Trans and nonbinary leadership and civic engagement

Arnold-Renicker, Heather; Inselman, Kyle; Rivera, Jennifer; Whitley, Cameron T.

doi:10.4324/9780429443176-26

Cited by 4 publications

(3 citation statements)

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“…Some disciplines like social work have started to have these conversations in determining how to support the development of transgender professionals (Arnold‐Renicker et al. 2020). In addition, future research should focus on those who decide to leave their degree programs due to lack of support regarding their transgender identity.…”

Section: Discussionmentioning

confidence: 99%

“…If social science fields are more open to honoring transgender people’s identity claims, including practices that support transgender activism and leadership (see e.g., Arnold‐Renicker, Inselman, Rivera and Whitley 2020; Bowers and Whitley 2020b), and integrating transgender social practices of not assuming gender identities based on bodily appearance and, instead, linguistically communicating gender pronouns in order to determine gender (Nordmarken 2019), we would expect transgender students in these disciplines to experience lower rates of chronic misgendering compared with those in natural sciences. If health and biological science disciplines more strongly adhere to gender essentialism and cisnormativity, then we would expect transgender graduate students in these disciplines to experience higher rates of chronic misgendering compared with those in other natural science disciplines and in the social sciences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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I’ve Been Misgendered So Many Times: Comparing the Experiences of Chronic Misgendering among Transgender Graduate Students in the Social and Natural Sciences

Whitley

Nordmarken

Kolysh

et al. 2022

Sociological Inquiry

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Chronic misgendering is the process of being repeatedly misgendered (referred to as another gender) after informing an individual of gender pronouns (e.g., “she,” “he,” “they”). Chronic misgendering is symbolic of larger institutional and disciplinary adherence to a paradigm that privileges cisgender people, referred to as a gender essentialist paradigm. In order to understand which disciplines in higher education have more pervasive chronic misgendering, we analyze results from the National Survey of Transgender Graduate Students (n = 245). Graduate students in the natural sciences experience more chronic misgendering compared to graduate students in the social sciences. Those in health and biological science fields (in and closely related to medicine) reported the highest level of chronic misgendering, accounting for the majority of all chronic misgendering in the natural sciences. We argue that not only do these incidents negatively impact transgender graduate students, but they also reflect and reproduce field‐specific expectations for what is considered acceptable misgendering practice in post‐graduate professional environments, such as community health and medicine. As such, chronic misgendering in graduate school functions as unofficial curricula and thus, training for workplace cultures that, to different degrees, devalue transgender people and contribute to structural inequalities.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

I’ve Been Misgendered So Many Times: Comparing the Experiences of Chronic Misgendering among Transgender Graduate Students in the Social and Natural Sciences

Whitley

Nordmarken

Kolysh

et al. 2022

Sociological Inquiry

Self Cite

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“…For example, more than three-quarters of non-binary adults U.S. citizens reported being registered to vote in 2014 compared to 65% of the U.S. population (James et al 2016). According to Arnold-Renicker et al (2020), activism is embraced by non-binary communities to establish their rights and protections. Research has also found an increased interest in political issues among young women in the last 20 years (Briggs 2008), decreasing the gap between male and female.…”

Section: Gender Identity and Important Dimensions For Identitymentioning

confidence: 99%

Fostering Engagement, Reflexivity, and 21st-Century Skills in Middle School: A Pilot Collaborative Action Research on Identity Formation with Adolescent Co-Researchers

2022

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Identity construction during adolescence constitutes a primary psychosocial developmental task. A growing body of research has addressed the importance of school education in fostering adolescents’ identity formation and the skills they need to thrive. Although several studies aimed at defining the factors contributing to a coherent, stable, and integrated identity formation, none sought to investigate this question from the adolescents’ perspective. This contribution aimed to explore new ways of fostering 21st-century skills among adolescents through action research. Five adolescents aged 13 to 15 participated in the research process, creating a survey to answer a research problem mainly focused on identity construction in adolescence. A reflexive analysis of the co-research process highlighted the interest in involving adolescents as co-researchers to foster their social and emotional skills. The deployment of the resulting survey in a sample of 1210 adolescents from the general population highlighted the importance of gender diversity for constructing various dimensions of identity.

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The Quiet Girl in a Virtual World: Learning from the Virtual Classroom to Better Support Quiet Girls in the Middle Grades

Beeman

2022

RMLE Online

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Trans and nonbinary leadership and civic engagement

Cited by 4 publications

References 1 publication

I’ve Been Misgendered So Many Times: Comparing the Experiences of Chronic Misgendering among Transgender Graduate Students in the Social and Natural Sciences

I’ve Been Misgendered So Many Times: Comparing the Experiences of Chronic Misgendering among Transgender Graduate Students in the Social and Natural Sciences

Fostering Engagement, Reflexivity, and 21st-Century Skills in Middle School: A Pilot Collaborative Action Research on Identity Formation with Adolescent Co-Researchers

The Quiet Girl in a Virtual World: Learning from the Virtual Classroom to Better Support Quiet Girls in the Middle Grades

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