Supporting Transgender and Non-Binary Students and Staff in Further and Higher Education
Practical Advice for Colleges and Universities
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According to the research underpinning this book, 85% of trans students and staff faced barriers. This practical guide enables post-secondary education professionals to create a safe and supportive environment for gender diverse applicants, students and staff. Using real life examples to explore common experiences and challenges for trans people in further and higher educational settings, it sets out policies, interventions and advice that have proven effective in providing impactful support on a wide range of issues such as learning, teaching, mental health, recruitment, support services, and institutional policies. Included is an easy-to-follow introduction to transgender terminology and identities, as well as legal and medical considerations.
- Published: Jan 21 2019
- Pages: 232
- 228 x 152mm
- ISBN: 9781785923456
Professor Ian Rivers, CPsychol, FBPsS, FInstLM, FAcSS Senior Vice-Dean Faculty of Humanities & Social Sciences
Based upon extensive data drawn from an outstanding research project, this book is a must for leadership teams in universities and colleges wishing to ensure their institutions are trans inclusive. From basic guidance on the use and misuse of pronouns to legal and academic implications of not being trans aware, Matson Lawrence and Stephanie McKendry have produced a readable and informative text grounded in evidence and best practice.
Professor Yvette Taylor, University of Strathclyde
This is an excellent, empirically rich, and much needed contribution of concern to everyone in further and higher education. It achieves a sophisticated understanding of trans and non-binary gender inequality, accessibly conveyed, offering generous and thought-provoking practical solutions, tasking everyone with 'doing diversity'. It is much more than a practical 'how to' guide; it is a superb example of intersectional thinking applied in the educational context, with much interdisciplinary relevance.