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ABSTRACT
Social work has professional and academic standards consistent with transgender affirmative education and practice. Nevertheless, a growing body of research suggests that transgender issues are largely absent from social work education, resulting in practitioners who are uninformed or biased against transgender issues. The present study expands the literature through a mixed methods study exploring perceptions of transgender issues in social work education from the perspectives of transgender social work students (n = 97). Quantitative and qualitative analyses reveal barriers to transgender affirmative social work education including (1) transphobic microaggressions within classroom and field settings, (2) the absence of transgender specific education and expertise, and (3) the general lack of visibility of transgender issues. Recommendations for transgender affirmative social work education are provided.
Notes
1. The terms transgender, trans, and T are used interchangeably for any individual whose gender identity or gender expression differs from societal or cultural norms associated with the gender binary. For a complete glossary of lesbian, gay, bisexual, queer, and transgender terminology see http://www.hrc.org/resources/entry/glossary-of-terms or http://transequality.org/Resources/TransTerminology_2014.pdf.
2. Transphobia is an irrational fear or hatred of transgender people, and may be manifested in a number of ways including violence, harassment, microaggressions, and discrimination.
Additional information
Notes on contributors
Ashley Austin
Ashley Austin is assistant professor at Barry University. Shelley L. Craig is assistant professor and Lauren B. McInroy is a doctoral student at University of Toronto.
Shelley L. Craig
Ashley Austin is assistant professor at Barry University. Shelley L. Craig is assistant professor and Lauren B. McInroy is a doctoral student at University of Toronto.
Lauren B. McInroy
Ashley Austin is assistant professor at Barry University. Shelley L. Craig is assistant professor and Lauren B. McInroy is a doctoral student at University of Toronto.