Edited By Virginia Stead
The research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life’s resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities everywhere, and it animates multiple layers of campus life, ranging from lessons within a three-year-old day care center to policy-making among senior administration. May the power of well-chosen words continue to deepen our understanding, clarify our communication, and empower us all as pro-LGBTQ+ campus activists.
Afterword: Ending the Erasure of Trans* and Non-Binary Students Through Higher Education Policy (Kari J. Dockendorff)
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Ending the Erasure of Trans* and Non-Binary Students Through Higher Education Policy
KARI J. DOCKENDORFF
[Author’s Note: The term trans* is used to acknowledge a broad array of gender identities. Tompkins (2014) describes trans* as, “meant to include not only identities such as transgender, transsexual, trans man, and trans woman that are prefixed by trans- but also identities such as genderqueer, neutrios, intersex, agender, two-spirit, cross-dress, and genderfluid” (p. 27).]
Campus records and documents are used to track and identify students as they move through their degrees within the institution. But, how institutions place student identities into categories can sometimes lead to the erasure of the student identity, and ultimately the student. For example, when an admissions application asks students to list their gender on the document, oftentimes the student is given two options: male or female. This binary categorization of gender leaves out students who identify as trans* or non-binary since they are not allowed to identify outside of the male/female options.
Some campuses do have policies in place that determine when or if a student is allowed to change their gender or their name, but these policies may actually end up reinforcing the binary gendered system. The aim of this chapter is to explore federal and institutional level policy related to trans* and non-binary students and how they are allowed, or not, to change their name and/or...
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