Blog Post 1 “Transgender/Gender Non-Conforming Students & Retention: A Family Intervention Model”

This summer, I am working on a research project titled “Transgender/Gender Non-Conforming Students & Retention: A Family Intervention Model” which is about retention for transgender and gender non-conforming students with Erin Furey. Erin is the Associate Director of Pace University’s LGBTQA & Social Justice Center, and I Gabe Nichols, am a rising sophomore majoring in Communications. We are doing this research because currently, we as a society are lacking in support and research on transgender students in college, particularly in terms of retention. This lack of research leaves transgender and gender non-conforming students with no strategies to help them continue and succeed in school. Additionally, we hope that this research shines a light on the issues faced by the transgender community regarding their rights–or lack thereof–and how they are treated, and their unique stressors that lead them to possibly struggle more with staying in school than their cisgender counterparts. Since we hope to be able to continue to carry out this project into the fall and spring semesters, our goals for the summer are primarily research based. Examples of our goals are to research articles regarding transgender and gender non-conforming students and retention, to explore, apply and critique LGBTQA+ literature on retention as it applies to transgender and gender non-conforming students, and to develop a hypothesis around the needs of transgender and gender non-conforming students that is linked to retention.

So far we have begun researching the topic, but our exact topic has little to no previous research conducted about it, so instead we are exploring similar topics, such as retention throughout the whole LGBTQA+ community, or the mental health of transgender adults and adolescents. After reading these articles, I have created an annotated bibliography with important information about each of the articles. While reading these articles, we have noted which articles specifically pull the ‘T’ out of the LGBTQA acronym and acknowledge the difference in effect between being a cisgender queer person, and being a transgender person. An article we have read that did this well is “The Path Forward: LGBT Retention and Academic Success” by Shane Windmeyer. In the article he points out that, “LGBT youth, specifically LGB youth of color and transgender youth of all races, are much more likely than other students to struggle academically and personally in college.”

For some next steps throughout the summer, we intend to plan a focus group regarding our topic, and seek approval from the institutional review board (IRB) to publish and circulate a survey for transgender and gender non-conforming students. Looking further into the future, we intend to create a dual intervention program for transgender and gender non-conforming students and their parents with the goal being that we ease tensions at home by answering parents questions that may upset the students, We plan to submit this information in workshop format for educational and LGBTQA conferences and present our research, in the hopes to publish a paper about strategies to increase university retention of transgender students.

So far I have loved working on this research project. It is a topic near to my heart, as a transgender man whose parents don’t always approve or understand. Getting to find the information around the topic as well as eventually work on the intervention program first hand is incredible. I am learning so much and I hope to continue to do that. I also hope to find an intervention model with Erin that works, so I can help others in similar or even worse situations than mine.

 

Glossary:

  • Cisgender: Refers to people whose sex and gender are congruent by predominant cultural standards: women who have female bodies, men who have male bodies.  This term was created to challenge the privileging of such people relative to those who are transgender.
  • Gender Non-Conforming: Someone who does not conform to the ideologies of any one gender. Often considered to be outside the gender binary, or “nonbinary”
  • LGBTQA: acronym standing for Lesbian, Gay, Bisexual, Transgender, Queer, and Asexual, used to represent that community.
  • Retention: In this research, this word is used to refer to the amount of students who stay in school and graduate.
  • Transgender: Those whose psychological self/gender identity differs from the social expectations for the physical sex with which they were born. Acts as an umbrella term for both those who fit within and outside of the binary.

 

Sources cited:

  • Windmeyer, Shane “The Path Forward: LGBT Retention and Academic Success” INSIGHT into Diversity, 2016
  • Pace University’s LGBTQA & Social Justice Center “All Gender Housing: Terms to Know” http://www.pace.edu/lgbtqa-center/all-gender-housing-overview-instructions