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dc.contributor.authorGoldberg, Abbie E.
dc.date.accessioned2019-01-25T16:46:08Z
dc.date.available2019-01-25T16:46:08Z
dc.date.issued2018-08
dc.identifier.urihttp://hdl.handle.net/10919/86955
dc.description.abstractMany trans students experience discrimination and harassment at college, which may have implications for their academic success and retention. Institutions of higher education may struggle in particular with addressing the needs of students who identify as transgender (trans) or gender nonconforming (TGNC) (Beemyn, 2003, 2016). The current report reviews research on trans students’ experiences in higher education with the goal of informing knowledge and practice by higher education administrators as well as policymakers. In this report, attention is paid to the institutional structures and interpersonal contexts that reify and enforce biased treatment towards trans students, or which serve as sources of support and transformation. The report concludes with recommendations to institutions of higher education regarding the creation of more trans-inclusive communities.
dc.description.sponsorshipThe Williams Institute, UCLA School of Law
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherThe Williams Institute, UCLA School of Law
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjecttransgender students
dc.subjectdiscrimination in higher education--United States
dc.subjectcollege dropouts--prevention
dc.subjectinclusive education
dc.titleTransgender Students in Higher Education
dc.typeReport
dc.date.accessed2019-01-07
dc.type.dcmitypeText
dc.identifier.sourceurlhttps://williamsinstitute.law.ucla.edu/wp-content/uploads/1808-Trans-Higher-Ed.pdf


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