A qualitative case study of Spelman College's students' attitude toward Spelman College's transgender admissions and enrollment policy and its transgender and gender non-conforming students

Abstract

This qualitative case study examined 10 Spelman College's students' attitude toward its new transgender admissions and enrollment policy, as well as their attitudes toward Spelman's transgender and gender non-conforming students. This study was guided by Allport's (1935) Tricomponent Attitude Model and intersectionality theories, which was used to analyze their attitudes toward the policy and its students. Interviews were conducted and coded using six predetermined codes that were informed by the two research questions and the theoretical frameworks. This study found that most participants supported the policy; however, one participant that felt indifferent and another opposed it. Despite the participants' overwhelming support of the policy, many felt that the lack of understanding of the policy among students might fuel intolerance or opposition. Although participants felt that Spelman's policy was a step towards trans-inclusion, many questioned Spelman's readiness to welcome and support transgender and gender non-conforming students on its campus. Despite participants' overwhelming support for transgender and gender non-conforming students, many had concerns that students' intersectional identities regarding race, gender, religion, and geographical upbringing, coupled with Spelman's ties to Christianity, may create unwelcoming and hostile environments for transgender and gender non-conforming students.