Sue Rankin, Ph.D. Pennsylvania State University Genny Beemyn, Ph.D. University of Massachusetts, Amherst
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Sue Rankin, Ph.D.
Pennsylvania State University
Genny Beemyn, Ph.D.
University of Massachusetts, Amherst
http://www.umass.edu/stonewall/translives/
The Lives of
Transgender People
Beemyn & Rankin
Columbia University
Press, 2011
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
•Demographics •Experiences of •The Climate for •Developmental •Transgender
of the Survey Transgender Transgender Milestones of Youth and
Participants Identity People Different Implications
Transgender for Higher
Groups Education
3,474 self-identified transgender people participated in an online survey
Identity Age Race Interviews
76% (2,648) 9.5% were Follow-up
15% (524)
were assigned 18-22 years interviews were
were People
male at birth old conducted -
of Color
301 by email,
109 by phone,
37.4% - female 16.6% were and 9 in person
spectrum 23-32
34.5% as trans
19.2% on the
male spectrum
7.3% as another,
non-binary gender
identity
Feeling
gender
different Repressing
from a or hiding Getting to
young age these Recognizing know about
and seeking feelings in that there are and know
to express the face of transgender other
this hostility people transgender
difference and/or people
through isolation
dress and
behavior
Deciding
Overcoming whether/ Developing
denial and Having when to tell a sense of
Deciding on internalized one’s others and wholeness
a specific genderism presentation developing within a
identity to accept match one’s new gender
oneself as identity relationships normative
transgender after society
disclosure
Gender-
Likely to have nonconforming, Come to
had some male-assigned Less likely to Less likely to
college
understanding children may be in denial misidentify
expecting
of their gender have had some or be at all or for
support for support and
difference as confused long
being gender resources
children
different
May identify
May not see the
outside of a
need to have
gender binary
Recognize that surgeries or take
Typically refuse and/or use
there is not one hormones to be
to accept a gender-inclusive
way to “be” a “real” woman
gender binary pronouns for
transgender or man (or see
themselves
the need to be a
(they/them,
gender at all)
ze/hir)
• All genderqueer participants
Our study were under age 32; 86.5%
assigned female at birth
• 89% of “gender not listed”
Injustice at Every
between 18-45; 73% female
Turn
assigned
Kuper, Nussbaum,
Mustanski, 2012 • 73% of genderqueer participants
(n=292, mean age were female assigned
of 28)Injustice at Every
Turn: A Report
of the National
Transgender
Discrimination
Survey
20116,436 self-identified transgender people participated in an online survey
Identity Age Race Education Employment
60% (3,870) 19% were 24% (1,532) 47% had a 46% were
were assigned 18-24 years were People college employed
male at birth old of Color degree full-time
(27%
41% currently identify general 44%
as female/woman population) under-
employed
26% as male/man 15% earned less than
$10K (4x the general
population)
20% as part- time in
different genders
50% less than
13% a gender not $40K
offered in the surveyKey Findings
41% reported attempting suicide (vs. 1.6% of
the general population)
Transgender people of color experienced
higher rates of harassment and discrimination
in all areasKey Findings
Those who expressed a • Harassment (78%)
transgender identity or were
gender nonconforming • Physical assault (35%)
while in grades K-12 • Sexual violence (12%)
reported alarming rates of
the following due to their • 6% reported expulsion due to their
gender identity/expression gender identity/expression
• 35% reported harassment
• 5% physical assault
Among college students
• 3% sexual assault
• 2% reported being expelledKey Findings Experiences of mistreatment in school correlated with: • Lower income levels • Higher rates of drug and alcohol use • A greater likelihood of homelessness, incarceration, being HIV-positive, and resorting to sex work • Increased suicide attempts “Gender Not Listed” (GNL) individuals reported higher rates of harassment and sexual assault in K-12 than other participants. The highest rate of sexual assault was among female-assigned, GNL individuals 43% of GNL individuals attempted suicide, versus 41% for the whole sample
Rankin, Blumenfeld, Weber, & Frazier State of Higher Education for LGBT People Campus Pride, 2010
2003 2010
• 1669 participants • 5149 participants
• Queer spectrum (n = 4187)
• LGBQ (n =1600)
• Trans spectrum (n = 695)
• Transgender (n = 69) • All 50 states
• 10 states • All Carnegie Basic
• 13 institutions Classifications of
Institutions of Higher
• Paper/Pencil Education (over 100
institutions
• On-lineWoman (n=2489)
Man (n=1963)
Transmasculine Spectrum (n=174)
Transfeminine Spectrum (n=104)
48% Gender non-conforming (n=417)
Missing (n=2)
38%
8%
3%
2%Key Findings
31-39% of the transmasculine 17-22% of trans-spectrum
(TM), transfeminine (TF), and respondents who had
gender-nonconforming (GNC) experienced harassment feared
respondents had experienced for their physical safety on
harassment on campus campusKey Student Findings
Avoided disclosure of gender Concealed their
Feared for
identity due to fear of identity to avoid
physical safety
negative consequences intimidation
Transmasculine Trans-spectrum Trans-spectrum
65% 43% 63%
Transfeminine
55%
GNC
18%Key Student Findings
More than half of trans-spectrum
respondents felt comfortable or
very comfortable with the overall
campus climate at their institutions
However:
• One-third of trans-
spectrum
participants have
seriously considered
leaving their
institution because of
the negative climateStudent-Athlete Climate Study
(SACS)http://www.youtube.com/watch?
Kye Allums v=UApekMzfn98
Keelin Godsey
Renee Richards
http://www.youtube.com/watc
http://www.youtube.com/watch?v=KDu7m h?v=7Nvlz2nfNvQ
vm8CvE“ I have found it is nearly impossible to be both
trans and an athlete. Being an athlete and being
trans are both a part of my identity. I wish I didn’t
feel like I have to
choose one or the other. ”
Keelin Godsey
Transgender Student athlete
Bates College, 2006“ To deny us the opportunity to
participate and to compete
and to potentially excel is to
take away part of ourselves
that we cherish. ”
Donna Rose
Transgender Activist, WrestlerTransgender and intersex
athletes have an unfair
advantage in sport
Athletes who appear “too
Female transsexual athletes
masculine” have an unfair
retain the physical strength of
advantage – more
their male body
testosteroneTestosterone Treatment –
highly monitored so T
levels within male average
Chr i s Mosi er ,
Tr i at hl et e/I r onman
(Bhasin et al., 2001; Moore, Wisniewski, & Dobs, 2003)Post-operative MTF:
< testosterone and > estrogen
< muscle mass
< bone content and density
> body fat
body fat repositioned
Mianne Bagger
http://www.youtube.com/watch?v=R2DBMe25910
(Elbers et al., 1999; Gooren & Bunck, 2004; Lapauw et al., 2008)Students’ gender identities should be respected, regardless of assigned gender or transition status. Institutional policies and resources should be trans-inclusive, regardless of the number of “out” trans students.
Foster a safe learning environment for all students.
Create a positive climate in which students can
come out.
Prepare for meeting the needs of gender-
nonconforming students now, rather than deny
services or respond to incidents reactively in the
future.Transgender Law and Policy Institute College Pages:
http://www.transgenderlaw.org/college/index.htm
Promising Practices for Inclusion of Gender
Identity/Gender Expression in Higher Education
http://architect.lgbtcampus.org
Campus Climate Index
http://www.campusprideindex.org/Has a gender-
Has a bias Offers Includes inclusive Has an Covers
Has the response housing option LGBTQ hormones
workshops to “gender
Center for on 3 of the 5 interest floor
team and a raise identity” in under
SJE and campuses (but and LGBTQ
LGBT means to awareness of its needs to be interest student
report bias transgender nondiscrim. open to health
Communities roommate
experiences incoming
incidents policy matching insurance
students)Hosts a monthly trans Provides a map of
Offers a Trans dinner for students and the gender-
Has a staff and maintains a private
Awareness Week inclusive and
faculty LGBTQ and other
Facebook page for
single-stall
trans-identified
liaison program programs members of the bathrooms on
Rutgers community campusHave gender confirmation surgeries for transitioning students covered under
student health insurance1
Regularly train health center staff on the experiences and health care needs of
young trans people.
Enable patients to identify their preferred names and gender identity on intake
forms, rather than having “M” and “F” boxes.
Develop a record keeping process to ensure that staff use patients’ preferred
names and pronouns.
Ensure that prescriptions match patients’ preferred names.
Develop and make available a list of area therapists experienced in working with
trans people.
1At least 37 colleges cover surgery for transitioning students: www.transgenderlaw.org/college/index.htm#healthPublicize a bathroom policy that allows individuals to use the
restroom that corresponds to their gender identity.1
Have single-occupancy men’s and women’s restrooms converted into
gender-inclusive ones by installing locks and changing signs.
Have a policy that all new and renovated buildings will
include gender-inclusive bathrooms.
Publicize the locations of gender-inclusive bathrooms
through a website, brochure, and/or app.
Have signage at gendered bathrooms directing people to the
nearest gender-inclusive bathroom.
1The University of Arizona’s policy: http://equity.arizona.edu/restroom_accessProvide more privacy in public locker rooms by creating individual showers with curtains. Have new and renovated locker rooms include private changing facilities and single-person showers. Develop a written locker room policy that allows individuals to use the facility that corresponds to their gender identity and publicize this policy.
Change recordkeeping software to enable students to
have a preferred name on identification cards, unofficial
transcripts, class and grade rosters, and listings in online
and print directories, regardless of whether or not they
have legally changed their names.
Enable students to change the gender marker on their
campus records and documents with only a letter from the
student (i.e., without requiring the student to have had
gender confirmation/reassignment surgeries).
Remove the gender marker wherever possible from
documents and records
The University of Vermont’s policy (BANNER system):
http://www.uvm.edu/~rgweb/?Page=policiesandprocedures/p_preferredname.html&SM=p_menu.html.
The University of Michigan’s policy (PeopleSoft system): http://www.itcs.umich.edu/itcsdocs/r1461/. Enable transgender students to self-identify,
if they choose, on the college’s
application (and other forms) by asking:
Gender Identity (choose all that apply)
__ woman
__ man
__ transgender
__ another identity (please specify):
_________________Educate fraternities and
sororities and other
gender-segregated Include transgender-
Create a Web-based
student organizations focused and transgender-
campus resource guide
about the rights of inclusive programs as
for new and prospective
transgender students to part of general campus
transgender students.2
participate in keeping programming.
with an institution’s
nondiscrimination policy.1
1Fraternityand Sorority Transgender Resource Guide: http://www.lambda10.org/transgender
2TheUMass Amherst guide: http://www.umass.edu/stonewall/transguide; The University of California, Riverside
guide: http://out.ucr.edu/pages/transguide.aspx.NCAA - 2011
• Allows transgender athletes who identify as female to participate on
teams competing for a women’s championship if they are undergoing
cross-sex hormone treatments designed to neutralize the effect of
testosterone on the body.
• Does not require sex reassignment surgery or legal recognition of
one’s transitioned sex (which in some states is conditioned on
surgery) because the NCAA regards hormone treatment as sufficient
to neutralize any source of gender-related physical advantage that
may be relevant to sport.
• Requires only one year of hormone treatment as a condition for being
eligible for women’s sport in contrast to the IOC’s two-year
minimum.
NCAA, 2011 Develop a policy for transgender
students to compete in intramurals.
UMass policy:
“When an activity makes a gender designation, an individual who
has transitioned to a different gender can participate in the
division of the individual’s current gender. If an individual is in
the process of transitioning to a different gender, participation in a
particular gender designated activity will be handled on a case-
by-case basis.”Do not assume that everyone in the classroom identifies as
cisgender or is traditionally gendered.
Respect students’ gender identity and expression by using
their preferred names and pronouns.
If you call the roll on the first day of class, have students
introduce themselves or call students by their last names
and allow them to say what first name they prefer.
If it is a relatively small-sized class, have students indicate
the pronouns they prefer.
If it is a large-sized class, try to avoid referring to students
by pronouns.Use trans- Correct
Where
Do not rely on inclusive students who
relevant, Encourage
transgender materials and use trans- Show support
encourage the students to do
students to examples in exclusive of transgender
discussion of research on
initiate all kinds of language and students and
transgender transgender
discussions on classes, not challenge anti- events.
topics in your topics.
trans topics. just the transgender
courses.
Humanities. comments.Feel free to email us:
Genny: genny@stuaf.umass.edu
Sue: sxr2@psu.eduYou can also read
