Understanding Experiences and Identifying the Needs of Transgender, Gender Non-Conforming, Genderqueer, and Gender Non-Binary Students: A Needs Assessment at a Private Urban Liberal Arts University

• Main Author: McQuillan-Krepps, Shawn A
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2022
• Subjects: Academic Achievement; College campuses; Criminology; Educational administration; Educational Resources; Enrollments; Gender identity; Gender studies; LGBTQ studies; Multicultural Education; Multiculturalism & pluralism; Non-binary gender; School environment; Sex crimes; Social exclusion; Student Experience; Student Needs; Transgender persons; Undergraduate Students
• ISBN: 9798845454034

Trans* (transgender, gender non-conforming, genderqueer, and gender non-binary) students face unique challenges and have historically been an underserved population within higher education (Nicolazzo, 2017). The purpose of this inquiry was to understand the campus climate that exists for trans* students and their specific needs, challenges, and obstacles they encountered based on their gender identity. The inquiry was situated within a private urban liberal arts university setting and was guided by three questions: (1) what is the trans* student perception of campus climate around gender identity?; (2) what are the challenges and obstacles trans* students encounter while they adjust to and persist through college; and (3) what are the academic, social, and physical needs of trans* students at the University. The inquiry used a needs assessment framework that involved a comprehensive examination of qualitative data from nine trans* student and alumni interviews, six focus group participants, and 24 institutional documents. Through thematic analysis, using inductive coding methods and code mapping techniques, inquiry findings revealed that the campus climate is not trans* affirming or inclusive. Furthermore, key findings suggest that trans* students have unique needs as a student population, and they encounter a variety of gender identity-based obstacles while enrolled at the University. In sum, the inquiry indicated that trans* affirming support and care is lacking, generating a need for an institutional commitment to developing student support resources and services for trans* students. Based on the needs assessment framework, the inquiry concludes with a discussion of implications for practice and practical solutions that could be applied and implemented to address the needs of trans* students and the gaps that exist within the inquiry setting.