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Using data from the 2010 National Transgender Discrimination Survey, authors examined differences in likelihood of being a parent across a number of factors and described parenting experiences of those who were assigned a male sex at birth (AMAB) and who currently identify on the transfeminine spectrum (AMAB-transfeminine). Authors found that those who are AMAB-genderqueer are more likely to be parents, while those who were assigned female at birth regardless of gender identity are less likely to be parents. Among AMAB-transfeminine individuals, increases in likelihood of being a parent were found based on Latinx racial identity, being in a relationship, and with increases in age and income, whereas no significant differences were found based on educational level or disability status. Equal proportions of the AMAB-transfeminine parents reported that their relationship with their children has either stayed the same or become worse since coming out and between 16.0% and 42.0% of AMAB-transfeminine parents reported that either a judge, their ex-partner, or their children have limited their relationship. Findings underscore the importance of an intersectional understanding of the transgender community and the need for intersectional cultural responsiveness training for social workers, along with the need for family interventions and policy advocacy work.

Though the field of social work is grounded in social justice, the social work educational experience, including classrooms, may not live up to this value, especially forLGBTQ students. Using a qualitative phenomenological approach, this study examined the experiences of harmful discourse in social work classrooms for LGBTQ students.Findings indicate that students experienced being misgendered, tokenized, and erased through cis-/hetero-normative language and classroom teachings. Though social work is guided by frameworks of social justice, microaggressions and discrimination may be vaguely glossed over, if addressed at all. This study highlights the gap between the values social work teaches and how social work education is delivered.

Transgender inclusion within policy is critical yet often missing. We propose a policy tool to assesses human rights, access to resources and opportunities, language, and implications for transgender and nonbinary individuals. Acknowledging trans communities as standard policy practice can serve as an essential practice to shift dialogue and norms.