ERIC Number: EJ1126168
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
A Thousand Words Are Worth a Picture: A Snapshot of Trans* Postsecondary Educators in Higher Education
Simmons, Symone L.
International Journal of Qualitative Studies in Education (QSE), v30 n3 p266-284 2017
Trans* is becoming a buzzword and trans* celebrities have become increasingly visible. On college campuses, trans* students have also become more visible and advocacy for them continues to be extremely important. To support these claims, some literature has emerged regarding trans* college students' identity development and experiences on campuses, including their perceptions of campus climate. However, higher education scholars and professionals know virtually nothing about the lived experiences of trans* educators working in colleges and universities. Extending on the importance of scholarship regarding trans* college students, trans* educators' experiences are important because these educators are in positions of influence as mentors, advisors, and role-models to students and colleagues, and perhaps knowing their journey and how they can better be supported will allow their contributions on campuses to become more visible. Additionally, these educators are in positions of power in the university and encourage all people invested in higher education environments to advocate for increased notions of gender and inclusion in their offices, departments, units and the university as a whole. Through the use of portraiture methodology, with semi-structured interviews and a participant-observation as methods the purpose of this study was to help make more visible the lives and experiences of trans* postsecondary educators, while expanding notions of gender in higher education.
Descriptors: Sexual Identity, Identification (Psychology), College Environment, College Faculty, College Students, Teacher Characteristics, Teaching Conditions, Gender Issues, Participant Observation, Interviews, Social Bias
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A