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Abstract
Trans* men have not, as yet, received specific research attention in higher education. Based on intensive interviews with 25 trans* men enrolled in colleges or universities in New England, I explore their experiences in higher education. I analyze participants’ descriptions of supports and challenges in their collegiate environments, as well as advice they offer to other trans* men in college. I offer liberatory consciousness as a model that higher education staff and faculty can use to attend to the needs for trans* men's inclusion in higher education.
Notes
1In the literature listed, most trans* men are referred to as FtMs (female-to-male), trans men, and transsexuals.
2For examples of literature that uses the LGBT moniker but does not attend to trans* identities, see Herbst and Malaney (1999), Renn (1998), Schueler, Hoffman, and Peterson (2009), and Woodford, Kolb, Durocher-Radeka, and Javier (2014).
3Spade (2008) referred to the use of the LGBT moniker as “LGBfakeT” to reinforce the silencing power of the moniker. See Mayo (2014) for a critique of education policy and the use of LGBT moniker.
4I use LGBT Resource Centers as a general title for cultural centers that address issues of gender and sexuality inclusion, support, education, and advocacy on campus, given variations in the name of these centers from campus to campus (Sanlo, 2000).
5For more information on student affairs, as a field, please see NASPA, Student Affairs Administrators in Higher Education at http://www.naspa.org/about.
6All participants chose their own pseudonym. Two participants chose James, and I have called them James and James2, indicating the order of interviews, not importance. The participant named “Deciding” never decided on a pseudonym.
Additional information
Notes on contributors
D. Chase J. Catalano
D. Chase J. Catalano, Ed.D., is an assistant professor in the College Student Personnel (CSP) Program at Western Illinois University.