs from their sex assigned at birth) experience stigma and discrimination that can place them at increased risk for poor health outcomes compared with cisgender youth (those whose gender identity aligns with their sex assigned at birth). Limited population-based data exist on disparities among transgender and cisgender youth. We examined differences in experiences of violence, substance use, mental health, suicide, sexual behavior, unstable housing, parental monitoring, and school connectedness among 98,174 transgender and cisgender high school students using data from 18 states that included an item to assess transgender identity on their 2021 Youth Risk Behavior Survey. Overall, 2.9% of students identified as transgender and 2.6% questioned whether they were transgender. Among transgender students, 71.5% reported that their mental health was not good, 32.3% had attempted suicide, and 29.0% experienced sexual violence. Transgender students were more likely than cisgender students to report experiences of violence, substance use, poor mental health, suicide risk, some sexual risk behaviors, and unstable housing, and were less likely to report feeling connected to others at school. Interventions that can address the causes of these adverse outcomes and promote the health and wellbeing of transgender youths are warranted. [ABSTRACT FROM AUTHOR]

Over the past decade, transgender students have challenged discriminatory school bathroom policies under the Equal Protection Clause with varying success. But another group of students, facing similar discrimination, has yet to see its day in court. Like their transgender peers, nonbinary students often lack access to gender-appropriate restrooms at school. Many K–12 schools offer only “boys” and “girls” restrooms, ignoring the needs of students who identify as neither boys nor girls, as both of those genders, or as something else entirely. Forced to use sex-segregated bathrooms (or no bathroom at all), nonbinary students suffer adverse health, safety, and educational outcomes. To illustrate pathways to relief, this Note provides an inventory of equal protection claims nonbinary students can make to challenge discriminatory bathroom policies. Each theory—alleging unconstitutional discrimination on the basis of sex, transgender status, or nonbinary status—is promising and limited in its own respect. Independently or together, these theories can support a viable equal protection challenge that triggers heightened scrutiny. [ABSTRACT FROM AUTHOR]

Privatization of public education in North America has long been influenced by two schools of conservative thought: neoliberalism, which seeks to create a marketplace for public services in which individuals choose the option they judge to be in their best interests and government's role is limited as much as possible to simply funding these choices; and neoconservatism, which believes that education should seek to uphold traditional religious and social values. These two strains are divided in terms of their view of how much control government should seek over education, but united in their agreement that funding should "follow the student" to the option of the parents' choice. Recently, far-right conservative groups in the U.S. and Canada have been inciting a moral panic over "gender ideology" in schools, and in particular transgender students. Under cover of this moral panic and the accompanying call to recognize "parent rights," the right is organizing to gain greater influence over public education through legislation and through the election of conservative candidates to school boards, even as it seeks greater privatization options for families who wish to opt out of public education. While this trend has been noticeable in Alberta for some time, it appears to be spreading to the rest of Canada as well. [ABSTRACT FROM AUTHOR]

While federal protections against discrimination for LGBTQ students have increased in the past few years, at the same time state legislatures have proposed hundreds of anti-LGBTQ bills targeting transgender youth. With more students identifying as transgender or nonbinary, there is a need for clear policies on the usage of chosen names and pronouns in K-12 public schools. Schools need to be prepared to handle transgender and nonbinary students before a need arises. This article discusses the potential conflicts between the individual interests involved when name and pronoun policies are applied in K-12 public schools. When drafting and enforcing name and pronoun policies, school administrators must navigate the disconnect between prioritizing student wellbeing, teachers’ rights, parental demands, and complying with sometimes conflicting state and federal laws. Public schools should create policies that support transgender and nonbinary students through the usage of genderaffirming names and pronouns not only to follow federal law, but also to support the students’ health, well-being, and academic success. Ultimately, student wellbeing should be the priority. [ABSTRACT FROM AUTHOR]

We collected narratives from five undergraduates who identified as either in the process of or had formerly transitioned from one gender to another while enrolled in a postsecondary institution. We used a narrative life story protocol to explore the greater context of participants as individuals. Participant stories focused on: the importance of relationships including roommates, friends, romantic partners, and role models; their experiences during enrollment, and institutional structures such as campus environments, faculty, and staff. We found the presence of health services focused on trans students' needs and a trans-specific student organization contributed to perceptions of an affirming campus. We also found that gender binary norms still impacted participants through their struggle to align with cisnormative practices. Implications for higher education educators and administrators include proper training of faculty and staff on trans issues and the need to systemically address practices and policies rooted in the gender binary. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the gendered dimensions of public space and its impact on marginalized groups. It discusses various disciplinary perspectives on gender and public space, examining different types of public spaces and the experiences of women and marginalized communities within them. The article emphasizes the need for inclusive and participatory public spaces that prioritize solidarity, care, and citizenship. It also discusses the role of digital spaces, architecture, and design in shaping the experience of public spaces. The text calls for a rethinking of public spaces that prioritizes inclusivity and empowerment for marginalized communities. [Extracted from the article]

The article focuses on the regulation of gender expression in schools and the challenges faced by transgender students in freely expressing their gender identities. It discusses legal doctrines such as the heckler's veto and the Tinker standard, highlighting how they intersect with issues of gender expression and the First Amendment. It aims to underscore the importance of protecting transgender students' rights to gender expression in educational settings.

Background: The purpose of this research was to describe how discrimination against trans students is carried out in universities in Metropolitan Lima. Also called gender identity discrimination, it is included in the Yogyakarta Principles (United Nations), a document that seeks to serve as protection for the LGBTQ+ community. Methods: The investigation started in September 2021 and ended in April 2022. A qualitative methodology was used, triangulating designs such as multi-case studies, documentary analysis, and unstructured interviews. The latter were processed and conducted via online conversations (using Zoom) with students who were purposely selected by the authors. Results: Five trans students were the sample for this research, which through a series of interviews taught us that each of them has a different sexual orientation, have suffered exclusion at their universities, and have experienced prejudice even from their own teachers and administrative staff. Conclusions: It is highly recommended that all staff working on the university campus, particularly professors, receive training on issues of sexual diversity, especially transgender people, and personal unisex toilets be implemented. [ABSTRACT FROM AUTHOR]

The STEM climate is overall less welcoming for queer students, and is especially harrowing for transgender, nonbinary, and students with additional gender non-conforming identities (TNBGNC+). Professional STEM societies provide students with a range of resources that help them persist in STEM, though qualitative research shows that such societies geared toward queer and trans students may offer less professional and academic resources and prioritize identity management. The objective of our research is to identify, among queer and trans students, whether there are differences between how TNBGNC+ students and gender majoritized students access resources important in STEM persistence across professional society types, including those societies organized to serve women, racial/ethnic minoritized groups, queer and trans groups, as well as those science societies and chapters without a stated group focus. The society resources we focus on include: sense of community, social networking, professional resources, leadership skills, academic resources, reduced isolation related to identities, and perceptions that societies in which they may participate are helpful to them in their degree progress. This study offers an analysis of survey data from 477 queer and trans STEM undergraduates relating to their participation in STEM professional societies. To conduct this research, we embraced and enacted recommendations by scholars on strategies and frameworks to queer our methodology, survey, and analysis. We found that at oSTEM, TNBGNC+ students may not be benefitting to the same extent as gender majoritized students when it comes to feeling in community with other members and having opportunities for social networking. However, TNBGNC+ students may benefit more from a reduction in isolation related to their identities. Differences in how SWE served TNBGNC+ students echoes previous work, and may speak to the society's organization around the cisgender, patriarchal framework. SHPE's relative success with TNBGNC+ students also reproduces existing work, suggesting the society may be more largely scaffolded for more affirming environments writ large. As well, that science in comparison to industry chapters were more beneficial to TNBGNC+ students brings forward possible differences between science and industry chapters, in which the former may be influenced more by the scholarship and science of gender, while the latter, with its more business and public focus, could be more influenced by dominant narratives in STEM. This work has implications for societies when it comes to enacting policies to cultivate more inclusive community environments and buttress potentially unequal access to social networking as well as professional and academic resources. At the same time, there is room for oSTEM to augment how it supports TNBGNC+ students with academic and professional resources and benefit students' progress in their degree programs. [ABSTRACT FROM AUTHOR]

This article explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, highlighting the unique experiences, challenges, and transformative potential of these spaces for Black transgender students. This article acknowledges that Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity. Drawing from narratives of 20 Black transgender students both currently and formerly enrolled in U.S. colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the capacity of BTES in meeting the basic needs of Black transgender students, providing and sustaining spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education. [ABSTRACT FROM AUTHOR]

During the past ten years, courts have been at the forefront of increasing the rights of LGBTQ+ Americans. In 2020, the United States Court of Appeals for the Fourth Circuit in Grimm v. Gloucester County School Board determined that a school district’s bathroom policy that prevented transgender students from using the bathroom that reflected their gender identity violated the Equal Protection Clause. However, in 2022, as the panic directed toward the transgender community ramped up, the Eleventh Circuit in Adams ex rel. Kasper v. School Board of St. Johns County determined that a Florida school district’s similar bathroom policy did not violate the Equal Protection Clause. In doing so, the Eleventh Circuit failed to consider the impact on the transgender litigant and community at large. This is inconsistent with the approach taken by the Supreme Court in some of the most important equal protection cases, notably Brown v. Board of Education and Obergefell v. Hodges, which prominently placed the stigma felt by marginalized communities in its reasoning. Accordingly, the Fourth Circuit in Grimm provides the best approach to an equal protection analysis, which remains faithful to this rationale and provides greater protection to the transgender community when their rights are under attack. [ABSTRACT FROM AUTHOR]

Sex education in American public schools has long been the subject of controversy. Although debates over the inclusion of sex education in schools now focus on students' access to comprehensive curricula that includes the experiences of queer and transgender students, sex education in the United States has long maintained its roots in the institutional promotion of "sexual purity." Through an exploration of the latest attacks on comprehensive sex education, particularly in the context of reinvigorated "Don't Say Gay and Trans" legislation, this Article postulates that a novel interpretation of Title IX of the Education Amendments of 1972 is needed that requires education policymakers to incorporate the experiences and needs of queer and transgender students in sex education curricula. This Article examines the application of the Supreme Court's Bostock v. Clayton County decision to Title IX and argues that the prohibition against discrimination in education on the basis of sexual orientation and gender identity raises a plausible Title IX challenge to non-inclusive sex education curricula. By first offering a brief historical overview of public sex education curricula in the United States, this Article contextualizes the present need for comprehensive sex education as an impactful resource for students, as well as the unique sexual health challenges faced by queer and trans adolescents. This Article then outlines the important changes to Title IX in the wake of the Bostock decision, President Biden's 2021 Executive Order implementing Bostock, and subsequent appellate case law. Most importantly, this Article will highlight the potential for Title IX claims to be brought against public schools, districts, and states that offer non-comprehensive sex education curricula that excludes content relating to the unique needs of queer and trans students. This Article concludes by addressing potential challenges to such an interpretation of Title IX in the context of sex education curricula and will underscore the important policy ramifications of incorporating the experiences and needs of queer and trans students in educational dialogues surrounding sexual health. [ABSTRACT FROM AUTHOR]

Background: Lack of transgender health education among health professional education programs is a limitation to providing gender-affirming care. Educational interventions have advanced in the past decade using a variety of pedagogical approaches. Although evidence supports that educational interventions can significantly improve student knowledge, comfort levels, preparedness, and clinical skills, few studies have addressed student perceptions of or receptiveness towards transgender health education. The study purpose was to explore student perceptions of transgender health education using a qualitative approach. Methods: We utilized a basic qualitative design to explore student perceptions of transgender health education at a Catholic, Jesuit institution. Participants were medical students (n = 182), medical family therapy students (n = 8), speech, language and hearing sciences students (n = 44), and dietetic interns (n = 30) who participated in an Interprofessional Transgender Health Education Day (ITHED) in partnership with transgender educators and activists. Participants completed an online discussion assignment using eight discussion prompts specific to the ITHED sessions. Data were analyzed using the constant comparative method and triangulated across four medical and allied health programs. Results: A total of 263 participants provided 362 responses across eight discussion prompts. Three major themes resulted: (1) The Power to Help or Harm, (2) The Responsibility to Provide Health Care, and (3) A Posture of Humility: Listen and Learn. Each theme was supported by three to four subthemes. Conclusions: Health professional students were highly receptive towards transgender health education delivered by transgender community members. First-person accounts from session facilitators of both positive and negative experiences in healthcare were particularly effective at illustrating the power of providers to help or harm transgender patients. Reflection and constructive dialogue offers students an opportunity to better understand the lived experiences of transgender patients and explore their identities as healthcare providers at the intersection of their religious and cultural beliefs. [ABSTRACT FROM AUTHOR]

Background: There is a widespread gap among medical professionals about transgender, and it needs to be addressed through proper educational intervention to inculcate positive attitudes toward transgender people. Aim: This study aimed to assess the attitude of medical undergraduate students toward transgender and change thereafter by educational intervention. Materials and Methods: A total of 169 final‑year undergraduate students (aged 22–25 years; 50.3% males; all having heterosexual orientation) were assessed for their attitudes toward transgender people using the Genderism and Transphobia Scale (GTS) and Attitude toward Transgender Individuals Scale (ATTIS). Subsequently, an educational intervention was conducted. The attitude scores were again evaluated immediately and after one month of post-intervention. A paired t-test, independent-samples t-test, and analysis of variance (ANOVA) were used to compare the data. Results: Mean ATTIS and GTS scores before intervention were 67.02 ± 9.20 and 80.84 ± 26.07, respectively. After the educational intervention, these scores were 79.27 ± 7.18 and 63.20 ± 12.11, respectively, thus showing a significant change in both scores. The change in GTS score was significantly higher in males than in females (P < 0.001) and in urban than in rural residents (P = 0.017). No significant association of demographic factors was observed concerning the change in ATTIS scores. On evaluating the recall value, no significant decline in GTS or ATTIS scores was observed following a one month of interval. Conclusion: There is a need to positively reinforce these changes brought about by educational intervention in the attitude of undergraduate medical students toward transgender people. Such cognitive gains are achievable in developing a humanistic society. [ABSTRACT FROM AUTHOR]

Studies on Latinx/a/o queer and trans students showcase how they navigate cultural expectations tied to their ethnicity about sexuality, gender roles, and gender expression. A predominant focus in this research has been understanding how gay Latino cisgender men exist within and resist systems of patriarchy and hypermasculinity. However, because of the focus on gay Latino men's experiences, the lives of Latina lesbians have been overlooked in educational research. What does exist illustrates that Latina lesbians face heightened marginalization when attempting to integrate their culture with their lesbian identity given the intersections of sexism, heterosexism, and. In light of such findings, it is crucial to better understand how Latina lesbians make meaning of their identities, especially as they reflect on cultural influences. The purpose of this study was to examine how Latina lesbian college students navigate cultural values and roles. The following research question guided this study: how do Latina lesbians enrolled in college describe the experience of negotiating cultural norms in relationship to their sexuality? Findings will be instrumental for higher education professionals across institutional types as they support students at the intersections of racially and sexually minoritized identities, and especially Latina lesbians. [ABSTRACT FROM AUTHOR]

Originally suggested by Rodriguez (2012), trans generosity aims to address the tensions and complexities of queer and trans pedagogies in educational settings. Using this concept, this study generates empirical insights on how queer and trans affirmative practices can disrupt heteronormativity, foster gender diversity and proactively emphasize the self-determination of trans students in schools and PE. Drawing on narrative ethnography, we relate the experiences of Lucas, a secondary trans student, during a period of four years, using the messy method of data collection. A dialogical narrative analysis helped to give sense to the whats, the hows, and the effects of Lucas's stories and storytelling within the narrative environment of the school. Legal and educational policy and academic frameworks provided Lucas and other actors with an adequate space for critical performances to foster the disruption of heteronormativity and broaden the circulation of (queer)gender narratives within the school. The dialogue, commitment, collaboration, and mutual trust between Lucas, his PE teacher and the school environment helped to make Lucas' trans affirmative stories tellable and coherent. This story of trans generosity may inspire other trans students, PE teachers, schools, or whoever wants to embrace queer and trans theories and pedagogies, to foster trans recognition and gender diversity education. [ABSTRACT FROM AUTHOR]

To examine the intersection of trans-identities and collegiate recreation program and services (CRS), this inquiry explored the perceived meanings and implications of gender-related competitive sport policy as interpreted by transgender students. Three trans-identifying students (n = 3) participated in this inquiry; each student reviewed collegiate recreation competitive sport policy excerpts and provided qualitative responses during phenomenological, semi-structured interviews. The resulting transcripts underwent a two-part, cyclical analysis to identify and explore common themes and phenomenological essence. Conclusionary themes indicated that CRS competitive sport policy—while possibly having the intent to be gender inclusive—may not be conclusively perceived as such. In addition, select—yet common—terminology used in CRS lexicon was perceived as being exclusive to trans-identities. These themes suggest that CRS trans-inclusive policy should consider the reception of its content during development and furthermore address a gap in literature by providing practitioners with insight as to the manner of which CRS policy is being perceived by their intended trans-audiences. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite significant and increasing numbers of students studying internationally, there are few data about the experiences of study abroad for various marginalized students, including transgender and gender expansive (TGE) students. Therefore, 15 TGE adults from the United States were interviewed about navigating gender and culture during undergraduate study abroad programs. Interviews were analyzed using consensual qualitative research (CQR). Participants shared how they benefited from international study and navigated intersecting social identities, including gender, which was complex and nuanced. They discussed how they actively managed issues of disclosure and its consequences, explored their identities and the influence of their social setting, and dealt with anticipated, deliberate, and unintentional harm from others. Relationships and community were priorities for participants when studying internationally; they explained how they determined whether to invest in relationships or not. Participants also clarified what their relationships looked like during study abroad, as well as unique considerations that arose from their marginalized identities. These findings can help inform the development of more inclusive, safe, and satisfying study abroad experiences for all students, especially TGE individuals; implications for future research and study abroad interventions are provided. [ABSTRACT FROM AUTHOR]

School integration and inclusion are important for educational equity, yet inclusionary educational policies often end up being exclusionary in practices. In this article I contribute to our understanding of school level mechanism underlying this process. I draw on 2 years of data collection in a progressive culturally responsive school implementing a voluntary students assignment policy to increase the share of low-income students of color in the school. I show how a conflict with dissenting mothers over gender-unlabeled bathrooms became a conflict over the meaning of inclusion when school leaders applied deficit thinking that saw low-income parents of color as less likely to support the program, despite heterogeneity in dissenting mothers' background, and how as result dissenting mothers felt excluded from the school community and the needs of transgender students were unmet. These findings have important implications for theory and practice and for creating inclusive schools. [ABSTRACT FROM AUTHOR]

The main objective of this article is to acquire in-depth knowledge of the training primary education teachers receive regarding transgender identities, as well as the resulting consequences in school realities. A phenomenological qualitative research approach was used to accomplish this purpose. The data were collected using a semi-structured interview technique. The participants were 38 primary education teachers from different public schools in the province of Cádiz, Spain. They acted as key informants, allowing us to gain knowledge, understanding, and meaning regarding our object of study. Among the results obtained, the absence of transgender identities in pre-service and in-service teacher training is observed. As a result, a severe lack of knowledge and confusion about the subject, as well as discriminatory values, are perceived in teachers. The need for transgender identities to be present in initial and continuous teacher training is stressed in order to see to the social and educational needs of transgender students in primary education and avoid reproducing the invisibility of transgender identities and the transmission of inegalitarian values. [ABSTRACT FROM AUTHOR]

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With the increasing global awareness and recognition of transgender rights and inclusion in various fields, including sports, it is crucial to examine what sports stakeholders think about the participation of transgender people in sports competitions, especially in the Philippines where there is a lack of studies on the topic. This motivated the researcher to conduct this study. Guided by a descriptive research design and using a quantitative-qualitative research approach, this study aims to determine the attitudes towards the participation of transgender athletes in sports, starting with randomly selected athletes from Philippine Higher Education Institutions (HEIs). Data were collected through a survey and structured interviews, with questions validated by experts. Findings indicate that the future of sports in Philippine colleges is likely to be inclusive, with student-athletes having positive attitudes towards the idea of allowing trans women and trans men to compete in women's and men's sports categories, respectively, and towards the creation of separate sports categories for trans individuals only. This study can help higher education institutions develop more inclusive and respectful athletic practices that promote diversity and equal opportunity for all students who wish to participate on athletic teams and represent their colleges or universities, regardless of gender. [ABSTRACT FROM AUTHOR]

The article discusses the experiences of a queer student named Jonathen in a rural high school and explores the challenges faced by LGBTQ+ individuals in such communities, in the U.S.. It highlights the impact of heterosexism, gender norms, and the lack of queer representation in rural areas. It also proposes the idea of a book club focused on queer literature as a means to foster understanding, provide support, and stimulate critical conversations among students.

This paper reports on a recent survey of principals of Catholic high schools across the country regarding the existence of formal gender identity policies or informal practices with respect to the behavior and treatment of transgender students in their schools. The survey's findings are discussed in the context of recent developments with respect to the science, clinical interventions, and legal accommodations surrounding gender variance. The paper also describes the political developments with respect to this issue and some of the pushback in communities of faith. It concludes by suggesting the need for receptivity to scientific findings as part of a broad-based discussion of gender identity policies in Catholic secondary education. [ABSTRACT FROM AUTHOR]