Transgender students in post-compulsory education: A systematic review. (2017)

• Record Type: Journal Article
• Authors: Hafford-Letchfield, Trish; Pezzella, Alfonso; Cole, Laura; Manning, Rebecca
• Is Part Of: International journal of educational research. Volume 86(2017)
• Page Start: 1
• Page End: 12
• Publication Date: 2017
• Subjects: Transgender -- Gender non-conforming -- Education -- Students -- Universities -- College -- Equality -- Inclusion; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2017.08.004
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Students on the transgender spectrum are significantly under-researched. College or university is a significant time for students to develop their identity. Empirical studies reveal significant complexities around gender in education. Action to promote transgender equality in post-compulsory education is now urgent. Abstract: Students identifying on the transgender spectrum are significantly under-researched and under-reported in the education literature. Long term detrimental effects of gender-identity based discrimination and violence requires us to find more inclusive ways of supporting students with transgender identities. We report findings from a systematic review of the international research on transgender students in post-compulsory education. A standardised review protocol was used to synthesise findings from twenty empirical studies to: 1) describe the complexities of gender identities within education; 2) situate the importance of targeting equality issues for transgender students, and; 3) highlight emerging innovations and the need for further research. We recommend more critical engagement and dialogue with transgender issues to challenge institutional policies, processes in education with those involved