Trans faculty and queer battle fatigue: : poetic (re)presentations of navigating identity politics in the academy
Autor/in:
Robinson, Sean
Quelle: International Journal of Qualitative Studies in Education, 35 (2022) 9, S 911–927
Inhalt: Research on the experiences of trans* employees show that trans* individuals face disproportionate levels of harassment, discrimination, violence, and forms of aggression in the workplace. While broader organizational and workplace research exploring issues of trans* employees may be transferrable to higher education settings, higher education nevertheless has specific needs that make it distinctly different from non-higher education work environments. Although organizational scholars writing on workplace discrimination issues have offered recommendations for increasing trans-affirmation in workplace environments, little research has focused exclusively on trans* faculty on college and university campuses. Responding to calls for a nuanced understanding of trans* educators in more creative ways, this article (re)presents the experiences of six trans* identified post-secondary faculty in the format of a found poem that weaves together the voices of the participants into a collective narrative. When read through the lens of queer battle fatigue, the poem highlights the violence, marginalization, and forms of aggression experienced by trans* individuals that lead to feelings of exhaustion.
Quelle: High Educ (Higher Education), 83 (2022) 2, S 461–479
Inhalt: Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and nonbinary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and nonbinary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and nonbinary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We use a social-ecological model to identify sources of discrimination in postsecondary education and to provide transgender- and nonbinary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.
Quelle: Gend Work Organ (Gender, Work and Organization), 28 (2021) S1, S 39–57
Inhalt: In this article, as have many Black women scholars in the past, we again call for collective action against anti‐blackness and White supremacy in the academy. Drawing from black feminist theory, we discuss the long history of Black women academics' activism against anti‐black racism and introduce the current movement: Black Lives Matter (BLM). Although BLM is often construed as resisting anti‐black violence outside the academy, it is also relevant for within the academy wherein anti‐blackness is likely to be manifested as disdain, disregard, and disgust for Black faculty and students. We discuss some of the ways in which anti‐blackness and liberal White supremacy are manifested in the lives of Black faculty and students, and propose that non‐Black allies have key roles to play in resisting them. Like second‐hand cigarette smoke that harms everyone in proximity, anti‐blackness and White supremacy harm us all, and a shared movement is needed to dismantle them.
Schlagwörter:academia; black feminism; black women; Hochschule; racism; Rassismus; Schwarze Frauen; Schwarzer Feminismus; white supremacy
Gender diverse college students’ perceptions of climate and discriminatory experiences
Autor/in:
Thompson, Ashley E.; Shortreed, Rebecca L.; Moore, Elle A.; Carey-Butler, Sylvia R.
Quelle: Journal of LGBT Youth, 18 (2021) 2, S 155–187
Inhalt: The current study examined gender diverse students’ (students who identify as a gender other than cisgender) perceptions of campus climate, experiences with discriminatory behaviors, and the extent to which discriminatory experiences were reported at one Midwestern university in the U.S. Data were obtained from a campus climate survey involving 1848 students (70% cisgender women, 28% cisgender men, and 2% gender diverse). Although the results revealed that gender diverse students reported significantly less favorable perceptions of climate and more experience with discriminatory behaviors than did cisgender students, gender diverse students were less likely to officially report these experiences. These results have implications for university personnel developing programs promoting inclusivity and administrators looking to improve discrimination/harassment reporting procedures.
Transgender negotiations of precarity: : Contested spaces of higher education
Autor/in:
Bonner‐Thompson, Carl; Mearns, Graeme William; Hopkins, Peter
Quelle: Geogr J (The Geographical Journal), 187 (2021) 3, S 227–239
Inhalt: We use feminist and queer theorisations of precarity as emotional and embodied to explore how trans people experience and negotiate university campus spaces in North East England. Through analysis of 15 interviews conducted with university students and staff, we highlight how precarity is lived and felt through an exploration of the ways in which different spaces of the campus become contexts of hope, comfort, and belonging, as well as anxiety, fear, and violence. We detail the specific ways in which university spaces can come to shape feelings of precariousness and how these are relational to experiences of being trans in the wider city. We conclude by highlighting what an emotional and felt approach to precarity can offer geographers interested in power, marginalisation, and place.
What professors do in peer review : Interrogating assessment practices in the recruitment of professors in Sweden
Autor/in:
Mählck, Paula; Kusterer, Hanna Li; Montgomery, Henry
Quelle: Gender Work Organ (Gender, Work & Organization), 54 (2020) 2, 9 S
Inhalt: Sweden is known for its political will to gender equality. Sweden is also a country with a strong tradition of transparency in university recruitments. In this article, the assessment practices in the appointment of full professors in one Swedish university are investigated from an intersectional and postcolonial perspective on gender and place/space. Using a multimethod approach to investigate written evaluations of applicants, recruitment group meeting minutes and interviews with reviewers, the results show that there is great variation in how evaluation criteria are applied and filled with meaning. Moreover, in more than half of the appointment decisions the reviewers disagreed. The interview results show a structural bias operating towards researchers applying from non‐Western university contexts. At an aggregated level, national applicants have 3.88 times greater chance to be proposed for a position and national women applicants are the most likely to be proposed for the position.
Schlagwörter:Berufungsverfahren; Gender; intersectionality; intersektionale Perspektive; Intersektionalität; Peer-Review; Schweden; Sweden
CEWS Kategorie:Diversity, Europa und Internationales, Geschlechterverhältnis, Hochschulen, Berufungsverfahren
Foreign women in academia : Double‐strangers between productivity, marginalization and resistance
Autor/in:
Strauβ, Anke; Boncori, Ilaria
Quelle: Gender Work Organ (Gender, Work & Organization), 17 (2020) 2, 867 S
Inhalt: This article examines the professional experience of foreign women academics working across geographic boundaries in today's neoliberal academia characterized by liquidity. Framed within an intersectional perspective, we use the concept of the ‘double‐stranger' to examine data stemming from 20 in‐depth semi‐structured interviews conducted with scholars at different stages of their career in the social sciences. This article advances understandings of academic careers theoretically by identifying a temporal and hierarchical dynamic in the intersection of two categories of difference (gender and foreignness) that constitute a position of simultaneous belonging and non‐belonging for foreign women academics; and empirically through a qualitative investigation that explores three areas in which academic professional experiences are mobilized for double‐strangers: (i) transnational career moves; (ii) productivity and performance in today's neoliberal academia; and (iii) self‐induced estrangement as a form of resistance.
Dirty Body Politics: Habitus, Gendered Embodiment, and the Resistance to Women's Agency in Transforming South African Higher Education
Autor/in:
Idahosa, Grace Ese‐osa
Quelle: Gend Work Organ (Gender, Work and Organization), 27 (2020) 6, S 988–1003
Inhalt: In discussing the difficulty with transformation, research notes that women and Blacks are excluded and marginalised by the cultures and practices within universities in South Africa. While the literature highlights the invisibility of these minorities in universities, with their bodies only becoming visible as tokens, or when representing minority issues, it is silent on how this plays out in interchanges in the transformation process, the embodiment of gender, and the resistance to women's agency within the field of higher education transformation. Adopting a hermeneutic phenomenological lens and Bourdieu's concept of field and habitus, this study examines ten academics' experiences of having agency to effect transformation. In particular, it explores women's narratives of body‐centered attacks in expressions of resistance to their transformation strategies, revealing the normalisation of the White, male body. This normalisation obscures the gendered processes of transformation and the bodily resistance to women's agency, revealed in tugging, pulling, shutting doors and having metaphorical knives pulled from their backs. The study argues that this not only prevents women from exercising their agency, but also ensures the reproduction of oppressive relations within the university and should be directly addressed in the struggle for transformation.
Schlagwörter:body; Bourdieu; Feldtheorie; Gender; Gewalt; Habitus; higher education; Hochschule; Körper; minority; Organisationswandel; people of color; racism; Rassismus; resistance; sexism; Sexismus; South Africa; Südafrika; Transformation; violence; Widerstand
CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen, Geschlechterverhältnis
The Intersection of Gender Identity and Violence: : Victimization Experienced by Transgender College Students
Autor/in:
Griner, Stacey B.; Vamos, Cheryl A.; Thompson, Erika L.; Logan, Rachel; Vázquez-Otero, Coralia; Daley, Ellen M.
Quelle: Journal of Interpersonal Violence, 35 (2020) 23-24, S 5704–5725
Inhalt: College students disproportionately experience victimization, stalking, and relationship violence when compared with other groups. Few studies explore victimization by the gender identity of college students, including those who identify as transgender. The purpose of this study is to explore the rates of violence experienced by transgender students compared with male and female college students. This study utilized the National College Health Assessment-II (NCHA-II) and included data from students (n = 82,538) across fall 2011, 2012, and 2013. Bivariate statistics and binary logistic regression were conducted to test the relationships between gender identity and victimization. Transgender students (n = 204) were compared with male (n = 27,322) and female (n = 55,012) students. After adjusting for individual factors, transgender students had higher odds of experiencing all nine types of violence when compared with males and higher odds of experiencing eight types of violence than females. Transgender students experienced the highest odds in crimes involving sexual victimization, including attempted sexual penetration (adjusted odds ratio [aOR]: 9.49, 95% confidence interval [CI] = [6.17, 14.59], d = 1.00), sexual penetration without consent (aOR: 9.06, 95% CI = [5.64, 14.53], d = 0.94), and being in a sexually abusive relationship (aOR: 6.48, 95% CI = [4.01, 10.49], d = 0.48), than did male students. Findings reveal increased odds of victimization among transgender students when compared with male and female students. Results demonstrate the need for more comprehensive violence prevention efforts in college settings.
Schlagwörter:gender identity; gender-based violence; higher education; sexual violence; Transgeschlechtlichkeit
CEWS Kategorie:Diversity, Hochschulen, Sexuelle Belästigung und Gewalt
Trans experiences of a university campus in northern England
Autor/in:
Mearns, Graeme W.; Bonner‐Thompson, Carl; Hopkins, Peter
Quelle: Area, 52 (2020) 3, S 488–494
Inhalt: The spatial experiences of transgender and gender non‐conforming (“trans”) people continue to occupy the margins of geography, especially compared to the amount of work centred on lesbian and gay lives. Though research on trans geographies in educational and health settings is expanding, most literatures stem from the USA. This paper shares findings from a study about the experiences of trans people who study and/or work on a specific university campus in northern England. Our findings demonstrate how particular spaces of the campus are generative of interactions which enable micro‐aggressions and misrecognition.