Investigating the Inclusivity of College

A PATHWAY TO EDUCATIONAL EQUITY: INVESTIGATING THE

INCLUSIVITY OF COLLEGE CAMPUSES FOR TRANSGENDER STUDENTS

AND STRATEGIES FOR IMPROVEMENT

A Thesis

Presented to the Department of Graduate and Professional Studies in Education

California State University, Sacramento

Submitted in partial satisfaction of the requirements for the degree of

MASTER OF ARTS

Education

(Behavioral Science Gender Equity Studies)

Nikoletta Kampatza

FALL 2019

Nikoletta Kampatza

A PATHWAY TO EDUCATIONAL EQUITY: INVESTIGATING THE

INCLUSIVITY OF COLLEGE CAMPUSES FOR TRANSGENDER STUDENTS

AND STRATEGIES FOR IMPROVEMENT

A Thesis

Nikoletta Kampatza

Approved by:

______, Committee Chair Angela Leslie, Ed.D.

______, Second Reader Sherrie Carinci, Ed.D.

______Date

iii

Student: Nikoletta Kampatza

I certify that this student has met the requirements for format contained in the

University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis.

______, Graduate Coordinator ______Albert Lozano, Ph.D. Date

Department of Graduate and Professional Studies in Education

Abstract

A PATHWAY TO EDUCATIONAL EQUITY: INVESTIGATING THE

INCLUSIVITY OF COLLEGE CAMPUSES FOR TRANSGENDER STUDENTS

AND STRATEGIES FOR IMPROVEMENT

Nikoletta Kampatza

Statement of Problem

Anderson (2011) has documented that since 1980, college students experience pain regarding their gender identities, and sexual orientation. Often times, many lesbian, gay, bisexual, and transgender students experience segregation within the college environment. Studies show that transgender students in higher education are more likely than LGB students to experience discrimination, and abuse. According to

Transgender, and gender-nonconforming (TGNC) students in universities have documented their experiences of bullying due to their gender identity. However, regardless prejudice, transgender students have shown academic progress and v

achievement (Grant, Mottet, Tanis, Harrison, Herman, & Keisling, 2011).

Transgender students have documented experiencing significantly more harassment than lesbian, gay, or bisexual college students. Students’ voices have been heard, and have long been the victims of harassment on college campuses. Such victimization emphasizes the importance of student-focused initiatives to alter the fear for transgender individuals. With that said, the outlook is bleak based on the notion that approximately half of the transgender individuals that participated in the survey, stated that challenges related to different sexuality and gender identification are ignored on campus (Rankin, 2003).

Furthermore, colleges and universities have failed to provide an affirming and welcoming environment for transgender students. McKinney (2005) claims, “It is our responsibility to offer trans students meaningful, humane, and knowledgeable support”

(p. 74). In other words, McKinney argues that higher education institutions and in general society needs to address the needs of the transgender population, and provide them an equitable and welcoming educational environment as well. Even though the data for these studies is limited, researchers have understood the necessity for gender inclusive universities and have published strategies and guidelines covering the demands, and requests of the transgender population (Beemyn, Curtis, Davis, &

Tubbs, 2005; Ivory, 2005). At the same time Carter (2000, as cited in Singh et al.,

2013), claims that many universities promote heteronormativity and cis-genderism.

According to Carter (2000, as cited in Singh et al., 2013), universities need to provide

services and resources for to transgender students are in order to cover their needs.

Carter (2000, as cited in as cited in Singh et al., 2013), also suggests, that faculty, and staff members, as well as students need to be educated regarding transgender peoples’ experiences.

Sources of Data

The purpose of the study was to examine the college campus resources and inclusivity for transgender students at Sacramento State University (CSUS), San

Francisco State University (SFSU) and Chico State University (CSU) in California. In addition, the author looked for strategies for universities to become a more inclusive environment. Transgender students due to discrimination are more likely to experience mental, and physical health problems as well as being unable to succeed academically (Silverschanz, Cortina, Konik, & Magley, 2008; Woodford, Kulick, &

Atteberry, 2015; Woodford, Kulick, Sinco, & Hong, 2014). The researcher in this study highlighted the campus resources for transgender students, as well as any problems with housing and restroom facilities at those three campuses. Additionally, the author explored how the college campus invites inclusivity for transgender students by looking at college courses that discuss transgender identities, how many clubs and/or campus events that focus on the transgender community, and the ease of changing official university records after a gender identity transition.

vii

Conclusions

The content analysis on the inclusivity of the campus climate for transgender students at three California State Universities found that San Francisco State

University provided the most inclusive environment for the transgender community with the total number of Student Clubs, Counseling Services, On-Campus Resources,

Events, Courses, and All Gender Bathrooms to be 97 resources (see Table 7). At the same time, Chico State University and Sacramento State University showed moderate inclusivity with 66 and 53 resources, respectively. Considering that Sacramento State

University represents a city with a much higher population than Chico State

University, and as a result is more diverse than Chico, the anticipation of the higher results from this rural campus was not expected. More specifically, Sacramento State

University provides the smallest number of Student Clubs, Counseling Services, On-

Campus Resources, Events, Courses, and All Gender Bathrooms on campus. It is important to note that, there is a huge deviation of numbers between the two California

State Universities of Sacramento and San Francisco State, with San Francisco State

University providing almost twice the number of Student Clubs, Counseling Services,

On-Campus Resources, Events, Courses, and All Gender Bathrooms facilities than

Sacramento State University (Table 7).

______, Committee Chair Angela Leslie, Ed.D.

______Date viii

ACKNOWLEDGEMENTS

This thesis is a result of help, and support from my advisor Dr. Angela Leslie, and my second reader and coordinator of the program, Dr. Carinci. This is why, I would like to thank my advisor, Dr. Angela Leslie, for all the encouragement, help, and advice through this process of writing my thesis. Her help was very important, and critical in order for me to maintain my focus during the research process, and completion of my thesis. Also, I would like to thank my second reader, Dr. Sherrie

Carinci, for all the help and support throughout this process in helping me obtain my

Master’s degree. In addition, her course, EDTE 266 “Women and Education” inspired me to choose this topic of research.

TABLE OF CONTENTS Page

Acknowledgements ...... ix

List of Tables ...... xiii

Chapter

1. INTRODUCTION ...... 1

Statement of the Problem ...... 7

Purpose of the Study ...... 10

Methodology ...... 11

Limitations ...... 11

Theoretical Basis for Study ...... 12

Definition of Terms ...... 15

Organization of Thesis ...... 17

Background of the Researcher ...... 17

2. LITERATURE REVIEW ...... 19

Introduction ...... 19

The History of Transgender Communities ...... 19

Sexual Prejudice ...... 30

Transgender in K-12 Schools ...... 33

School Policy Enacts Positive Changes ...... 37

The Campus Climate of the Transgender Community in Higher

Education ...... 39

Summary ...... 46

3. METHODOLOGY ...... 48

Introduction ...... 48

Study Design and Data Collection ...... 50

Research Questions ...... 53

Research Instruments ...... 53

Setting ...... 54

Procedures ...... 55

Summary ...... 56

4. FINDINGS ...... 58

Qualitative Analysis ...... 58

Sacramento State University, California ...... 58

San Francisco State University, California ...... 67

Chico State University, California ...... 80

Summary ...... 95

5. DISCUSSION, CONCLUSION, LIMITATIONS, AND

RECOMMENDATIONS ...... 96

Discussion ...... 96

Conclusion ...... 108

Limitations ...... 109

Recommendations ...... 109

Reflections ...... 118

References ...... 120

xii

LIST OF TABLES

Tables Page

1. Number and Names of LGBTQIA Student Clubs at Sacramento,

San Francisco, and Chico State Universities ...... 88

2. Number and Names of Counseling Services at Sacramento, San

Francisco and Chico State Universities ...... 88

3. Number and Names of LGBTQIA On Campus Resources at Sacramento,

San Francisco and Chico State Universities ...... 89

4. Number and Names of LGBTQIA Events at Sacramento, San

Francisco and Chico State Universities ...... 89

5. Number and Names of LGBTQIA Courses at Sacramento, San

Francisco and Chico State Universities ...... 90

6. Number of All Gender Bathrooms ...... 94

7. Total Number of LGBTQIA Student Clubs, Counseling Services,

On-Campus Resources, Events, Courses and All Gender Bathrooms

for Each of the Three California State Universities at Sacramento, San

Francisco, and Chico ...... 94

xiii 1

Chapter 1

INTRODUCTION

Society is becoming increasingly aware of issues and/or validation for transgender individuals. Understanding and awareness of transgender identities has been progressing slowly due to the social construction of gender norms. According to

West and Zimmerman (1987), gender is an inevitable presentation of ourselves, and society authenticates and supports our gender presentation based on our gender identity (as cited in Pryor, Ta, & Hart, 2016). According to Yep (2003) and Yoshino

(2006), when gender expectations are not compatible with the society, individuals often experience discrimination and hostile experiences (as cited in Pryor et al., 2016).

According to Bilodeau (2007), students that identify themselves as transgender, or gender- nonconforming (TGNC), are more likely to experience challenges in university housing accommodations and/or the on-campus facilities (as cited in

Beemyn, Curtis, Davis, & Tubbs, 2005).

These barriers exist based on misconceptions about gender identities and transgender students. Transgender individuals are people whose biological sex is incompatible to their gender identity. The American Psychological Association

(APA) explains that gender identity is a self-identification among the gender binary of male and female, or a gender identification that does not belong to the gender binary

(APA, 2015). Transgender people are individuals in whose gender identity does not match with their biologically defined sex (APA, 2012). According to the American

Psychological Association (APA), gender identity is internal and is not always

2 compatible to an individual’s biological sex or physical characteristics. The term

“Affirmed gender identity” explains one’s gender identity after a surgical procedure

(APA, 2015, para 7). Transgender people may identify themselves as individuals having multiple identities, such as transsexuals, etc. (Beemyn et al., 2005).

Knowledge on gender identities and sexuality can increase the inclusivity of college campuses.

Research for transgender students in higher education is not extensive.

According to the Postsecondary National Policy Institute (2018), there are over 200

LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) clubs and organizations throughout universities all over the country. With that said, there is still incomplete research for LGBTQ students within universities throughout the country. The challenges for transgender students start in high school, which has a significant impact later in their college experiences (Postsecondary National Policy Institute, 2018).

Although there is some research for transgender students in higher education, inequities still exist. Research combined with their academic, and campus experiences creates possible solutions for improvement. Recommendations, and strategies for addressing these issues in higher education do exist based on research (Seelman,

2014b). In addition, there are limited studies on specific resources for transgender students in higher education institutions. At the same time there is extensive research for LGBTQ students generally but not specifically for transgender students. Research about the transgender college student experience is not extensive, especially when focus on residential living and university life (Beemyn, 2013; Krum, Davis, & Galupo,

2013, as cited in Pryor et al., 2016; Renn, 2010, as cited in Pryor et al., 2016).

According to Pryor et al. (2016), while there is research that focuses on the campus climate of inclusivity of transgender students there is not extensive research for covering needs that are related to housing experiences.

As a result, it is essential that we enlighten, and highlight the challenges that transgender students’ experience in college. According to Scelfo (2015, as cited in

Louden & Harrington, 2017), some colleges have included the third gender, such as they and them in order to be more inclusive and equitable (i.e., gender neutral) as well as have started using gender neutral pronouns such as they, and them in order to be more inclusive (Binkley, 2015; as cited in Louden & Harrington, 2017). At the same time, an increasing number of 151 colleges (as of July 2016) enable students to identify themselves using a chosen preferred first name other than their legal name on university records (Louden & Harrington, 2017). According to Pryor et al. (2016), transgender students’ experiences in higher education are different, but are all centered on discrimination and harassment, which shows that universities are constructed based on heteronormativity. Transgender, and gender non-conforming people (TGNC) often experience bullying, harassment, and hostile acts. Many transgender students experience challenges when using gender specific campus facilities. Such experiences often occur, but are not limited to campus accommodations, particularly restrooms

(Bilodeau, 2007; as cited in Seelman, 2014b; Finger, 2010). These acts include harassment, bullying, and sexually assault (Bilodeau, 2007; as cited in Seelman,

2014b; Rankin, Weber, Blumenfeld, & Frazer, 2010; Seelman et al. 2012). At the

4 same time, according to Stolzenberg and Hughes (2017), transgender individuals experience challenges in order to find a job and living space, and are more likely to be unemployed.

In addition, transgender people in order to have healthcare, experience significant expenses. For example, they have expenses related to hormonal therapies and gender reassignment surgeries. These expenses create distress for the transgender population. According to Stolzenberg and Hughes (2017), 19% of students that identify themselves as transgender documented significant concerns, anxiety, and distress during their college education, and academic experiences. In addition, some transgender students were not certain if they would be able to complete their college studies because of limited finances. Transgender students’ population that reported experiencing financial expenses was more than 50% than other students (Stolzenberg

& Hughes, 2017). A large number of transgender students have reported experiencing anxiety, and stress related to expenses, as well as mental health issues because of their identity related factors due to their gender identity (Bilodeau, 2007; as cited in

Seelman, 2014b; Rankin et al., 2010; Stolzenberg & Hughes, 2017). As a result, transgender students dropped out of their college studies (Bilodeau, 2007; as cited in

Seelman, 2014b; Rankin et al., 2010; Stolzenberg & Hughes, 2017). According to

Stolzenberg and Hughes (2017), transgender individuals are not legally and socially protected in order to experience a high involvement in the university environment. As a result, they may not be able to complete their academic career. To eliminate incidents of discrimination for the transgender population, which has negative impact

5 to their psychological health, universities need to be gender affirming (Stolzenberg &

Hughes, 2017).

Students regardless of their gender identity, and sexual orientation deserve to feel safe, and protected from discrimination, and hostile experiences. Faculty, and staff members are not prepared and/or well trained to resolve transgender student issues. They also are not highly trained to respond efficiently to their safety demands.

Ludeke’s (2009) study finds that in order to help transgender students resolve their issues, universities need to provide facilities that are gender inclusive. According to

Grant, Mottet, Tanis, Harrison, Herman, and Keisling (2011), the National

Transgender Discrimination Survey (NTDS), reported that 27% of transgender individuals hold a Bachelor’s, or Master’s degree (as cited in Auldridge, Tamar-Matis,

Kennedy, Ames, & Tobin, 2012). The study also reported that transgender individuals enroll in universities when they are older in age. They are often two to three times older in age than the rest of the student population. However, the results of the aforementioned study showed that transgender individuals are likely to reenroll in universities in order to secure future job opportunities.

According to Singh, Meng, and Hansen (2013), discrimination against LGBTQ individuals (lesbian, gay, bisexual, trans, and queer) has led legislators in the United

States to establish and pass two laws in order to decrease discrimination and harassment. The Safe Schools Improvement Act (SSIA, H.R. 1648) pursues to modify the performance of secondary education in order to eliminate incidents of harassment, and violence because of gender identity, and sexual orientation (Singh et

6 al., 2013). The author of the aforementioned study concluded that this law should be applied to all colleges and universities as well. The Student Non-Discrimination Act

(SNDA, H.R. 998) refers to prejudice and bias based on gender identity, and sexual orientation, which is banned, and forbidden in public schools.

Title IX of the Education Amendments of 1972, refers to all universities as well as elementary and secondary education. Title IX prohibits discrimination against students because of their sexual, and gender preference (Peterson & Panfil, 2014). In the United States there are seventeen states that have recognized legislation in order to protect people from prejudice because of their gender expression (Singh et al., 2013).

The National Gay and Lesbian Task Force (2013), documented that 17 states in the

United States and DC protect transgender people with anti-prejudice legislation (as cited in Seelman, 2014b). According to Campus Pride (n.d.), almost 731 universities since 2014 have enacted anti-discrimination practices in order to provide an affirming and inclusive educational environment to transgender students (as cited in Seelman,

2014b). According to the U.S. Department of Education (2010), 1672 public and 2823 private institutions in the United States do not follow non-prejudice practices in order to protect transgender individuals (as cited in Seelman, 2014b). However, according to the U.S. Department of Education Office of Civil Rights (2014), the Title IX legislation non-discrimination policies, protect students that identify themselves as transgender (as cited in Seelman, 2014b). This act protects them against other issues they face regarding sexual assault due to gender identity. However, the question of

7 how universities will take responsibility of protecting transgender students and providing an inclusive environment for all students, still remains (Seelman, 2014b).

Statement of the Problem

Rankin (2003), even though research that centers specifically on transgender students is not extensive. Results from a national survey of demonstrated that 71% of people who participated in the survey reported that transgender students were more likely to be abused than other LGBTGIA students (as cited in Singh et al., 2013). Transgender, and gender-nonconforming (TGNC) students in universities have documented their experiences of bullying due to their gender identity. However, regardless prejudice, transgender students have shown academic progress and achievement (Grant et al.,

2011). Transgender students have documented experiencing significantly more harassment than lesbian, gay, or bisexual college students. Students’ voices have been heard, and have long been the victims of harassment on college campuses. Such victimization emphasizes the importance of student-focused initiatives to alter the fear for transgender individuals. With that said, the outlook is bleak based on the notion that approximately half of the transgender individuals that participated in the survey,

8 stated that challenges related to different sexuality and gender identification are ignored on campus (Rankin, 2003).

In a qualitative study of 24 transgender students, ranging in age from 14 to 21 years of age in Philadelphia found that almost all of the transgender students documented experienced verbal harassment in school (Sausa, 2005; as cited in Singh et al., 2013). More specifically, results of this study indicated that 83% of the participants had experienced physical abuse and 75%, reported feeling unprotected at school (Sausa, 2005; as cited in Singh et al., 2013). At the same time, the findings of the study of Effrig, Bieschke, and Locke (2011), indicated that transgender students in universities who requested psychological support had experienced discrimination and stress in the same rate as other transgender students who did not request mental support. Transgender students who received psychological support were more likely to commit suicide than transgender college students who had not searched for a mental health support (Effrig et al., 2011). Considering this, researchers have tried to understand if the reason that transgender students seek for mental health support is due to the suicidal stress. However, the excellence and efficiency of support available to transgender students is still under consideration (Effrig et al., 2011). In the national study of McKinney (2005), in which 50 transgender undergraduate students participated, the findings indicated that transgender students were unhappy with faculty members and administrators regarding the knowledge and awareness on transgender concerns and challenges. Transgender students also mentioned the lack of campus resources and inefficient counseling services.

(p. 74). McKinney argues that higher education institutions and in general society needs to address the needs of the transgender population, and provide them an equitable and welcoming educational environment as well. Even though the data for these studies is limited, researchers have understood the necessity for gender inclusive universities and have published strategies and guidelines covering the demands, and requests of the transgender population (Beemyn et al., 2005; Ivory, 2005). At the same time Carter (2000) claims that many universities promote heteronormativity and cis-genderism (as cited in Singh et al., 2013). According to Carter (2000), universities need to provide services and resources for to transgender students are in order to cover their needs (as cited in Singh et al., 2013). Carter (2000) also suggests, that faculty, and staff members, as well as students need to be educated regarding transgender peoples’ experiences (as cited in Singh et al., 2013).

Recommendations from Carter (2000) and Beemyn (2003) claim that colleges should provide supportive guidelines and strategies in order to find solutions to issues and challenges that transgender and gender non-conforming students’ population experience (as cited in Singh et al., 2013). However, universities do not offer information and specific guidelines for transgender students in order to enhance their college life. At the same time, such strategies are given to teachers and administrators in order to promote a welcoming and supportive educational environment for the

10 transgender population (Singh et al., 2013). In the study of Singh et al. (2013), the participants requested faculty and staff members, as well as administrators with whom transgender students work together on campus to be more educated and experienced.

Also, transgender students in the study of Singh et al. (2013), documented that teachers are more willing to promote a supportive educational place for the transgender population on campus. As a result, it is important that educators are well equipped and experienced on transgender related issues. Universities in order to provide training programs, need funds and support from other universities as well.

The aim of this suggestion is to foster an inclusive educational place (Singh et al.,

2013).

Purpose of the Study

The purpose of the study is to examine the college campus resources and inclusivity for transgender students at Sacramento State University (CSUS), San

Francisco State University (SFSU) and Chico State University (CSU) in California. In addition, the author examined strategies for universities to become a more inclusive environment. Transgender students due to discrimination are more likely to experience mental, and physical health problems as well as being unable to succeed academically (Silverschanz, Cortina, Konik, & Magley, 2008; Woodford, Kulick,

Sinco, & Hong, 2014; Woodford, Kulick, & Atteberry, 2015). The researcher in this study highlighted the campus resources for transgender students, as well as any problems with housing and restroom facilities at those three campuses. Additionally, the author explored how the college campus invites inclusivity for transgender

11 students by looking at college courses that discuss transgender identities, how many clubs and campus events that focus on the transgender community, and the ease of changing official university records after a gender identity transition.

Methodology

The researcher used content analysis for analyzing the data. The aim of this research is to examine the inclusivity of transgender students in higher education, which is focused specifically on the three college campuses. According to Hodson

(1999), content analysis is the methodical examination of data. The content analysis of this study focuses on examination and evaluation of texts from campus websites to extract information and resources for transgender students.

The researcher used qualitative methods for analyzing and evaluating the collected data. Qualitative information form campus websites were explored to discover the inclusivity of transgender students on each campus. The thematic examination enables the researcher to categorize into themes the qualitative data

(Creswell, 2015). For this reason, the content analysis methodology was used for analyzing the documents such as the campus climate for the transgender students, the campus resources that are offered and the solutions for improving the educational environment in the three California State Universities at Sacramento, San Francisco and Chico.

Limitations

The small sample size and geographical location are two limitations in this study. In this study the researcher did not examine the climate and campus resources

12 for transgender students at all of the California State Universities. Also, in this research the limitations are the small sample size of three Universities situated in

Northern California. Although the researcher chose three colleges that were in different geographical areas, the variances in the findings is not representative of other institutions in rural versus urban areas. The research focused only on the three specific universities including Sacramento State University, San Francisco and Chico

State University in California. Other limitations were that the researcher collected data through university websites where events or resources may not have been posted or updated. Furthermore, since the campuses are located in Northern California, it may not be representative of all campuses throughout the United States. As a result, the research is not representative of all campuses throughout the United States.

Theoretical Basis for Study

This research is based on the queer theory, which enabled the researcher to examine and analyze the campus climate for the transgender students in universities based on campus resources, accommodations (housing, and bathrooms), healthcare, the educational curriculum and the ability of changing their official university records after a transitional process. According to Pinar (1998), queer theory has nothing to do with normal and abnormal behaviors, but instead tries to generate views of gender expression and power. According to Pinar (1998), the term queer rejects the medical term homosexual. Finally, queer theory is based on critical theory and cultural studies related to intersectionality and minority stress theory (Pinar, 1998).

Intersectionality

In order to examine, and analyze the definition of gender, it is essential to examine it based on the intersectionality theory. According to Bauer (2014), the term of intersectionality was created by an African-American feminist scholar, Kimberle

Crenshaw (1989). According to Fotopoulos (2012), intersectionality theory focuses on the methodical analysis of different and diverse identities related to race, gender, sexuality, class, ethnicity, socio-political and cultural identities. Studies that center on queer theory have provided a different perspective and methodology to research that focus on gender and sexuality. Additionally, this research has pursued to differentiate the norm, and is statistically determined from the normative morally determined

(Giffney, 2004; as cited in Fotopoulos, 2012). In other words, queer studies have differentiated the social, and culturally expected attitude from the non-expected.

According to McCall (2005), for being aware of intersectionality one must consider recent trends in queer studies, primarily the efforts to interpret the queer theory into practices, approaches, and methods (as cited in Fotopoulos, 2012). According to

Fotopoulos (2012), the investigation, exploration and examination in queer studies analyzes the different categories gender regarding the societal dominance of gender.

Considering queer theory together with intersectionality theory is effective, since these two theories present some commonalities (Fotopoulos, 2012). Queer theory originated in 1990s in order to challenge the restrictions and dominant norms regarding sexuality and gender. The presence of intersectionality in this research is critical, due to the fact that it centers on oppressed individuals, specifically the transgender population. As a

14 result, it is necessary to take into account the diverse and intersecting identities

(Fotopoulos, 2012).

Minority Stress Theory

Minority stress theory provides awareness of the effect of outer factors that enhance distress and anxiety, such as prejudice, and bias on transgender population

(Meyer, 2003). Underrepresented individuals often face psychological issues such as stress and anxiety, due to the fact that they are part of a non-accepted social group.

The minority stress theory states that when underrepresented individuals experience a high level of stress, they are more likely to be exposed to psychological distress. In particular, when are unable to manage mental health difficulties. Meyer (2007), describes two kinds of factors that create stress: “distal, and proximal” (pp. 244-245).

Meyer declared that the first category of “distal” includes outside factors, such as hostility, and prejudice (Meyer, 2007, pp. 244-245). Transgender student populations in college, are more likely to experience distal stressors, due to both experiences of hostility (Kenagy, 2005, as cited in Meyer, 2003) and prejudice (Clements-NoUe et al,

2006; Rankin et al., 2010; as cited in Meyer, 2003). Additionally, the theory of minority stress emphasizes that trans students are more vulnerable to adopt the inner or “proximal” stressors (Meyer, 2007, pp. 244-245). According to the study of Effrig et al. (2011), transgender population in higher education receives limited mental health support, and experiences high rates of psychological distress compared to heteronormative students.

Definition of Terms

Cisgender: This term originated from the Latin cis-, which means on the same side as

which describes individuals who retain the male, or female reproductive organs

according to their biologically determined sex (man or woman). Specifically,

the gender of a cisgender individuals is identical to their sex at birth. On the

contrary, the term transgender originated from the term trans-, which means on

the other side. Transgender individuals are diverse in regards to their sex which

was defined at birth (Stryker & Currah, 2014).

Gender: is a term characterized by society which describes the division between male

and female (Delphy, 1993).

Gender Identity: describes the self-identification as male, female, or transgender

(American Psychological Association, 2015).

Intersectionality: This term is originated by the African–American scholar Kimberlé

Crenshaw (1989). Specifically, this theory seeks to analyze different, and

diverse identities regarding race, class, and gender etc. Also, intersectionality

theory examines understandings related to a varied form of oppression ,and

underrepresentation, experienced by African–American women. These

experiences could not be analyzed and evaluated by theoretical approaches that

separate race and gender or sex (Bauer, 2014).

LGBT: Abbreviation of Lesbian, Gay, Bisexual, Transgender (Nagoshi, Nagoshi, &

Brzuzy, 2014).

LGBTQ: Is a term which is abbreviated, and is defined as Lesbian, Gay, Bisexual,

Transgender and Questioning or Queer. Questioning describes people who are

not certain about their sexuality, or gender identity (Erickson-Schroth, 2014).

LGBTQIA : A general term meaning Lesbian, Gay, Bisexual, Transgender, Queer,

Intersex, Asexual (Ditzel, 2019).

Trans: This term is an acronym of transgender.

Transgender: Is described as a person whom is unconfirmed to their defined sex at

birth. This term incorporates a variety of identities, such as transsexuals,

gender queers, cross-dressers, drag queens, and drag kings (Beemyn et al.,

2005).

Queer: An umbrella term in order to define gender identity, and expression that is not

conformed to gender norms. The term queer is historically judgmental and

disapproving. However, the term is accepted and adopted positively by many

LGBT individuals (Russell, Horn, Kosciw, & Saewyc, 2010). The term queer

is used to describe individuals with a different gender identity than the societal

definition (APA, 2015).

Sex: This term describes an individual’s identity biologically. More specifically, the

term sex includes the chromosomes, as well as reproductive and genital organs

(APA, 2012).

TGNC: Transgender and Gender Non-Conforming. This term refers to individuals

with different gender identity from their assigned sex at birth, as well as the

dominant societal and cultural gender norms (APA, 2015).

Title IX: It is a legislation that protects students against discrimination (Smith, 2012).

Organization of Thesis

The research is organized into five chapters, which is in accordance with the guidelines of Sacramento State Office of Graduate Studies. In Chapter 1 the researcher investigates the climate of exclusivity of transgender students in higher education, and emphasizes the purpose of this thesis, and the reason that is relevant.

In Chapter 2 the researcher provides a substantial literature review, which aims to validate the research. Chapter 3 presents the Methodology, which supplies the reader with an understanding of the process on how data was collected and analyzed.

Chapter 4 includes the findings and examination of the collected data from mining data from public documents of the campus resources and accommodation, of the transgender community in Sacramento State University, San Francisco and Chico

State Universities in California. Finally, Chapter 5 includes a discussion regarding the findings and possible solutions, recommendations, and strategies for improving the educational environment in higher education for transgender students.

Background of the Researcher

Nikoletta Kampatza is an international student from Greece. She is in the

Master of Arts program in Education, in the field of Behavioral Sciences, Gender

Equity in California State University, Sacramento. Nikoletta holds her Bachelor in

Science in Education, from National and Kapodistrian University of Athens. The

Behavioral Sciences-Gender Equity studies program at Sacramento State University, which centers significantly on intersectionality, letting Nikoletta to develop critical thinking and knowledge of intersectionality and queer theory.

Chapter 2

LITERATURE REVIEW

Introduction

This thesis is an examination and analysis of the climate of inclusivity for transgender students in Sacramento, San Francisco and Chico State Universities in

California. The researcher employed intersectionality and minority stress theory to explore how college campuses are providing a welcoming and inclusive environment for transgender students with classroom curriculum, higher education services and resources as well as campus accommodations. In order to gain a clearer perspective on the campus climate for transgender college students the following categories of literature was reviewed. These categories are the “History of Transgender

Communities,” “Sex and Gender Identity,” “Transgender Movement,” “Sexual

Prejudice,” “Transgender in K-12 schools,” and “School Policy Enacts Positive

Changes.” Additionally, the “Campus Climate of the Transgender Community in

Higher Education,” and more specifically the “Academic and Environmental

Experience,” “Accommodation (Housing, Bathrooms),” “Services (Healthcare,

Resources, and Clubs),” and “Inclusivity (Records, and Courses that Center on

LGBTQIA).”

The History of Transgender Communities

Society is slowly becoming more accepting of transgender individuals and communities. It is essential that we become aware of the historical origins of transgender people in order to discuss the many issues that they face. German

20 sexologist Magnus Hirschfeld initiated the word “Transvestite” in 1910 (Stryker &

Whittle, 2006, p. 4). From this word derived the term transgender. Additionally, the

German sexologist Magnus Hirschfeld created the Berlin Institute, which was the originator of the first surgery of gender identification (Whittle, 2010). According to

Whittle (2010), the term transsexual originated at 1949, transgender at 1971, and trans at 1996. The term transsexual describes individuals with different gender identity from their biologically defined sex at birth. This statement describes transgender males, who were biologically defined at birth as females and vice versa. Transgender women were assigned as males at birth (Meyerowitz, 2006). The term transgender has developed the last 20 years, but it is continuing to be under development. According to Stryker (2008), transgender people identify themselves differently from their defined societally defined sex.

Furthermore, the term (trans-) is used in order to describe transgender individuals, which have integrated into societal seamlessly, culturally, and without restrictions, and limitations (Stryker, 2008). According to Meyerowitz (2006), the term transgender, describes individuals who are not self-identified according to their sex at birth. Additionally, DePalma (2013) refers to trans as terminology that

“encompass[es] discomfort with role expectations, being queer, occasional or more frequent cross-dressing, permanent cross-dressing and cross-gender living, through to accessing major health interventions such as hormone therapy and surgical reassignment procedures” (Whittle, 2006, p. 2; as cited in Kearns, Mitton-Kukner, &

Tompkins, 2017). In other words, the term trans, is a word that includes and describes

21 distress and anxiety regarding the persons’ beliefs. The word trans, describes people who are not certain about their gender identification and can cross over through different identities, until medical involvement with hormonal therapies and surgical procedures of changing gender.

Some of the transgender individuals use different terms in order to identify themselves as both man and woman, having two genders, not being man or woman, or being gender neutral. These terms include gender variant, queer, or gender fluid,

(Erickson-Schroth, 2014). Some transgender individuals identify themselves with no gender identification, which means neither male nor female. This type of transgender individuals defines themselves as gender neutral (Erickson-Schroth, 2014). According to Erickson-Schroth (2014), transgender individuals who describe themselves as gender neutral, are “Two- Spirit,” a term which is inspired from the indigenous culture

(p. 13). More specifically, “Two-Spirit” individuals in the indigenous culture are both therapists and religious leaders (Erickson-Schroth, 2014, p. 13). In this instance of transgender people, the term Two-Spirit is used in order to describe that people are both transgender and gender nonconforming. However, according to Erickson-

Schroth (2014), it is not appropriate to use the term “Two-Spirit” for identifying transgender individuals, since they are not part of the indigenous culture (p. 13).

However, Erickson-Schroth (2014) mentions that non-conformity of gender existed in some societies and cultures that accept the third gender. This situation has as a result incited freedom of gender expression for gender non-conforming individuals.

Erickson-Schroth (2014), refers to some examples of the societies that include the

22 third gender. Some of these are the “Fa’afafine” in Samoa, “Kathoey” or “Ladyboys” in Thailand, and “Hijras” in India and Pakistan (Erickson-Schroth, 2014, p. 14). In contradiction to these societies and the indigenous culture, European countries throughout the years have denied the identities of transgender and gender non- conforming individuals and sometimes have punished TGNC (Transgender and

Gender Non-Conforming) individuals (Erickson-Schroth, 2014).

According to Erickson-Schroth (2014), the first person that talked about gender non- conforming individuals was Cabeza de Vaca from Spain. In the 1530s, he portrayed a group of American Indians males who were married to individuals of the same sex. These male individuals were dressed up like women and behaved like women as well (Lang, 1998, p. 67, as cited in Erickson-Schroth, 2014). Additionally, to de Vaca, there are also other explores or traders that described and reported the existence of gender variance in American Indian cultures (Erickson-Schroth, 2014).

Also, Edwin T. Denig, a fur trader, described another indigenous group of people the

Crow Indians, who had embraced the neutral gender (as cited in Ericson-Schroth,

2014). “Strange country this,” Edwin T. Denig claimed, “where males assume the dress and perform the duties of females, while women turn men and mate with their own sex!” (Roscoe, 1998, p. 3, as cited in Erickson-Schroth, 2014). Furthermore, the artist Jacques Le Moyne de Morgues, he described as “hermaphrodites,” another group of American Indians, “Timucua Indians” (Katz, 1976, p. 287, as cited in Erickson-

Schroth, 2014). Another description is from Vasco Núñez de Balboa, through his travel in Panama, he referred to 40 male-individuals as “sodomites,” because they

23 were behaving like females (Katz, 197, p. 287, as cited in Erickson-Schroth, 2014).

This group of American Indians were named “Cueva Indians” (Katz, 1976, p. 287, as cited in Erickson-Schroth, 2014). In addition, Nuño de Guzmán, from Spain, though his travel in Mexico, burned alive a man who was behaving like woman, because he thought that was a male prostitute (Saslow, 1999, as cited in Erickson-Schroth, 2014).

All of these incidents indicate that Europeans were hateful and did not accept the gender diversity and variance of individuals.

However, the same errors and misunderstandings happened again later in the

20th century from people specialized in different fields such as anthropology and history. More specifically, researchers described individuals that were male assigned but were behaving like women as homosexuals, transvestites, or berdaches (a French word for describing a male prostitute) (Roscoe, 1987, as cited in Erickson-Schroth,

2014). Some Europeans failed to understand the indigenous societies because they were coming from societies that were constructed in stereotypes and gender diversity was not embraced (Erickson-Schroth, 2014). According to Erickson-Schroth (2014), in the indigenous societies and cultures, individuals with different from the gender binary characteristics were thought to have different gender other than male or female, which combines though some traits of the gender binary. As a result, indigenous people used different words in order to refer to each of these genders (Erickson-

Schroth, 2014). More specifically, indigenous people used words such as “Cheyenne

(heemaneh),” the “Ojibwa (agokwa),” and the “Yuki (i-wa-musp)” which means “half men, half women,” or “men-women” in order to describe individuals who had

24 masculine characteristics but were acting as females (Erickson-Schroth, 2014, p. 503).

Other Native American people described individuals who were men but were wearing female clothes, behaving like women, or they desired to be women (Lang, 1998, as cited in Erickson-Schroth, 2014). American Indian culture had embraced gender diversity, and their gender roles were expressed differently from group to group

(Erickson-Schroth, 2014).

There are also cases that some of the Indigenous cultures were considered to be gender diverse individuals as people with extreme powers and abilities, they were honored and admired. However, they were also other societies that considered them as less admired and respected (Lang, 1998, as cited in Erickson-Schroth, 2014). At the same time, it seems that individuals who were males but acting as females and/or the opposite (females that were acting as males) had adopted the responsibilities and gender roles of the specific gender as well. For example, if they were males but acting as females, they were supposed to have the same duties and roles as their female counterparts. At the same time, individuals who were assigned at birth as females but were acting as males, had male defined roles (Lang, 1999, as cited in Erickson-

Schroth, 2014). Sabine Lang writes, “Gender variance is as diverse as Native

American cultures themselves” (Lang, 1999, pp. 95-96, as cited in Erickson-Schroth,

2014). Sabine goes onto say that, “the only common denominator is that in many

Native American tribal cultures systems of multiple genders existed” (Lang, 1999, pp.

95-96, as cited in Erickson-Schroth, 2014). Gender identification varies in similar

25 way regard to Native American culture in which their gender varies, and diversity also exists.

Sex and Gender Identity

According to the American Academy of Pediatrics (2015), the definition and construction of gender identity starts in the early stage of life, from the age of four (as cited in Kahn, 2016). In some cases, psychologists that specialize in child development report that gender identification can start from the age of three (Martin &

Ruble, 2010). The social construction of gender identity leads to cultural norms and a hierarchy of expected gender roles. As a result, sexism comes out of the idea that feminine behaviors and characteristics as being in a secondary position in comparison with men and their masculine traits (Erickson-Schroth, 2014). According to Erickson-

Schroth (2014), sexism is combined and related to certain behaviors regarding peoples’ physical anatomy. At the same time, the social definition of gender determines what behavior is expected based on peoples’ gender (Erickson-Schroth,

2014). According to Judith Butler, “gender is a kind of imitation for which there is no prototype.” (Butler, 1993, p. 313, as cited in Erickson-Schroth, 2014). This means that gender is not biologically constructed and determined, but it is socially designed.

Society defines peoples’ behaviors based on their bodies. However, some individuals may be intersex. This term describes individuals that their body characteristics do not belong to male, female or transgender (Erickson-Schroth, 2014).

The appearance of a body is not interdependent to how people identify themselves.

According to Erickson-Schroth (2014), the total number of chromosomes is 46.

However, intersex individuals have more or less than 46 chromosomes. According to

Erickson-Schroth (2014), from the 23 total pairs of chromosomes, the last pair contains the chromosomes, which determine the sex. The sex chromosomes are described as X and Y. Females have two X chromosomes (XX), while men have one

X and one Y chromosome (XY) (Erickson-Schroth, 2014). Transgender individuals have either (XX), or (XY) chromosomes based on their defined sex at birth. However, transgender individuals might present differences regarding their chromosomes, compared to heterosexual people (Erickson-Schroth, 2014). Some studies that have tried to examine the differences between heterosexual and transsexual people as well as people with gender dysphoria and non-conformity, have found that there is an intersection between them (Erickson-Schroth, 2014). More specifically, cissexism supports cisgender people and heterosexism encourages heterosexual relationships as well. Morris (2007) refers to the theory of intersectionality and how this theory enhances the crossing points between multiple identities (as cited in Panteli &

Zembylas, 2013).

Transgender people reproduce the diversity of society and have other different identities regarding their race, ethnicity, and socioeconomic background. The multiple identities that identify one’s life can be explained through the theory of intersectionality. The theory of intersectionality created by the scholar Kimberlé

Crenshaw (1989). Intersectionality defines our experiences as people that embrace specific identities regarding gender, race, sexuality, etc., that are interdependent and cannot be separated. Intersectionality allows us to understand that discrimination

27 against transgender people is considered through a variety of oppressions and underrepresentation. The experience of discrimination does not center only on the gender identity of transgender people, but a combination of other identities that may have (Erickson-Schroth, 2014). For example, transgender people who come from lower class, face additional challenges based on classism. Additionally, their financial status is very limited and they may not be able to afford the cost of a name or gender change, as well as gender reassignment surgeries. Finally, depending on the areas that they live, transgender people could also be limited by a lack of mental and physical health resources.

Transgender Movement

Progress was slow for transgender communities until Christine Jorgensen changed the course of history. Scientists who specialized in history and center on sexuality issues have referred and described the inconsistent tendencies previous to this case. It was not until the postwar period, when a significant diversity in the sexuality field was reported (Meyerowitz, 2006). Sex was categorized into different parts of the physical body anatomy such as gonads, hormones, chromosomes, genitals

(Meyerowitz, 2006). However, in some cases doctors were able to reassign some of these parts. Scientists agreed to change sex based on the idea of psychological sex.

This new term describes the self-identification of an individual between the gender binary of male or female. In 1955, the term changed from psychological sex into gender and even later changed into gender identity. Gender identity was not related to individuals’ physical body parts and was important in order to define the biological

28 sex (Meyerowitz, 2006). At the time of Jorgensen's surgery, transsexuality was not explored and examined from scientists in the United States.

The Jorgensen’s case, became the primary and initial reason for differentiating transsexuality from transvestitism and homosexuality in the United States

(Meyerowitz, 2006). According to American doctors and scientists a new explanation, the term transsexual was used in order to describe identification, in which individuals reassign their gender, the term transvestites for referring to people who were cross dressed, and homosexuals for describing individuals who were sexually interested in individuals of their own sex (Meyerowitz, 2006). In some cases, scientists differentiated transsexuality from transvestitism and homosexuality (Meyerowitz,

2006). More specifically, when transsexuals decided to change legally and permanently their sex and name on their certified birth documents, they experienced both support and denial from the doctors. Even though doctors presented new terms of sex and gender, the law representatives decided who was finally perceived as a female or male. In the specific case of 1966, a law representative in New York denied to alter the sex identification on a birth certificate, since sex is biologically constructed and defined. However, some years later, some law representatives, decided to follow a new legislation regarding sex identification (Meyerowitz, 2006). In the specific case of 1968, the judge Francis Pecora, of the Civil Court of the City of New York, established the change of a given name into another chosen name (Meyerowitz, 2006).

Additionally, judge Francis Pecora, established a fresh term that defines sex. "A male transsexual who submits to a sex-reassignment," he wrote, "is anatomically, and

29 psychologically a female in fact” (Meyerowitz, 2006, p. 20). The judge reported that biological characteristics such as chromosomes are not definitive of the sex of an individual. As a result, one could legally change their sex (Meyerowitz, 2006).

The specific case of transsexual Christine Jorgensen was an example of the societal limitation regarding sexuality. Jorgensen was the first person that created and transmitted ideas and views regarding feminism, and hetero-genderism. Additionally, she deconstructed the dominant societal views, and broke the established stereotypes regarding sexuality (Meyerowitz, 2006). As a result, from the 1960 court case, society recognized the civil rights of transsexual individuals.

In the 1970s and 1980s, Christine Jorgensen became part of the transgender movement and spoke out regarding their rights. Her story, was the primary reason that helped to redefine terms of sex, gender, and sexuality (Meyerowitz, 2006). However, in 1885 the Criminal Law Act that was passed in the United Kingdom, legislated the homosexuality as a prohibited and illegal act (Whittle, 2010). In Europe, around the same period of time, legislation that prohibiting homosexuality were very common and one of the penalties was imprisonment. As a result of this legislation, transgender people were trying to find care. In this way, the scientific field of sexology started developing (Whittle, 2010). According to Whittle (2010), the scientists of sexology

Krafft-Ebbing and Hirschfield, helped in order for transsexuality to become an established observable identity that could be the object of analysis and examination and create debates, as well as discussion. Throughout the 1920s and 1930s, even though treatment therapies for transgender students were barely established,

30 transgender people were still trying to find treatment to change their sex (Whittle,

2010). At Hirschfield's health center, Dr. Felix Abraham achieved the first sex reassignment surgeries in 1926, in 1930, and 1931. The term transition describes the process of changing gender. Sometimes the transition is social and it happens when individuals perform surgeries, in an effort to reveal their gender identity to society.

However, the transition can also be performed through hormonal treatments, and surgeries (Meyerowitz, 2006). The transitional surgery was not easy, and in some cases, patients died because of complications. In 1966, individuals who were going through transitional surgeries were experiencing social discrimination and prejudice

(Whittle, 2010). It is well known that changing one’s gender identity has been a crucial reason for people to face societal challenges and different types of punishment because it was considered illegal and inappropriate.

Sexual Prejudice

The general view regarding gender identity centers on the gender binary and more specifically on the existence of only two dominated gender identities, either male or female. Additionally, another general view is that the physical body parts define both the sex and gender. However, a broadened research that centers on gender and sex has indicated that sex and gender are not the same. More specifically, the term sex refers to parts of the body, such as organs and genitalia, as well as biological traits such as reproductive organs, chromosomes and gonads. To the contrary, the term gender refers to roles, and socially expected behaviors that are compatible with specific gender (Erickson-Schroth, 2014). However, there is a common characteristic

31 between sex and gender, since social and biological factors are interdependent for defining both sex and gender (Erickson-Schroth, 2014). Ideas about gender are acquired through the reproduction and repetition of other peoples’ behaviors and attitudes, that are based on their gender (Erickson-Schroth, 2014). Judith Butler, the feminist philosopher, refers to gender as an act of performing, which is based on the reproduction of same behaviors (Butler, 1990, as cited in Erickson-Schroth, 2014).

The gender is created by social factors and not biologically (Erickson-Schroth, 2014).

Sexuality defines the sexual orientation, and has an important role on sexual prejudice (Horn, Szalacha, & Drill, 2008). Sexual prejudice is associated with a variety of demographic, mental, and societal views. Such views are determined by society as to what constitutes the norm, and abnormal (Altemeyer, 2003; Haddock &

Zanna, 1998; Haslam & Levy, 2006; Haslam, Rothschild, & Ernst, 2000; Hegarty &

Pratto, 2001; Herek, 1994, 2000; Kite & Whitley, 1998; as cited in Horn et al., 2008).

Today’s research regarding sexual prejudice proves that peoples’ views, and attitudes toward LGBT people are interrelated, and connected to sexual bias (Haddock &

Zanna, 1998; Haslam & Levy, 2006; Hegarty & Pratto, 2001; Kite & Whitley, 1998;

Van de Ven, 1994; Van de Ven, Bornholt, & Bailey, 1996; as cited in Horn et al.,

2008).

Views about sexual prejudice lead to a variety of concerns regarding how the educational environment handles and takes into consideration issues related to LGBT students’ rights (Horn et al., 2008). It is imperative that educational institutions protect students from any type of harassment that is related to their sexual orientation.

Institutions are obligated to provide safety to their students, and must understand and support students religious and cultural rights (Horn et al., 2008). LGBTQ students in school, and society have been exposed to multiple acts of discrimination (Taylor,

Peter, McMinn, Elliott, Beldom, Ferry, Gross, Paquin, & Schachter, 2011, as cited in

Kearns et al., 2017). As a result, LGBTQ individuals often may decide to stay away from educational institutions (Palmer, Kosciw, & Bartkiewicz, 2012, as cited in

Kearns et al., 2017). Schools serve as an agent of socialization, and sometimes propagate ideas, and views about gender roles, and societal expectations (Kearns et al.,

2017). As a result, students are not able to express themselves. At the same time, educators who have examined their school guidelines, have decided that institutions can be negative places for transgender students (Mangin, 2018).

Students who do not conform to the expected societal gender roles are more likely to experience harassment and sexual or verbal abuse (Rands, 2009; Ryan,

Patraw, & Bednar, 2013; as cited in Kearns et al., 2017). In a literature review based on social prejudice, Airton (2014) refers to the “hope” that anti-homophobia teacher education (AHTE) can “prepare teachers to contribute to the well-being of gender and sexual minority students” (p. 388, as cited in Kearns et al., 2017). However, transgender students belong in a very specific category of individuals, which means that their experiences are even more challenging than these of the LGB individuals

(Wright-Maley, David, Gonzalez, & Colwell, 2016, p. 5, as cited in Kearns et al.,

2017). The study of Wright-Maley and colleagues (2016) reported, that some of the teachers in a Catholic elementary school attempted to include LGBTQ curriculum

33 topics that would be inclusive of all of their students (as cited in Kearns et al., 2017).

However, they were also other educators, who were not comfortable in including such topics in their teaching materials. Although, many teachers recognize the importance of gender, and sexual education in school, they are afraid to present the curriculum.

Webb, Schirato, and Danaher (2002), recommend that “we become complicit with gender injustice or ‘dominant vision[s] of the world not because we necessarily agree with [them], or because [they are] in our interests, but because there does not seem to be any alternative” (p. 92, as cited in Kearns et al., 2017). As a result, educators need to be well prepared and educated for dealing with the dominant ideas of gender identities (Bellini, 2012, as cited in Kearns et al., 2017).

Transgender in K-12 Schools

At the same time schools started becoming aware and more knowledgeable of transgender history. In the 1980s, educators started broadening their knowledge and gaining awareness regarding the reproduction of gender and sexuality in the past. In the last two decades, both students and teachers have expressed the necessity for adding teaching materials, which centers on gender, and sexuality. In some cases, educational institutions have requested to understand better the LGBT experiences

(Rupp & Freeman, 2014). The Fair, Accurate, Inclusive, and Responsible Education

Act (FAIR), (SB 48) passed as legislation in California, in July of 2011, in order to represent lesbian, gay, bisexual, and transgender persons in the social sciences

(Vecellio, 2012; as cited in Rupp & Freeman, 2014). This law was established in order to force institutions to transmit knowledge regarding individuals that are

34 oppressed because of prejudice feelings, due to their sexual orientation or gender identification, and other multiple identities (Rupp & Freeman, 2014).

Advocates have established multiple terms regarding gender and sexuality in social clubs, and societies in the United States until the current years (Rupp &

Freeman, 2014). At the same time, students are willing to understand the queer history and related issues regarding the right to get married, or access to use gender neutral public bathrooms (Rupp & Freeman, 2014). Nowadays, more and more people are becoming aware and understanding of the issues and challenges that transgender population face in society. Currently, there is progress for transgender individuals to have better access in the educational place as well (Reis, 2004).

Accessibility is becoming increasingly important as the number of transgender youth is growing. According to Herman et al. (2017), 0.7% of teenagers from age 13-

17, do not belong to the gender binary (as cited in Mangin, 2018). Additionally, educational institutions report that at least one student out of 143 children self- identifies as transgender (Mangin, 2018). Some of the transgender students have already defined themselves as transgender, and some others they go through this process while they are at school. The transition process can happen either through gender reassignment surgeries or socially. More specifically, social transition can happen through changes in their appearance such as hair and clothes or the change of their given name into a chosen name (Mangin, 2018). Health specialists suggest social transition as a first step in order to and decrease the level of psychological distress or discomfort (Olson et al., 2016, as cited in Mangin, 2018).

In addition, public schools in California need to provide information and knowledge regarding homosexuality and enhancing awareness in order to decrease incidents of prejudice and violence against LGBT individuals (Robelen, 2011).

According to Robelen (2011), the Senate bill is supported by the California Teachers

Association, and two other school districts. Such districts are in Los Angeles and San

Francisco (Robelen, 2011). Currently more school districts have embraced transgender students and try to provide an inclusive educational place with gender inclusive bathrooms and locker rooms. However, some students still experience verbal or physical harassment by other students, as well as feelings of embarrassment when their teachers avoid pronouncing their name and gender correctly (Kahn, 2016).

According to research by Ryan, Huebner, Diaz and Sanchez (2009, as cited in Kahn,

2016), LGBTQ teenagers are eight times more vulnerable to attempt suicide than teenagers who do not identify themselves as LGBTQ. In addition, the Gay, Lesbian, and Straight Education Network’s (2013, as cited in Kahn, 2016), which is an examination and review of the educational environment indicated that, transgender students experience aggression and hostility. Surveys that focus on transgender students indicated that, 42% had been prohibited regarding using their chosen name,

60% had been imposed in order to use facilities based on their legal gender, and 30% had been banned from dressing up with clothes that do not match to their gender. As a result, transgender students are likely to face challenges regarding their psychological health, and their education (Kahn, 2016). Solutions, and strategies to foster more

36 confidence is to express more gender identification education, helping foster inclusiveness.

On January 1, 2014, California was the first state to recognize transgender students’ rights. More specifically, the state allowed transgender students to choose the bathrooms that match their gender identity, the athletic team would like to participate in and locker rooms that match to their gender identity as well (Darden,

2014). However, regardless of the California state law that recognizes and support the rights of transgender individuals, cases of sexual assault have been reported. More specifically, in March 2014, a transgender student in the West Contra Costa Unified

School District close to San Francisco, was sexually attacked. Additionally, Jewlyes

Gutierrez, another transgender student at Hercules Middle/High School, was sexually assaulted as well (Darden, 2014). According to the 2015 U.S. Transgender Survey

(USTS), which is the largest survey for examining the experiences of transgender people in the United States, close to 24% of transgender college students are victims of some type of harassment (James et al., 2016). From the transgender students that experienced harassment, 16% decided to drop out of school. Transgender women, who had experienced some type of harassment (21%) were more likely to drop out rather than transgender men (16%) (James et al., 2016).

In the United States, discrimination against LGBT students disrupts their rights. These rights enforce their safety, health, freedom of expression, access to education, as well as the right to be safe from discrimination (Horn et al., 2008). A report by the Human Rights Watch, a worldwide organization which examines and

37 reports the violations of human rights, documented that the schools in the United

States are not doing a good job in order to reduce incidents of discrimination, abuse and harassment between students (Bochenek & Brown, 2001). Based on the aforementioned report teachers and school coordinators promote feelings of discrimination toward LGBT students. Regardless of the report of rights violations toward LGBT youth all over the United States (Russell et al., 2010), the difficulty to understand and be aware of issues and concerns related to sex and sexuality, still remains (Horn et al., 2008).

School Policy Enacts Positive Changes

The first national school policy in order to promote protection and safety to students emanated from a lawsuit regarding prejudice against a transgender student

(Mangin, 2018). In 2013, a transgender student in the 7th grade at Arcadia Unified

School District in California filed a complaint regarding discrimination (National

Center for Lesbian Rights, 2015, as cited in Mangin, 2018). The student had experienced exclusion from activities and facilities due to gender identity. Finally, the

OCR Resolution Agreement obligated Arcadia USD to identify the student based on his preferred gender identity and to provide inclusion to all programs and amenities.

Since the aforementioned case, many school districts have made attempts to address and resolve such issues (Mangin, 2018).

One school district in Pennsylvania aimed to create the best gender protection policy in the United States (Mangin, 2018). Firstly, they trained educators, coordinators, physical and psychological health providers, as well as all the faculty

38 and staff members to meet in order to gain a better understanding and awareness of transgender and gender non-conforming (TGNC) students. In addition, the district invited all of the faculty and staff members in order to create the policy together. The group of 15 people examined the inclusive practices from other school districts and finalized their own policy of non-discrimination toward transgender students. The school district staff and faculty decided to explore and be aware of transgender students’ experiences. The principals started acquiring knowledge about the transgender community, and created opportunities for teachers, staff members and students in order to learn more about transgender students. Within 20 elementary schools, teachers designed gender-inclusive classroom and changed the gender specific words into non-gendered terms, and they used gender neutral ways for shaping their classroom (Mangin, 2018). These changes in language were important for creating an inclusive environment for all students (Mangin, 2018).

Pronouns are important in identifying people through their chosen gender identity. Some transgender individuals change their pronouns after a transitional process from “he,” “him,” and “his” to “she,” “her,” and “hers,” or vice versa

(Erickson-Schroth, 2014, p.16). Other people prefer gender neutral pronouns such as

“they” and “them” (Erickson-Schroth, 2014, p. 16). Other gender-neutral pronouns did not exist in the English language until recently. These pronouns are the “zhe” or

“ze” (pronounced “zee”) in order to change the pronouns s/he, and “hir” (pronounced

“here”) in order to change the pronouns, him/her (Erickson-Schroth, 2014, p.16).

Additionally, the pronouns “Mx” and “Misc” are used instead of Mr. or Ms (Erickson-

Schroth, 2014, p.16). All of these pronouns offer choices for individuals in creating a more inclusive social and educational environment.

The Campus Climate of the Transgender Community in Higher Education

Academic and Environmental Experiences

According to Effrig et al. (2011), most of the existing research has focused on the transgender individuals in general. At the same time, the research that centers specifically on transgender college is not extensive (Beemyn, 2003, as cited in Singh et al., 2013; Carter, 2000, as cited in Singh et al., 2013). Transgender students may have a variety of other identities as well regarding their race, class, socio-political background etc. Some of them identify themselves as transgender when they enter the higher education, while others reveal their gender identity during higher education.

Many will never identify themselves as transgender, but will identify themselves as male, female, transsexual, or binary (Beemyn et al., 2005). However, regardless of how they identify themselves according to Renn (2010), transgender students’ necessities, and demands have been considered the same with the needs of lesbian, gay, and bisexual (LGB) students, even though gender identity and sexual orientation are totally different terms (as cited in Pryor et al. 2016). This situation has resulted in the minimization of the needs of transgender students (Beemyn et al., 2005).

According to Effrig et al. (2011), transgender students had more possibilities in experiencing exclusivity and negative feelings, rather than students that belong to the gender binary. As a result, transgender students were thought of dropping out, felt unsafe, and refused to identify themselves as transgender (Rankin et al., 2010).

According to Rankin et al. (2010), research has indicated that transgender students experience more hostility and prejudice, compared to their cisgender classmates that identify themselves in between the gender binary (as cited in Effrig et al., 2011). The impact of these negative experiences on transgender students' psychological health remains unclear, since there is not extensive research in specific field (Effrig et al.,

2011).

Accommodation (Housing, Bathrooms)

Research indicates that colleges need to offer a more inclusive environment for transgender students by providing greater residential and campus facilities for them.

According to Pryor et al. (2016) the following studies reported that college campuses are unwelcoming and exclusive environments for transgender students. More specifically transgender students reported higher levels of discrimination and hostility, than their peers who identified themselves as gender binary (Rankin, et al., 2010).

According to the study of Singh et al. (2013), transgender students requested the necessity for addressing issues related to housing facilities, bathrooms, and athletics.

Participants also documented feelings of distress, because of the limited or non- existence at all trans-affirming policies. In another study of Seelman (2014b), participants reported that there was a need for improving campus facilities such as restrooms, and offering a more inclusive campus housing. According to Bilodeau

(2009), many universities provide residential facilities that are designated for hetero gendered individuals (as cited in Pryor et al., 2016). At the same time, university policies such as the selection of roommates, the existence of specified by gender

41 bathrooms and floors enforce the dominance of cis-genderism on campus, and can lead to discrimination and exclusivity of transgender students (Pryor et al., 2016).

According to Pryor et al. (2016), very few universities follow policies that prohibit discrimination and victimization for transgender students. Additionally, very few universities provide transgender or gender non-conforming (TGNC) bathrooms, and housing accommodations (Beemyn, 2013, as cited in Pryor et al., 2016).

Accommodation creates a major issue, since the rooms are not specific for transgender students. As a result, they need to share their rooms with other cisgender students, a process that may generate feelings of discomfort and inconvenience. The recent study of Krum, Davis and Galupo (2013), reported that transgender college students (Roche, Flanigan, & Copeland, 2010), have specific housing preferences (as cited in Pryor et al., 2016). They prefer to live in apartments with a common living space with individual and private bedrooms for each roommate and shared bathrooms.

Another type of preferred housing is single rooms that are designated for one person, with either private bathrooms or common bathrooms in a gender-neutral floor (Pryor et al., 2016). However, many administrators and staff members were not experienced enough in order to give possible solutions to such issues. A common solution to such issues, was to permit transgender students to live by themselves (Pryor et al., 2016).

These practices though are not enough helpful in providing an inclusive campus environment for transgender students. As a result, many transgender students prefer to conceal their real needs in order to avoid further discrimination (Pryor et al., 2016).

When transgender students cannot express themselves, then their feelings of exclusivity are increased. According to Pryor et al. (2016), transgender students chose to conceal their real gender identity in having access to bathrooms that are specified by gender (Pryor et al., 2016). They preferred to go through this process in order to protect themselves from potential hostility. Bathrooms in particular are very unsafe places for transgender students, since gender defines what is expected and non- expected (Bilodeau, 2009, as cited in Pryor et al., 2016). According to Beemyn et al.

(2005), restrooms that are specified by gender are the most unsafe places for transgender students, because are in a high risk to face physical and verbal abuse.

Some research results indicate that transgender students often experience verbal and physical abuse, or even imprisonment when they have access to facilities that are specified by gender (Coalition for Queer Action, 2001; San Francisco Human Rights

Commission, 2001; as cited in Beemyn et al., 2005).

Transgender students also experience difficulty and discomfort in accessing bathrooms and locker rooms. According to Beemyn et al. (2005), colleges need to be improved, in order to include all students regardless of their gender identity.

Institutions need to provide inclusivity and decrease levels of discrimination against gender identity or expression (Beemyn et al., 2005). Transgender students experience challenges and discomfort in their colleges, when they have access to bathrooms that are specified by gender (Phillips, 2011). According to Beemyn et al. (2005), using bathrooms reinforces feelings of anxiety and discomfort for many transgender students. Some transgender students try to find restrooms away from the campus area

43 in order to be safe. There are also cases, in which transgender students completely avoid using on campus bathrooms (Coalition for Queer Action, 2001, as cited in

Beemyn et al., 2005). Transgender students experience challenges in their residential and college life, especially when they use restrooms and locker rooms, that are specified by gender.

Services (Healthcare, Resources, Clubs)

Research affirms that transgender students need to have access to gender reassignment surgeries and hormonal therapies. According to Seelman (2014a), participants in this study reported that health providers and counselors were not well educated on how to use correct names and gender identification of transgender people.

Additionally, they were not aware of meanings and terminology of people that identify themselves as transgender, and blamed transgender patients’ mental health issues on their decision to transition. Pusch (2005, as cited in Pryor et al., 2016), documented that transgender students feel stressed when answering questions regarding their identity and feel like they are not supported on campus. Campus resources need to perform social and personal duties in order to support and represent transgender students (Rankin & Beemyn, 2011, as cited in Pryor et al., 2016). University campuses need to offer student health care and access to transitional surgeries or hormonal therapies (Beemyn, 2013, as cited in Pryor et al., 2016). At the same time though, universities need to provide safety for transgender students after the transitional procedure (Pusch, 2005, as cited in Pryor et al., 2016). In addition, transgender students are more exposed to sexually transmitted infections (STIs). All

44 these cases, make it extremely necessary the support of transgender students from health providers and specialists in order universities to provide health coverage for all students.

Some transgender students experience challenges regarding their education, and campus life, as well as social challenges because of their gender identity.

According to Beemyn et al. (2005), transgender students are likely to experience cultural challenges due to their gender-identity. More specifically, transgender students may experience concerns when they reveal their gender identity to their relatives and closest friends. When deciding whether or not to transition, they consider relationships created outside of the gender binary norm. Individuals accessing trans-affirming health care services, trying to adapt to a new life, are dealing with prejudice (Ettner & Brown, 1999; Gould, 2004; Israel & Tarver, 1997; as cited in

Beemyn et al., 2005). As a result, institutions should provide welcoming programs to transgender students, and create programs that center on transgender students concerns

(Beemyn et al., 2005).

According to Dugan, Kusel, and Simounet (2012), differences exist regarding access to campus resources among transgender women and men (as cited in Pryor et al., 2016). More specifically, transgender women also experienced less faculty mentoring compared to their men transgender peers (Pryor et al., 2016). According to

McKinney (2005), (as cited in Pryor et al., 2016), in his study reported two worries.

The first concern was that education coordinators are not well equipped and educated about transgender students’ issues. Secondly, researchers reported that there are not

45 enough off-campus physical and mental health services for transgender students (as cited in Pryor et al., 2016). While, there is still research that reports limitations on transgender specific resources in higher education, these records create a higher climate of discomfort and exclusivity for transgender students (Pryor et al., 2016).

Inclusivity (Records, Courses that Center on LGBTQIA)

Transgender students often experience issues regarding their name alterations within university records. It is critical for transgender students to have the ability to change their gender identification and name in university official records (Seelman,

2014b). However, some transgender and gender non-conforming individuals may request to change their records without having gone through legal and certified changes of their name and/or gender (Seelman, 2014b). This case is more usual for transgender individuals, who may be not financially able to go through these changes or to pursue gender-affirming surgeries (Seelman, 2014b). According to Richmond

(2015), in the survey, only 21% of transgender who had gone through gender reassignment surgery documented that they had changed all of their legal, and certified papers, while 33% documented that they had not changed any legal document. In order to change their name and gender in all legal documents, individuals need to pay from $100 to more than $1,000 for this to occur. This situation is very challenging for transgender students who come from lower socioeconomic backgrounds (Richmond,

2015). According to Beemyn et al. (2005), updated records ensure the fact that transgender students will not be forced to report their gender identities, which will help decrease the risk of discrimination when they apply for jobs or higher education.

According to Case, Stewart, and Tittsworth (2009), there is a lack of courses centered on knowledge regarding transgender peoples’ issues and experiences.

Additionally, according to the study of Seelman (2014a), transgender students documented that information about transgender and gender non-conforming (TGNC) people are severely limited on campus, while there is a dominance of cis-genderism.

Most of the participants in this study documented that, while there are similarities between educational analysis related to LGB and transgender people there are also a lot of differences (Seelman, 2014a). It is for these reasons that it is necessary to continue educating the campus on transgender related issues (Seelman, 2014b). All of these issues ultimately influenced their academic efficacy. In addition, according to

Pryor et al. (2016), many of the participants in this study reported that their academic performance was not good, due to negative feelings and limited support with their academic career.

Summary

Transgender and gender non-conforming people (TGNC) frequently face hostile experiences and discrimination. These experiences include, exclusion from campus facilities (Bilodeau, 2007; as cited in Seelman, 2014b; Finger, 2010), discrimination and abuse (Bilodeau, 2007; as cited in Seelman, 2014b; Rankin et al.,

2010), as well as feelings of isolation (Bilodeau, 2007; as cited in Seelman, 2014b;

Seelman et al., 2012). The majority of research focuses on LGBTQ students in higher education in general, not specifically on transgender students. In addition, research which is focused on academic, and campus experiences of transgender students is not

47 extensive. Such research seeks solutions for a more inclusive educational environment, and research based on transgender specific resources is very limited.

Transgender students offer unique contributions to the campus community.

Transgender students can understand their contribution to the educational system, with the assistance of student service representatives and coordinators, whom can assist them in order to explore transgender specified campus resources and facilities

(Beemyn et al., 2005).

Chapter 3

METHODOLOGY

Introduction

The researcher used qualitative content analysis in order to collect and evaluate the data and look at the campus climate of inclusivity of transgender students at

Sacramento, San Francisco, and Chico State Universities. More specifically, the author chose San Francisco State University, because it is located in a highly populated city and as a result is more diverse. The population in San Francisco to is currently 883,305 people, according to the U.S. Census Bureau (2018). Sacramento

State University in Sacramento is a medium sized city that encompasses both rural and urban areas with a population of 508,529 people, according to Sacramento population records (U.S. Census Bureau, 2018). Finally, the researcher chose Chico State

University, since Chico is a rural city, with a much smaller community, comprised of

94,776 people (U.S. Census Bureau, 2018). The researcher chose these three

California State Universities based on their geographical and demographic differences, as well as the diversity of the students’ population.

The researcher did not test human subjects in this research. The researcher collected the data through mining data from public documents through campus websites of the campus resources for transgender students, accommodations such as bathrooms, and housing as well as other facilities specifically for transgender students at these three California State Universities. In addition, the researcher also examined the available campus health care, and the ability of changing the official university

49 records after a transitional surgery. In addition, the researcher looked for courses that included in their curriculum about transgender people as well as campus events and clubs offered to transgender students at these three aforementioned California State

Universities. The purpose of this research was to provide a complete list of campus resources to ascertain if these resources sustain inclusivity of transgender students in higher education. The research analyzed and examined the campus climate for transgender students and the possible solutions for a more inclusive educational environment. The use of qualitative content analysis provided the researcher with a deeper understanding of the campus climate and the resources that are offered at these three aforementioned California State Universities.

This thesis is an examination and analysis of the climate of inclusivity of transgender students in Sacramento, San Francisco and Chico State Universities in

California. The researcher employed queer theory and intersectionality to explore how college campuses are providing a welcoming and inclusive environment for transgender students with classroom curriculum, higher education services and resources as well as campus accommodations. More specifically, the researcher presented six themes regarding the campus inclusivity of transgender students in these three aforementioned California State Universities and suggested solutions and strategies for a more inclusive educational environment. These themes included

1. present the current college conditions regarding accommodations such as

housing and bathrooms for transgender students;

2. healthcare and coverage for transitional surgeries or hormonal therapies;

3. campus services and resources offered specifically to transgender students

as well as counseling services;

4. events and transgender clubs on campus;

5. courses that focus on transgender communities;

6. permission for students to make changes to their gender and name and

possibility to change their official university records as they desire to be

identified.

Study Design and Data Collection

Qualitative data was collected through online materials and resources. Data was collected through mining and recording data from public documents, campus websites and LGBTQ clubs such as the Pride Centers, that focus on the campus climate, resources, and facilities that provide inclusivity for transgender students at

Sacramento State, San Francisco State, and Chico State Universities. The researcher recorded the campus resources that are offered specifically for transgender students at these three institutions. In addition, the researcher listed the accommodations that are provided such as bathrooms, and housing for the transgender students through the campus websites. Another point of emphasis from the researcher focused on campus healthcare, and the way students are treated for hormonal therapies, or for transitional surgeries. The researcher collected all the data from the official Websites of each university, as well as official university newsletters. Furthermore, other data from this research was focused on campus events and clubs that center on the transgender

51 community and the ability to change their official university records if that was wanted.

The researcher used qualitative methods such as objective and subjective evaluation for analyzing the collected data. According to Babbie (1998), in qualitative content analysis the researcher analyzes public data and social artifacts, and more specifically written documents (p. 308). Documents are important and critical source of data and in some cases better than other ways of collecting documents, especially when the research centers on experiences and challenges of people, which may be not likely to discuss (Merriam & Tisdell, 2016). According to Merriam and Tisdell

(2016), “one of the greatest advantages in using documentary material is its stability”

(p. 182). In this research the data was organized and examined in a way that provided responses to the research questions. For responding to these research questions, the researcher prepared a thematic analysis from the research results to gauge how colleges can improve inclusivity for transgender students. The thematic analysis is a way in order to organize themes within the data, that was collected from the research

(Braun & Clarke, 2006). The thematic analysis is used in order the researcher to categorize into themes the qualitative data (Creswell, 2015). According to Merriam and Tisdell (2016), by creating themes the researcher then organized the information in the analysis section based on the research questions. For this reason, the content analysis methodology was used for analyzing the documents such as the campus climate for the transgender students, the campus resources that are offered and the

52 solutions for improving the educational environment in the three California State

Universities at Sacramento, San Francisco and Chico.

First, the author documented how many courses are offered for transgender students in the three aforementioned California State Universities, through the online course catalogues and courses, at these three universities. Also, the researcher collected data on campus accommodations such as housing, and bathrooms. The way for collecting this data was through the official website and the official newsletter of each university. The researcher reported the amount of gender inclusive bathrooms and locker rooms offered at these universities. Other documentation included the current conditions of housing and residential life from information that the researcher found on the official college websites. Next all of the data regarding campus healthcare and accessibility for transgender students was assessed through university websites. In the same way data was also collected by counting and listing the campus clubs and events for transgender students on each website. And lastly, the researcher reported the condition of changing the gender and name in the official university records after a transitional surgery once again through information that I found on each website. All of this data was compiled into tables and organized by the authors research questions. The researcher used qualitative content analysis for representing the collected data numerically (Babbie, 1998), and tables for a better understanding of the comparisons.

Research Questions

Recent research has shown that the campus climate for transgender students is not welcoming (Seelman, 2014a). Participants in these studies have reported discrimination, as well as feelings of isolation (Seelman, 2014a). In addition, participants have documented feeling excluded from campus facilities, resources and classes in colleges (Seelman, 2014a). As a result, the researcher answered the following questions:

1. What are the campus resources and accommodations for transgender

college students in higher education?

2. What are the courses that are offered that center on transgender students’

identities and experiences in their curriculum?

3. What are possible solutions for offering a more inclusive environment and

resources for transgender students?

Research Instruments

The methods used by the researcher for gathering information was via mass media, and documents on the websites of college campuses, including Sacramento,

San Francisco, and Chico State Universities. More specifically, the researcher gathered the data that focused on transgender resources and services that were offered at these three California State Universities for helping them as transgender students, healthcare options as well as the events and/or clubs that were offered for the transgender community, and the possible solutions for a more inclusive educational environment in higher education institutions. The researcher’s aim was to highlight

54 the campus climate at these three Universities to gauge how inclusive these institutions are for transgender students.

Setting

The data was collected through mining data from public and mass media documents (Merriam & Tisdell, 2016) from three Northern California college campuses. The population of students at Sacramento State University is higher than the students’ population at San Francisco State University and Chico State University.

More specifically, Sacramento State has 31,131 students, San Francisco State is comprised of 29,586 students, and Chico State has 17,488 students based on the official websites of each university (The California State University, 2018).

Considering this, the expectation of this research is Sacramento State University may show higher inclusivity of the LGBTQIA population, based on the fact that it has a larger population of students and as a result has higher diversity in comparison with the other two California State Universities.

The city of San Francisco is made up of 47.2% White people, 5.3% of Black or

African American, and 15.3% of Hispanic or Latino. However, the population of

Asian people in San Francisco is 34.2%, very close to the population of White people.

Based on the aforementioned demographics of San Francisco, White and Asian people constitute the majority of the population. As a result, San Francisco is a fairly diverse city. However, the population of Sacramento is more ethnically diverse based on racial demographics is 48.5% of White people, 13.4 of Black or African Americans,

18.7% of Asians, and 28.3 of Hispanic or Latino individuals. The population of Chico

55 is less diverse with 82.3% of White people, 17.7% of Hispanic or Latino, 4.7% of

Asian, and only 2% of Black or African American people. These percentages highlight the differences in these three Northern California cities, with the largest differences in percentages from San Francisco and Sacramento, compared to Chico.

According to the U.S. Census Bureau (2017), the median household income in

San Francisco is $96,265. As a result, life in San Francisco is more expensive in comparison with the median household income in Sacramento, which is $54,610. The median household income in Chico is $45,337. The researcher chose to analyze the

California State Campuses in the specific Northern California cities because of the large difference in demographics and cost of living. Based on the records and percentages of the U.S. Census Bureau (2017), San Francisco has the highest household income and has the highest cost of living compared to the two other cities.

Procedures

After collecting all of the data, the researcher examined the data and implemented the comparisons between these three state universities in Northern

California. The researcher explored the inclusivity of these three college campuses in

Sacramento, San Francisco and Chico State Universities, through collecting data from the official websites, and newsletters of each university. Additionally, the researcher sent emails and called staff members or coordinators in specific departments such as the Housing department, campus resources, and clubs such as the PRIDE Center in each of these three universities, in order to collect and/or clarify information that was not available online. Additionally, the researcher used specific key words while

56 searching university websites, such as “LGBTQ,” “Queer,” “Transgender,” “Trans,” to gain further information on resources and courses available to students. The researcher organized the research into categorical resources and listed the numbers of resources in tables. The outcomes documented were the number of LGBTQIA student clubs, events for the transgender community on campus, and the number of courses that are offered for transgender students with a specialization on transgender and LGB curriculum. Also, the researcher reported the number of campus resources and counseling services for transgender students, and how many gender inclusive bathrooms are included in each of these three California State Universities. The researcher placed the numerical data in tables, and counted accordingly in order to reveal the inclusivity of the three campuses. The largest number of resources determined and indicated the highest inclusivity on campus. Additionally, the researcher in order to evaluate data that it is not numerical used the objective coding of materials (Babbie, 1998). More specifically, the author used the objective evaluation for evaluating the inclusivity of transgender students in each of those three universities regarding housing facilities, and the ability of changing the official university records

(gender or name).

Summary

This study was conducted to explore the current campus climate of inclusivity of transgender students in California Sacramento, San Francisco, and Chico State

Universities. All of the data was collected through a mining process of public documents that focus on the resources and facilities that are offered on each campus.

The researcher revealed the inclusivity of these three college campuses in Sacramento,

San Francisco and Chico State Universities through collecting data from the official websites, and newsletters of each university, as well as through sending emails and calling staff members in specific departments and clubs. The researcher used qualitative content analysis to obtain the data. The researcher listed and documented the number of LGBTQIA student clubs, counseling services, on-campus resources, events, courses that center on the transgender curriculum and gender inclusive bathrooms. Also, the researcher investigated the gender inclusive housing facilities and the ability of transgender students to change their names. The researcher used tables for a better understanding of the comparisons. Finally, the collected data was presented in tables to show how inclusive each campus is in providing resources for transgender students in higher education.

Chapter 4

FINDINGS

Qualitative Analysis

The purpose of this study was to explore the inclusivity of transgender students within the Sacramento, San Francisco, and Chico California State Universities. The researcher collected the data that focused on housing conditions, all gender bathrooms, healthcare coverage for transitional surgeries or hormonal therapies, campus services, counseling services and resources offered specifically to transgender students. In addition, the researcher looked for information on campus events, transgender clubs on campus, as well as the courses that focus on transgender identities or communities.

The researcher also collected information for students to change their gender or name and/or possibility to change their official university records at the three aforementioned California State Universities. Information comparing all three campuses is presented in Tables 1-7, at the conclusion of Chapter 4.

Sacramento State University, California

Housing

Sacramento State University Housing provides halls with different designs for all of the rooms, generally housing space for two to three students. However, there are a few single rooms for students that identify themselves as transgender or gender non- conforming. In addition, the bathrooms are designated for male and female only, which means they are specified by gender. Most importantly, Sutter Hall, with its theme of “Social Justice and Inclusion,” which means that is created for residents-

59 students that are interested in gaining a better understanding on issues related to social justice and inclusivity, are offered rooms with the intention of sharing with other residents (double, triple, and a limited number of single), but still the bathrooms are separated for males or females. All of the residence halls for first-year students provide the same facilities and the same separate male and female bathroom designs without gender neutral options for students. However, the Residence Hall Association

(RHA) at Sacramento State University, is an organization that supports residents’ interests, and embraces diversity. In addition, students that live in the halls at

Sacramento State University can request moving to different rooms, or choosing their room preferences through filling out online forms.

LGBTQIA Student Clubs

Sacramento State University offers two student clubs, the “Lavender

Collective” and the “Delta Lambda Phi.” The Lavender Collective is an advocate and supportive club for LGBTQIA individuals. It offers a better understanding of

LGBTQIA issues and promotes inclusivity and recognition of the LGBTQIA community. The “Delta Lambda Phi” club’s mission is to create social, and recreational activities and programs for men, regardless of their gender identity and expression. The club seeks to present a positive image which embraces all individuals regardless of sexual orientation, or gender identity (Table 1).

LGBTQIA Counseling Services

Sacramento State University offers counseling service for LGBTQIA students in order to promote their mental and physical health. More specifically, the campus

60 provides the “Queer Connect” counseling service, which takes place weekly in the

PRIDE Center at Sacramento State. Its aim is to enhance an affirming environment for LGBTQIA+ students on campus (Table 2).

LGBTQIA On Campus Resources

Sacramento State University offers the Multi-Cultural Center, which promotes an inclusive and affirming environment for all students. The Multi-Cultural Center cooperates with different campus programs in order to offer an open and welcoming place of advocacy and support for students. The Multi-Cultural Center at Sacramento

State supports students’ needs, by helping them socially and culturally, as well as by empowering students to take action on issues and challenges they face. At the same time, Sacramento State University provides the “PRIDE Center” with its mission to offer programs and events for LGBTQIA students. Also, this center maintains information and recommendations for better access to resources on campus and outside the campus community, and an open and affirming environment for

LGBTQIA students. They fully support diversity regarding gender identity, and the sexual orientation of all of its students. It is a place for students to feel inclusive and safe and serves as a space where students can study, rest, or talk with other students with similar interests or backgrounds. Sacramento State University also offers the

Women’s Resource Center (WRC). Its mission is to promote gender equity through

Allyship, Feminism, Leadership, and Empowerment.

Sacramento State University offers the “Diversity Council,” which is a committee of the University, established by the President. Its mission is to offer

61 information, recommendations, and advocacy to equity, diversity, and inclusion to the

Executive Director of the Office of Inclusive Excellence. The objectives of the

Diversity Council are to create opportunities to enhance equity and diversity, to recognize barriers in order to offer an open and affirming campus, give possible solutions and approaches that will help Sacramento State to become a more welcoming campus. Lastly, the Council offers a report on metrics for evaluation of

Sacramento State’s improvement on its equity, diversity, and inclusion goals. The

Diversity Council takes action together with the Vice President of Inclusive

Excellence and offers information, guidance, and assistance on issues that center to equity, diversity, and inclusion throughout Sacramento State. Lastly, Sacramento

State University provides “Campus Climate Surveys,” for a better awareness of the campus climate and inclusivity (Table 3).

LGBTQIA Events

The “Lavender Graduation” is an event during the final week of May for celebrating the academic achievements of LGBTQIA students at Sacramento State.

The campus offers PRIDE Week, which is a week of celebration for the LGBTQ+ community, and takes place in April. In this week, there are many events for the

LGBTQIA community, such as the “Safe Zone Training,” the “Rainbow Chamber of

Commerce,” “The Perverse Potential of LGBT Families,” and the “In-Queer-Y

Panel.” The PRIDE Center offers a number of LGBTQ+ educational panels (In-Queer-

Y Panels). These panels are made from members of the LGBTQ+ community and include information in order for people to be aware about the experiences of the

LGBTQ+ community. Each panel usually has a specific topic and is moderated by staff from the Center. It consists of 20-minute introductions, and experiences. In addition, there is a questions and answers session with the audience. The “Safe Zone

Training,” includes a training program in order to provide a safe educational place for people, organizations, and departments. At the end of each training, individuals get

“Safe Zone Stickers,” which they can put them in places in order to show that are safe for LGBTQ students, staff, and faculty members. In addition, other LGBTQIA events with emphasis on the “T” (transgender) takes place in are the “Queer Hornet Picnic,”

“Coffee and Conversation with President Nelsen,” and “Queer Prom.” “Queer Prom,” is an event within the Sacramento State Pride Center, which is offered for students that were not able to celebrate proms during their high school, due to a lack of inclusivity.

At Sacramento State’s Queer Prom, students can go just the way they are.

In addition, Sacramento State University offers two “Clothing Drives,” which are contribution programs for supporting the Queer Prom and the Professional

Clothing drive. The Queer Prom Clothing Drive is a cooperation between the

Associated Students Incorporation (ASI) and the Sacramento State Pride Center. In the Prom Clothing Drive people can offer clothes for students to wear them at the

Queer Prom, which takes place during PRIDE Week. Also, the Professional Clothing

Drive people can offer more formal clothes and outfits for internships and careers.

Sacramento State’s PRIDE Week, celebrates and advocates for the LGBTQIA community and is open and welcoming to everybody. Lastly, the “Queer Welcome”

63 event which is offered at Sacramento State University, is another event to increase acceptance of the queer community on campus (Table 4).

LGBTQIA Courses

Sacramento State University provides courses through the Bachelors and

Masters programs in “Women’s Studies” that offer pedagogy and information related to LGBTQIA. Women’s Studies classes focus on women, gender, and sexuality in relation to sexual orientation, racism, ethnocentrism, capitalism, and militarism.

Courses center on gender and its position historically and culturally. In addition, many courses focus on sexuality and gender such as the class “WOMS 50:

Introduction to Gender & Sexuality,” which explores issues and challenges of

LGBTQIA individuals. The course examines other texts from different cultures, in a way that explores biological and social definitions of gender and sexuality. It also examines gender and sexuality from the cultural perspective as well. The course

“WOMS 125: Sex & Gender in South Asia,” examines the history of sex and gender roles in South Asia until current years. This course explores the socially accepted behavior, sex roles, stereotypes, and violence against women, and transgender youth.

Sacramento State University also offers the course “WOMS 133: Gender & Health,” which analyzes the feminist ideology in relation to medicine, and how gender, and other identities such as race, ethnicity etc., determine attitudes and behaviors. The course also focuses on modern social and supportive movements by women and

LGBTQIA+ individuals. The class ‘WOMS 150: Introduction to Queer and Trans

Studies,” is another course that provides an understanding of transgender individuals.

It provides an introduction to queer theory from a feminist view. Also, it explores other theories in relation to sexuality historically and the societal sexuality and gender normativity. Discourse also centers on the nuances between queer and transgender studies with Native studies, disability studies, ethnic studies, and feminist theory as well. Lastly, the course “WOMS or HIST 172: LGBTQ Histories,” which is an introduction to the history of the LGBTQ community. This course analyzes the history of LGBTQ identities, communities, and social movements. In addition, it provides information and analysis regarding the history of gender and sexuality theory.

Furthermore, Sacramento State University offers a Minor in LGBTQ Studies, which provides students with proficiency in the area of lesbian, gay, bisexual, transgender, and queer lives and communities as well as a better understanding of the social construction of gender and sexuality. The courses that are offered in LGBTQ studies for a better understanding of the LGBTQ community with an emphasis on the transgender community are “ENGL 170M: Literatures of Sexuality,” which explores the correlation and connection of literature and sexuality, the varied considerations of sexuality historically and in different cultures, as well as the description of sexuality in a variety of texts. Other subjects in this class are focused on the relationship of sexuality and identity, and the care of homosexuality and women's sexuality. Another course offered, is the “ENGL 190Q: Gay and Lesbian Literature,” which includes texts that focus on lesbians and gay individuals and an explanation of these texts.

Some of the topics of these texts include fiction, poetry, film, and nonfiction texts

65 about gay and lesbian individuals. In addition, historical texts that have defined the origin of sexuality are analyzed as well. Also, the course “HIST 131: History of

Sexuality in Comparative Perspective,” which is a review of the history of sexuality in the western countries and more specifically the United States and Europe. Other subjects in this course are based on the connection of gender, sexuality, race, and social status across different societies and periods of time, as well as the connection of religion and sex, sex and imperialism, and sexuality and the law.

The course “HLSC 134: Understanding Human Sexuality,” which focus on a broadened awareness of differences and similarities between the sexes regarding physical anatomy, mental status, society and culture. In addition, information about misunderstandings of sexuality, and modern sex legislation in society is explored.

Furthermore, the course “PSYC 134: Psychology of Human Sexuality,” introduces curriculum about sexuality in relation to physical, mental status, and socio-cultural factors of human development. Other courses that are offered in LGBTQ studies are

“PHIL 123: Philosophy and Feminism,” which is a course that combines feminist views of philosophical questions, and the course “POLS 168: Gay and Lesbian

Politics,” which presents a wide review of the politics of gay and lesbian rights in the

United States. The course “PSYC 160: Homosexuality,” analyzes the psychological status, statements and hypotheses, as well as the phenomenological views that focus on gay men and lesbians. Also, the course provides information about homophobia, relationships, parenting, and aging. Lastly, the courses “SOC 128: Sociology of

Sexuality,” explores the historical, and socio-cultural differences in sexual behaviors,

66 and views, and the course “SWRK 129: Human Sexuality in Social Work

Perspectives,” analyzes the psychological, and socio-cultural impacts on sexual identity, sexual attitudes, and sex discrimination. Through the LGBTQ Studies at Sac

State, students will become aware and gain a better understanding of sexuality, gender diversity, and how these identities inform race and socioeconomic issues. Also, the minor in LGBTQ Studies enables Sacramento State graduates in order to pursue job opportunities in education, social work, counseling, health care, media, law, and nonprofit advocacy with an emphasis on the needs of this community (Table 5).

Preferred Versus Given Name

Sacramento State University acknowledges and accepts the need of many individuals to change their given name into a preferred name for a plethora of personal reasons. As a result, students, faculty, staff members may use the preferred name for university purposes when an individual’s primary name is not required. However, an individual’s primary (or legal) name must be used on degrees, university transcripts, official university records, financial aid and scholarship records, DMV records, and employment related documentation, as well as medical records. Students are able to change their name through their online account very easily and the “Office of the

University Registrar.” However, students may be required to show a certified identification with the student’s legal name, for purposes related to medical records.

In addition, students, who desire to change permanently and legally their primary name should change it following the definitions and instructions of the government law. Sacramento State University can help students, faculty and staff members to

67 change their primary name legally into a preferred or chosen name as long as they obtain a certified copy of a legal document that shows the change.

All Gender Bathrooms

Sacramento State University offers gender inclusive bathrooms in specific halls around the campus, in an effort to promote a campus environment that is inclusive for the transgender population. The new aim of Sacramento State University for the transgender community after the ability of changing their legal (primary) name into a chosen (preferred) name is to create a campus environment under the Assembly

Bill 1732. This Bill requires that all single-user bathroom facilities (male or female) in the state will be identified as all-gender bathrooms. There are 19 gender inclusive bathrooms already on campus, and multiple stalls within another gender inclusive restroom in Sequoia Hall at Sacramento State University (Table 6).

San Francisco State University, California

Housing

San Francisco State University Housing acts in accordance to government and state legislation, the California State University (CSU) policy and its own practice.

Furthermore, individual’s gender identity, as well as the behaviors and attitudes of an individual are inclusive to any facility in San Francisco University even when are not compatible with their assigned sex at birth. As a result, San Francisco State Housing covers the needs of all students and includes all gender identities. In addition, the campus, provides special accommodations to students who request specific facilities due to their gender identity and non-conformity. All of the students that wish special

68 accommodations can fill out a housing application and submit it to the Housing

Office. San Francisco Housing keeps all of the students’ information confidential, while understanding that this process can be very stressful for students. The housing is based on a first-come and first-served process, and faculty members are available to field questions on this process.

Gender inclusive housing opportunities are available within SF State Housing, which allows roommates with same gender, hetero-gender or other gender-identity roommates, regardless of their sex assigned at birth. The rooms have single-person restrooms and shower facilities, providing privacy for every resident. According to

San Francisco State University Housing policy, all residents within gender inclusive housing, like those of any other San Francisco State residence hall, must follow common standards of respect regarding diverse gender identities.

San Francisco State Housing provides assistance to students that feel uncomfortable in their living space. Staff also can assist students to resolve problems and complications with their roommates about expectations in their living space. If the residents are not able to resolve such complications, San Francisco State Housing can offer other living accommodations. Students can download and complete a Room

Change Form to begin the process of moving to a different apartment.

LGBTQIA Student Clubs

San Francisco State University provides an LGBT organization, the “Queer

Alliance” and represents students of all sexual and gender identities. Its mission is to offer resources and information on various organizations and events that support queer

69 and ally individuals within the campus community and off-campus community in general, and to offer a welcoming and inclusive environment for any student. The

“Queer Alliance” is an open and welcoming organization to San Francisco State

University for students, faculty and staff members. Additionally, the “Family

Acceptance Project,” (FAP) provides knowledge to families and better understanding of LGBT issues in order to advocate for their LGBT children. Lastly, another organization for LGBTQIA students at San Francisco State University is the EGAY

(Everything Great About You). The EGAY organizes events at San Francisco State

University, such as discussion groups and other events such as “Pride Prom” and “All

Dragged Up.” The EGAY is an organization that promotes inclusivity for individuals that are interested in acquiring a better knowledge for the LGBT population.

Additionally, they provide information, programs, and activities in order to respond questions regarding up to date issues that center on the LGBT population. Lastly, the

EGAY club organizes movie nights, outings, and events in the city (Table 1).

LGBTQIA Counseling Services

The university offers a plethora of on campus and online mental health services and counseling resources. Students also participate in shaping their ideal residential and campus environment. Campus residents have their own counselor, that help students in case they face symptoms of depression, anxiety, and have difficulty adjusting to college life. “The Family Acceptance Project,” focuses on educating others on the effect of family acceptance on mental and physical health to LGBT

70 youth. “The Family Acceptance Project” aims to advance the LGBT youth’s health care (Table 2).

LGBTQIA On Campus Resources

San Francisco State University provides on campus resources for LGBT students such as the PRIDE Committee which is consisted from staff members and students. The PRIDE Committee has as a primary goal to make San Francisco State

University a safe and inclusive community for all gender identities. Additionally, San

Francisco State University offers the Queer & Trans Resource Center which is built from queer activists and San Francisco State University’s commitment to social justice, in order to provide to LGBTQIA students advocacy, support through events, and services. Also, the Queer & Trans Resource Center connects student to other organizations at San Francisco State University such as Queer Alliance, Pride

Committee. Also, “EROS” it is another program that offers a better understanding of sexuality through events, activities, and programs etc. “EROS” provides information to students for off-campus services, and familiarizes students to the varied community of San Francisco State University and San Francisco in general. Lastly, encourages the diversity, and mental health of students in order to feel comfortable of their sexual behavior (Table 3).

LGBTQIA Events

San Francisco State University provides a plethora of events for LGBTQIA students. One of those is the “San Francisco State parade” that takes place the last weekend of June in San Francisco. In addition, the “Lavender Graduation

Celebration” is another event for the LGBTQIAP+ community at San Francisco State

University for graduate students. Also, the “Queer Your Mind Conference,” brings together people from various cultures to discuss, and analyze LGBTQQIA+ politics.

It attempts to connect education and social justice. It is organized by the Associated

Students’ Queer and Trans Resource Center. Another event is the “Internship” sponsored by the “Queer and Trans Resource Center” (QTRC) provides opportunities for students who are interested in issues of LGBTQIAP+ community. Information regarding LGBTQIAP+ events, and services is provided, and encourages the advocacy and support of LGBTQIAP+ community. Lastly, the “Queer Cinema Project,” which is provided by the College of Liberal and Creative Arts at San Francisco State

University. Its mission is to correlate academic, cultural and political themes, as well as characteristics of LGBTQ experience. The “Queer Cinema Project,” organizes its own events, and cooperates with partners and other related organizations for projects within San Francisco State. The “Pride Prom” is an event that takes place in San

Francisco State University, and is organized for students who could not attend to their high school proms because of other people’s disapproving behaviors and feelings of discomfort. The “Pride Prom” is an event organized by the Queer Alliance, EGAY, and Student Life. In addition, the event “All Dragged Up,” is a performance, in order to show how the society perceives drag shows. The purpose of this event is to show that drag is self-expression and people to gain an understanding of what is drag.

These two events are organized by the EGAY (Everything Great About You) (Table

4).

LGBTQIA Courses

San Francisco State University offers a plethora of courses that are based on gender, sexuality and a minor program in LGBT studies. LGBT studies focus on analyzing and explaining meanings about sexual orientation and gender identity in various texts from arts, biology, culture, education, history and literature. LGBT studies mainly engages LGBT students that desire to acquire more knowledge about their experiences and challenges, as well as their interests and sexualities as LGBT individuals. The courses that are provided in LGBT studies at San Francisco State

University with an emphasis on the transgender community are the “SXS 458:

Introduction to Transgender Studies,” a course from Sexuality Studies, which explores the transsexuality, drag, transvestitism, and lesbianism. The courses “WGS 552:

Transgender Identities and Communities,” which is an analysis of transgender identities and communities through texts that center on culture and history, and an international feminist aspect, the course “RRS 375: Queer Arabs in the U.S.,” that presents topics of queer Arabs in the U.S. Another course “ARTH 403: Queer Art

History” provides information of the Western queer art, and texts related to homophobia, lesbian history, love, feminism related to lesbianism, families and communities, racial diversity, AIDS, and other issues. The courses from Sexuality

Studies “SXS: 635 Queer Masterpieces,” serves as an exploration of LGBT peoples’ issues in the Western society, and how these issues are figured by poetry, novels, and arts, as well as the course from Women and Gender Studies “WGS 551: Queer

Literatures and Media,” which centers on queer literature and media from a feminist

73 view, and the cross sectional analysis of gender, race, class, sexuality, and ethnicity for analyzing texts related to history, culture and fiction. Finally, the course Women and Gender Studies “WGS 612: Queer Theory,” serves as an exploration of queer theory and theoretical perspectives of the sexual theory.

San Francisco State University also offers a program in Sexuality Studies, in which students can acquire knowledge of LGBT standpoints. Sexuality studies focus on how LGBT students can create and organize stronger communities on campus and off campus. Sexuality studies include courses from different scientific fields such as humanities, ethnic studies, sociology, women and gender studies, etc. The courses that are provided in Sexuality Studies at San Francisco State University with an emphasis on sexuality and the LGBT community in general are the “SXS 110:

Sexuality in Society,” which is an introduction of sexuality in society and focus on knowledge of sexuality, including journals, documentary films, and media. Also, the course “SXS 300: Introduction to Human Sexuality,” provides information on human sexuality studies, and the course “SXS 320: Sex and Relationships,” analyzes the importance of sexuality in relationships which society deems as abnormal. The course

“SXS 332: Representation and Narration of Sexuality in Hollywood Cinema,” which explores the presence of sexuality in Hollywood cinema. This course connects sexuality with critical race, queer, and feminist theory. The course “SXS 350:

Selected Issues in Human Sexuality,” analyzes topics in human sexuality, and the course “SXS 369: Philosophical Issues in Sexuality,” provides information for moral and legal concerns such as rape, pornography, abortion, and prostitution.

Another course “SXS 460: AIDS and People of Color in the U.S.,” explores the political, psychological, and socioeconomic effect of AIDS on different cultures, and provides recommendations and ways of prevention. Other courses that focus on sexuality and gender are the “SXS 421: Homophobia and Coming Out,” which provides information about homophobia, and “SXS 436: The Development of

Femaleness and Maleness,” offers an awareness of the development of maleness and femaleness, as well as the stereotypes regarding the roles of sexes and social issues. In addition, the course “SXS 455: Sex, Power and Politics,” explores the definitions of societal gender roles, and other concerns related to AIDS/STD's, pedophilia, pornography, abortion, etc. and “SXS 456: Psychology of Human Sexual Behavior,” explores the psychological characteristics of human sexuality especially related to gender identity, and sexual orientation.

Other courses such as “SXS 469: Sex and Morality,” focus on sexuality in correlation with moral values, and “SXS 470: Sex and the Net,” analyzes the sexuality in relationship with the Internet. Additionally, the courses “SXS 530: Gender and

Sexuality in Ancient Greece and Rome,” presents sexuality through the Ancient Greek and Roman years, and “SXS 550: Field Service in Human Sexuality Studies,” presents services in on-campus research, or off-campus services involved in human sexuality.

Another course “SXS 567: Cross-Cultural Aspects of Sex and Gender,” is based on the cultural characteristics of sex, sexuality, and gender, and “SXS 569: Sex and the

Law,” analyzes topics of sexuality in combination with legislation regarding marriage, sex discrimination, abortion, rape, and other sex-related activities. Also, the courses

“SXS 601: Sexuality, Ethnicity, and Health” is an understanding of sexuality, ethnicity, and health, “SXS 605: Sexual Violence” presents a variety of subjects regarding sexual violence, and “SXS 667: Lesbian, Gay, Bisexual, Transgender and

Queer Cultures and Society” is a sociological analysis of LGBTQ communities, and cultures. The “SXS 703: Lesbian, Gay, Bisexual, Transgender Sexuality and Health” explores the correlation of LGBT individuals’ sexuality and health. The course “SXS

705: Sexual Violence,” provides information regarding sexual violence.

Additionally, in Sexuality Studies at San Francisco State University courses are offered that examine transgender individuals specifically and the issues that they face, such as the course “SXS 301: Perspectives in Gay, Lesbian, Bisexual, and

Transgender Studies,” which focus on LGBT studies as a field of knowledge, and provides information on socio-cultural and personal aspects of gay, lesbian, bisexual, and transgender issues. Furthermore, the course “SXS 380: Coloring Queer:

Imagining Communities” analyzes the experiences of queer individuals of color in the

United States, combining the fields of humanities with sexuality and race. The course

“SXS 400: Variations in Human Sexuality,” explores the plethora of factors in sexuality, such as sexual identity, relationships, behavior, and fantasy. Another course, SXS 405: Queer Art History,” explores the Queer art in relationship with homophobia, and LGBTQ, and presents major artists, eroticism, racial diversity, and

AIDS, amongst other issues. The course “SXS 440: Native Sexualities and Queer

Discourse,” is comparative, and socio-historical analysis of indigenous people sexualities and gender views and beliefs. In addition, the course “SXS 551: Queer

Literatures and Media” is based on queer literature and media through a feminist view.

The course “SXS 635: Queer Masterpieces,” offers information on gay, lesbian, bisexual, and transgender issues in relationship with poetry, novels, and visual performing artists.

Furthermore, San Francisco State University offers Women and Gender studies as a Bachelors and/or Master’s degree. Women and Gender studies focus on women, gender, and feminism. However, Women and Gender Studies at San Francisco State

University, also provides a variety of courses that focus on the transgender community such as the courses “WGS 440: Native Sexualities and Queer Discourse,” which is a historical analysis of indigenous sexualities and gender definitions, as well as the course “WGS 534: Gender and the Law,” that presents topics of women and the legislation, including LGBT rights, and legislation for equality. The course “WGS

551: Queer Literatures and Media,” focuses on queer literature and media from a queer theory lens. Other courses that are offered in Women and Gender Studies and are focused on the transgender community are “WGS 552: Transgender Identities and

Communities,” which analyzes transgender identities culturally and historically using a feminist perspective, and lastly, the course “WGS 612: Queer Theory” that explores queer theory, and theories of sexual history.

Additionally, the San Francisco State University Minor program of Ethnic

Studies has enhanced the Queer Ethnic Studies. Queer Ethnic Studies have combined topics from Sexuality Studies, Women and Gender Studies, Asian American, and

American Indian Studies, Race and Resistance Studies, as well as Africana Studies

77 and new courses that center generally on intersectionality of queer studies and race.

Queer Ethnic Studies focuses on the history and diversity of sex and gender based on the queer of color theory. San Francisco is a city that embraces the diversity and more specifically the LGBTQIA populations. However, the diversity of gender and sex is not restricted only to white LGBTQIA community, but includes the LGBTQIA of color community. The Queer Ethnic Studies Minor provides the course from Race and Resistance Studies “RRS 380: Coloring Queer: Imagining Communities,” which is an exploration of the queer of color experiences in the United States. The course combines topics regarding racism, homophobia, transphobia, and intersectionality.

Also, other courses from Queer and Ethnic Studies are “AAS 584: Asian

American Sexualities,” from the Asian American Studies. It is an introduction to

Asian American queer theory and sexuality studies. It explores the effect of sexuality to race, and gender among Asian Americans. The course “AIS 440: Native Sexualities and Queer Discourse” is a socio-historical analysis of indigenous sexualities and gender definitions. The course “RRS 304: Decolonize Your Diet: Food Justice and

Gendered Labor in Communities of Color” centers on food justice in communities, as well as topics that are based on gender and race on traditional food systems, and environmental racism. The course “RRS 460: AIDS and People of Color in the U.S.” examines the psychological, and socio-economic effect of AIDS on different cultures and people of color. It also provides strategies for prevention of AIDS. The course

“LTNS 410: Seminar on Gender and Latinas/os,” which examines how Latinos in the

United States and Latin America have impacted society politically, socio- economically, and culturally.

Other courses focus on the intersection of gender and race with queer discourse is the “WGS 200: Introduction to Women and Gender Studies,” which is an introduction of feminist movement and beliefs and gender studies. The “AIS 420:

Native Genders and Feminism,” from the American Indian Studies, is an introduction to indigenous genders and feminism. Another course provided to the Queer Ethnic

Studies is the “AFRS 202: Black Men's Studies,” from the Africana Studies. The course analyzes the development of Black maleness within their family and society.

Additionally, the course “LTNS 445: Gendered Borders: Latinas and Globalization,” from Latina/o Studies, which examines the gender and globalization, and more specifically the employment struggles of Latinas, and their independence. Another course is the “RRS 280: Race, Gender, and Science Fiction,” which is a course from

Race and Resistance Studies. This course explores science fiction in order to analyze race and gender. Additionally, the course “RRS 571: Women, Class, and Race,” explores the impacts of class and race in the life of women in the United States.

Another course that is provided in the Queer Ethnic Studies is “LTNS 505: Gender,

Sexuality, and Latino Communities” is an introduction to gender and sexuality in the

Latino community (Table 5).

Preferred Versus Given Name

San Francisco State University students are able to request a change from their given name, which is recorded in their official university records, Housing or Student

Center account to a different preferred name. San Francisco State acknowledges and accepts the preference of students to change their legal names into preferred names for identifying themselves. Additionally, they provide an inclusive, and nondiscriminatory environment. Additionally, the Office of Human Resources and the

Registrar's Office have implemented a self-service option for employees and students to choose their “Preferred Name.” San Francisco State’s Academic Senate passed legislation in September 2016 supporting the choice of a “preferred” name. Students can choose the name that they desire to identify themselves through the Student

Center. In San Francisco State University, the “Preferred Name” will show on the

Student Center, the Advisor Center, the Faculty Center including Class and Grade rosters, iLearn, Student Health Services, and Housing offices. The chosen name can also be used on the OneCard. In addition, in the official website of San Francisco

State University, there are guidelines for students to change their legal name to their chosen name. However, students who legally wish to change their legal name need to complete a “Name Change Request” form with verification such as a Driver's License, or passport to the Registrar's Office.

All Gender Bathrooms

San Francisco State University provides equitable and inclusive facilities for

LGBTQIA students such as all-gender restrooms on campus. A total of 30 single all- gender restrooms are available to all members on campus. In addition, there are other four single all-gender restrooms planned. Finally, all of the single men’s or women’s bathrooms have been made all-gender (Table 6).

Chico State University, California

Housing

Chico State University Housing offers Living-Learning Communities to bridge academics with on-campus living. This allows students to build relationships within their specific passions. Chico State University Housing offers housing with specific themes which include students with similar interests, academic fields and life experiences. One of those groups include LGBT+ with an emphasis on the “T” transgender themed Housing at Chico State University, the Lavender Community, which includes LGBTQ+ students. Residents can live together regardless of their gender identity. This style of housing helps students evolve and discover their identities. It also helps them connect more with campus resources. Chico State

University Residential Life offers an inclusive housing climate and enhances students’ personal improvement. The campus provides housing communities and well-equipped coordinators, in addition to student advisors for each living area. Furthermore, Chico

State offers a programming and leadership administrator who is responsible for creating inclusive social, and entertaining activities within the housing communities.

LGBTQIA Student Clubs

Chico State University, provides a great number of resources which are run by student activists such as the “Gender & Sexual Equity Coalition,” which is a student- run organization with a mission to enhance all students through its three programs:

Women’s Program, Queer Program, and the Trans Program. The “GSEC” rejects the societal norms which have been used to discriminate and underrepresent individuals,

81 by offering opportunities for leadership, and personal growth. Also, it offers affirming and inclusive environment.

More specifically, the Women’s Program focus on feminist beliefs in order to provide educational chances, and programs which are based on a diverse group of women’s experiences. Its mission is to enhance the personal, educational, and professional improvement, and development of all women. The “Queer Program” at

Chico State University at the same time focus on offering LGBTQ+ education, as a way to maintain an open and welcoming campus environment, as well as to create an affirming community for all queer people. Its mission is to develop inclusive and welcoming environment for all students regardless of their gender identity. The

“Trans Program” at Chico State University has as a goal to create inclusivity, and personal growth for all transgender and gender non-conforming individuals by fighting the institutional underrepresentation that are generated by cissexism and transphobia. The Trans Program is based on the intersectional theory, while it focuses on individuals of all gender and sex identities. The “Gender and Sexual Equity

Coalition” includes a variety of services, such as internships, newsletters, blogs and radio shows, and events, in order to empower gender and sexual inclusivity.

LGBTQ individuals are more likely to experience mental health issues because of discrimination due to their gender identities. As a result, LGBTQ+ students face minority stress, which is a type of stress for underrepresented individuals. For this reason, Chico State University provides a plethora of diversity resources and support services for LGBTQ+ students. Another student run organization, is the “Pride/Safe

Zone Student” with its mission to promote interaction between LGBTA students. The organization also works as a social, and educational service on campus. At the same time the “Women’s Center” organization, which takes action through students’ activism promotes the feminist belief of equality regardless of gender. This organization offers a safe and welcoming environment for awakening all students through awareness of events, and services (Table 1).

LGBTQIA Counseling Services

Chico State University offers counseling services for LGBTQ+ students. The campus Counseling and Wellness Center (CWC) encourages safety and health amongst LGBTQIA students. It offers a better understanding of the issues that students face, and promotes a climate of change in order to decrease negative behaviors. LGBTQ+ individuals are more likely to experience psychological issues related to depression and stress due to stigma and discrimination (Table 2).

LGBTQIA On Campus Resources

Chico State University provides LGBTQIA students information and support services such as the “Transgender Task Force” whose mission is to educate Chico

State and the surrounding community about gender diversity. The program aims to foster a welcoming environment and community. In addition, the “Safe Zone Ally

Program” focuses on how to reduce homophobia, and heterosexism on campus community and create a safe, and inclusive environment for all members of the

LGBTQIA community (Table 3).

LGBTQIA Events

Chico State University celebrates Queer Week through a plethora of events for the LGBTQIA community with an emphasis on “T” transgender. In cooperation with other on campus organizations, the Associated Students Gender and Sexuality Equity

Center (GSEC) is celebrating an event called “Queer Week.” The “Queer Week” provides awareness on LGBTQ+ issues, and advocacy to the queer community. The

“Queer Week” takes place on October and every year has a different theme. Some of the events during “Queer Week” are the “Outside film screening,” the “Safe Zone Ally

Training,” which is a program that aims to fight homophobia, trans misogyny, heterosexism at Chico State University as well as the outside community. The Safe

Zone is training program, which provides awareness of LGBTQIA+ issues. The “Safe

Zone Ally Training” program aims to enhance and promote an inclusive environment for LGBTQIA+ individuals. The “Pride Tabling Fair,” the “Pride March Pre-Party,” and the Chico State University “Out of Darkness Walk” event, aims to provide information about suicide prevention. In these walks people donate in order the

American Foundation for Suicide Prevention (AFSP), to expend money for more research and provide more educational programs for people to gain a better understanding for suicide and strategies in order to prevent it.

Additionally, the “Queer Prom” at Chico State University, provides the opportunity for those students that have not attended their Prom due to the exclusion and discrimination, they faced as LGBTQIA students. Lastly, the “Drag Show” is an event that takes place at Chico State University every year in the ‘Queer Week.” This

84 event is a recipient for the 6th Street Center for Youth, which is an organization that provides resources and services to today’s youth which are homeless in order to gain a better living and wellbeing. Other events at Chico State University for the LGBTQ+ community are the “Pride Welcome Reception,” which welcomes LGBTQIA+ students to the university and “Conversations on Diversity and Inclusion,” which centers in the complications of group and individual identities. The conversation focuses on issues that are related to identities and more specifically homophobia, racism, sexism, classism etc. The “Conversations on Diversity and Inclusion” aim through conversation and knowledge to promote advocacy, support and inclusivity.

Other events that center on the LGBTQ+ community are the “Conversation on

Diversity and Inclusion Awards,” “Lavender Graduation Celebration,” which is a celebration for LGBTQIA students that graduate and the “11th Annual Diversity Art

Exhibit” (Table 4).

LGBTQIA Courses

At Chico State University there are many LGBTQIA courses offered from

Multicultural Gender Studies. One course is “MCGS 310: Lesbian, Gay, Bisexual,

Transgender, and Queer Issues and Identities.” This course examines gay, lesbian, bisexual, transgender, and queer theories and issues as well as the LGBTQ identity formation through different fields, such as media, politics, sexuality, science, and the law. Other courses that focus on gender and sexuality in relationship with law, politics, history, society and culture are the “MCGS 330: Sociology of Gender,” which examines gender as socially defined and its effects on both gender society and culture.

This course focuses on gender transformations in regards to ethnic, racial, sexual and social background. Additionally, another course that is offered, “MCGS 380: Gender,

Science, and Society,” which is a course based on ways in which science, and culture impact individuals understanding of sexuality, both in Western and non-Western cultures. The course “MCGS 401: Sexual Minorities, Law, and Politics” examines how the law has impacted and continues to impact the lives of LGBT individuals. The course “MCGS 479: Gender and Language in Cross- Cultural Perspectives” explores recent theories in relation to language, gender, and sexuality.

Other disciplines on campus also focus on LGBTQIA issues. A course

“ENGL 479: Language and Gender in Cross- Cultural Perspectives” examines recent theories in relation to language, gender, and sexuality. The course focuses on the linguistics of gender, in regards to class and ethnicity. It also explores the intersection of linguistic anthropology, and sociolinguistics. The course examines gendered speech, and writing. In addition, the course “PSYC 391: Psychology of Prejudice,

Hate, and Violence” examines the nature of discrimination and its impact on societal violence. This course also proposes strategies for reducing prejudice and violence in today’s society. The course “PSYC 674: Counseling Aspects of Sexuality and of

Substance Abuse” is an overview of counseling related issues about sexuality. This course focuses on prevention, diagnosis, and treatment of such abuse.

Other disciplines delve into how sexuality informs their prospective areas of study. Chico State University offers the course “RELS 369: Religion and Sexuality,” which focus on religious and human sexuality views. The course “RELS 107: Bible

Controversies” explores the debate over the explanation of the Bible in Western culture. The course “SOCI 133: Sociology of Sexuality” shows the complication and influence of sexuality on our experiences. In addition, this course explores how society has defined cultural sexual meanings, attitudes, and debates. The course

“SOCI 330: Sociology of Gender” looks at gender as socially defined and its impact socially and culturally. This course centers on how gender transforms as regards to intersectional identities. Another course for LGBT studies is the “SOCI 346: Sport and Society,” which explores the interrelation between sport, and society. “SOSC

430: Family Relations Capstone Seminar” is a seminar that explores family studies by looking at topics such as, marriage, parenting, sexuality, gender, and aging.

Furthermore, the course “SOCI 433: Constructing Sexualities” studies the ways in which society, and people shape sexuality, and explores the correlation between sexual behavior, and identities. In the LGBT studies in Chico State University there are not courses specifically for the transgender community. In addition, the Women Studies program provides courses that focus on women and gender, as well as sexuality. The

Women Studies major provides the only course that is focused on transgender students specifically, “WMST 480: Sex Work, Queer Desire, and Transfeminism,” explores an international study of sex work, as well as queer desire, transgender history and transfeminism (Table 5).

Preferred Versus Given Name

Chico State University preserves a student’s legal name as part of the student academic record, and for California state and federal reporting requirements. Legal

87 names can be altered through certified governmental and state documentation. At the same time CSU, Chico acknowledges and accepts the fact that some students may desire to use another name for identifying themselves. When the use of the preferred name is not a way of misstatement the University will accept the preferred name on specific University related records or documents. However, the preferred name will not appear on all the University records. Sometimes students with a preferred name need to show verification of their legal name in order to have access in the university facilities.

All Gender Restrooms

Chico State University provides a map of all gender bathrooms around their campus. Gender neutral bathrooms exist all over the campus. More specifically,

Chico State University provides 28 gender neutral bathrooms for its students (Table

6).

Tables

The below tables were created in order to reveal the side by side comparison of

LGBTQIA student clubs (Table 1), counseling services (Table 2), on campus resources (Table 3), events (Table 4), courses (Table 5), and all gender bathrooms

(Table 6) at Sacramento, San Francisco, and Chico State Universities. Lastly, Table 7, was created in order to reveal the total number of student clubs, counseling Services, on-campus resources, events, courses and all gender bathrooms for each of the three aforementioned California State Universities.

Table 1

Number and Names of LGBTQIA Student Clubs at Sacramento, San Francisco, and Chico State Universities

Sacramento State San Francisco State Chico State University, University, California University, California California 1. Lavender Collective 1.Queer Alliance 1. Gender & Sexual Equity Coalition 2. Delta Lambda Phi 2.Family Acceptance 2. Women’s Program Project 3.EGAY (Everything 3. Queer Program Great About You)

4. Trans program 5. Pride/Safe Zone Students 6. Women’s Center

Table 2

Number and Names of LGBTQIA Counseling Services at Sacramento, San Francisco and Chico State Universities

Sacramento State San Francisco State Chico State University, California University, California University, California 1. Queer Connect 1. The Family 1. Counseling and Acceptance Project Wellness Service

Table 3

Number and Names of LGBTQIA On Campus Resources at Sacramento, San Francisco and Chico State Universities

Sacramento State San Francisco State Chico State University, California University, California University, California 1. Multi-Cultural Center 1. PRIDE Committee 1. Transgender Task Force 2. PRIDE Center 2. Queer & Trans 2. Safe Zone Ally Resource Center Program 3. Women’s Resource 3. EROS Center 4. Diversity Council

Table 4

Number and Names of LGBTQIA Events at Sacramento, San Francisco and Chico State Universities

Sacramento State San Francisco State Chico State University, California University, California University, California 1. Lavender Graduation 1. San Francisco State 1. Queer Week parade 2. Safe Zone Training 2. Lavender Graduation 2. Outside film screening Celebration 3. Rainbow Chamber of 3. Queer Your Mind 3. Safe Zone Ally Commerce Conference Training 4. Perverse Potential of 4.Internship from Queer 4. Pride Tabling Fair LGBT Families and Trans Resource Center 5. In-Queer-Y Panel 5. Queer Cinema Project 5. Pride March Pre-Party 6. Queer Hornet Picnic 6.Pride Prom 6. Out of Darkness Walk 7. Coffee and 7. All Dragged Up 7. Queer Prom Conversation with President Nelsen 8. Queer Prom 8. Drag Show 9. Clothing Drives 9. Pride Welcome Reception

Sacramento State San Francisco State Chico State University, California University, California University, California 10. Queer Welcome 10. Conversations on Diversity and Inclusion 11. Conversation on Diversity and Inclusion Awards 12. Lavender Graduation Celebration 13. 11th Annual Diversity Art Exhibit

Table 5

Number and Names of LGBTQIA Courses at Sacramento, San Francisco and Chico State Universities

Sacramento State San Francisco State Chico State University, California University, California University, California 1.WOMS 50: 1.SXS 458: Introduction 1.MCGS 310: Lesbian, Introduction to Gender & to Transgender Studies Gay, Bisexual, Sexuality Transgender, and Queer Issues and Identities 2.WOMS 125: Sex & 2.WGS 552: Transgender 2.MCGS 330: Sociology Gender in South Asia Identities and of Gender Communities 3.WOMS 133: Gender & 3.RRS 375: Queer Arabs 3.MCGS 380: Gender, Health in the U.S. Science, and Society 4.WOMS 4.ARTH 403: Queer Art 4.MCGS 401: Sexual 150: Introduction to History Minorities, Law, and Queer and Trans Studies Politics 5.WOMS or HIST 172: 5.SXS: 635 Queer 5.MCGS 479: Gender and LGBTQ Histories Masterpieces Language in Cross- Cultural Perspectives 6.ENGL 170M: 6.WGS 551: Queer 6.ENGL 479: Language Literatures of Sexuality Literatures and Media and Gender in Cross- Cultural Perspectives 7.ENGL 190Q: Gay and 7.WGS 612: Queer 7.PSYC 391: Psychology Lesbian Literature Theory of Prejudice, Hate, and Violence

Sacramento State San Francisco State Chico State University, California University, California University, California 8.HIST 131: History of 8.SXS 110: Sexuality in 8.PSYC 674: Counseling Sexuality in Comparative Society Aspects of Sexuality and Perspective of Substance Abuse 9.HLSC 134: 9.SXS 300: Introduction 9.RELS 369: Religion Understanding of Human to Human Sexuality and Sexuality Sexuality 10.PSYC 134: 10.SXS 320: Sex and 10.RELS 107: Bible Psychology of Human Relationships Controversies Sexuality 11.PHIL 123: Philosophy 11.SXS 332: 11.SOCI 133: Sociology and Feminism Representation and of Sexuality Narration of Sexuality in Hollywood Cinema 12.POLS 168: Gay and 12.SXS 350: Selected 12.SOCI 330: Sociology Lesbian Politics Issues in Human of Gender Sexuality 13.PSYC 160: 13.SXS 369: 13.SOCI 346: Sport and Homosexuality Philosophical Issues in Society Sexuality 14.SOC 128: Sociology 14.SXS 460: AIDS and 14.SOSC 430: Family of Sexuality People of Color in the Relations Capstone U.S. Seminar 15.SWRK 129: Human 15.SXS 421: 15.SOCI 433: Sexuality in Social Work Homophobia and Coming Constructing Sexualities Perspectives Out 16.SXS 436: The 16.WMST 480: Sex Development of Work, Queer Desire, and Femaleness and Maleness Transfeminism 17.SXS 455: Sex, Power and Politics 18.SXS 456: Psychology of Human Sexual Behavior 19.SXS 469: Sex and Morality 21.SXS 470: Sex and the Net 22.SXS 530: Gender and Sexuality in Ancient Greece and Rome

Sacramento State San Francisco State Chico State University, California University, California University, California 23.SXS 550: Field Service in Human Sexuality Studies 24.SXS 567: Cross- Cultural Aspects of Sex and Gender 25.SXS 569: Sex and the Law 26.SXS 601: Sexuality, Ethnicity, and Health 27.SXS 605: Sexual Violence 28.SXS 667: Lesbian, Gay, Bisexual, Transgender and Queer Cultures and Society 29.SXS 703: Lesbian, Gay, Bisexual, Transgender Sexuality and Health 30.SXS 705: Sexual Violence 31.SXS 301: Perspectives in Gay, Lesbian, Bisexual, and Transgender Studies 32.SXS 380: Coloring Queer: Imagining Communities 33.SXS 400: Variations in Human Sexuality 34.SXS 405: Queer Art History 35.SXS 440: Native Sexualities and Queer Discourse 36.SXS 551: Queer Literatures and Media 37.SXS 635: Queer Masterpieces

Sacramento State San Francisco State Chico State University, California University, California University, California 38.WGS 440: Native Sexualities and Queer Discourse 39.WGS 534: Gender and the Law 40.WGS 552: Transgender Identities and Communities 41.RRS 380: Coloring Queer: Imagining Communities 42.WGS 200: Introduction to Women and Gender Studies 43.AAS 584: Asian American Sexualities 44.AIS 420: Native Genders and Feminism 45.AIS 440: Native Sexualities and Queer Discourse 46.AFRS 202: Black Men's Studies 47.LTNS 445: Gendered Borders: Latinas and Globalization 48.RRS 280: Race, Gender, and Science Fiction 49.RRS 304: Decolonize Your Diet: Food Justice and Gendered Labor in Communities of Color 50.RRS 460: AIDS and People of Color in the U.S. 51.RRS 571: Women, Class, and Race 52.LTNS 410: Seminar on Gender and Latinas/os,

Sacramento State San Francisco State Chico State University, California University, California University, California 53.LTNS 505: Gender, Sexuality, and Latino Communities

Table 6

Number of All Gender Bathrooms

Sacramento State San Francisco State Chico State University, California University, California University, California 20 30 28

Table 7

Total Number of LGBTQIA Student Clubs, Counseling Services, On-Campus Resources, Events, Courses and All Gender Bathrooms for Each of the Three California State Universities at Sacramento, San Francisco, and Chico

California Number of Number of Number of Number of Number of Number of Total State LGBTQIA LGBTQIA LGBTQIA LGBTQIA LGBTQIA All Gender Number Universities Student Counseling On Events Courses Bathrooms Clubs Services Campus Resources Sacramento 2 1 4 10 15 20 52 State University

San 3 1 3 7 53 30 97 Francisco State University

Chico State 6 1 2 13 16 28 66 University

Summary

The data from this research was collected from three Northern California State

Universities, including Sacramento State University, San Francisco State University and Chico State University. The three universities were examined to gauge how inclusive each campus is. The researcher looked at accommodation facilities

(housing, and all-gender bathrooms), events for the transgender community, courses that focus specifically on the transgender community, clubs that are offered for transgender students, and on campus resources as well as counseling services, specifically for transgender students. In addition, the three California State

Universities were examined in order to determine what is the inclusivity of the campus climate in the aforementioned universities in Northern California and more specifically what are the campus resources and accommodations for transgender students in higher education, the courses that are offered that center on transgender students’ identities and experiences in their curriculum, and what are the recommendations, strategies and solutions for offering a more inclusive environment and resources for transgender students. The following tables represent each campus and resources for transgender students that were tallied from the information gathered in this study. The final table (Table 7) shows that San Francisco State University had the most resources available for transgender students with 97 of resources. Chico

State had a moderate 66 number of resources and Sacramento State had the least amount, at 52 resources.

Chapter 5

DISCUSSION, CONCLUSION, LIMITATIONS, AND RECOMMENDATIONS

Discussion

The purpose of this study was to examine the inclusivity of transgender students in higher education through the investigation of the campus climate at three

Northern California State campuses at Sacramento, San Francisco and Chico State

University. More specifically, the researcher explored the campus resources and accommodations for transgender students in higher education, and the courses that are offered that center on transgender students’ identities and experiences within the curriculum. Additionally, the researcher suggested recommendations, strategies and solutions for offering a more inclusive environment for transgender students. The findings of the analysis provided the researcher a better understanding of how welcoming and inclusive the campuses are for transgender individuals. The importance of inclusivity determines increased retention rates and academic success for transgender students in higher education. The reason that the researcher chose these three aforementioned Northern California State Universities is because they reflect varied demographic differences and geographical areas.

Results from studies such as Singh et al. (2013) showed the participants requested more experienced and well-equipped faculty and staff members, as well as administrators with whom transgender students work together in the educational environment. Also, transgender students in the study of Singh et al. (2013) requested educators to become better on how to pronounce correctly their names and to be more

97 experienced on transgender related issues. Transgender students asked for advancement to all gender facilities on campus and more specifically inclusive accommodation facilities, as well as all-gender bathrooms.

Housing

The findings of the analysis on housing reveal that San Francisco State

University is more affirming and inclusive as far as the housing facilities and opportunities offered to transgender students. According to San Francisco State

Housing legislation, all residents must be respectful of different gender identities and expressions. Additionally, San Francisco State Housing provides staff, faculty, and administrators help when students face challenges within their residence. San

Francisco State University offers other housing procedures, such as an application in order to change rooms and as a result resolve such complications. Also, they provide information and assistance based on resources and services for transgender residents.

However, at Sacramento State University the housing facilities are not very inclusive for transgender students, in comparison with San Francisco State University. More specifically, they are not offered as much single rooms for students that identify themselves as transgender or gender non-conforming. At the same time, the bathrooms that are offered in the residence halls are specified by gender, for male and female only. Even in the residence hall that is designated for “Social Justice and

Inclusion,” which means this is ideal place for students that are interested in social justice and inclusivity, are offered rooms to share with other residents, which means that the rooms are designated for two or more students.

Based on the analysis of the existing data, Sacramento State University is not as welcoming and affirming to the transgender community in housing, when compared to San Francisco State University, which provides specific housing facilities and accommodations to transgender residents. However, Sacramento State University offers the Residence Hall Association (RHA), an organization that embraces diversity, and assists Sacramento State -students with specific requests, as well as establishes respect and consciousness amongst campus residents. In addition, students that reside in the halls at Sacramento State University can request their room preferences and choose if they desire to move in or out. This process can occur by filling out an online form. San Francisco State Housing also covers the needs that are related to accommodation and discrimination and includes all gender identities. Furthermore, students have the opportunity to request special accommodation, by filling out a housing application and submitting it to the Housing Office. San Francisco State

University embraces all gender identities and expressions. In addition, gender inclusive housing opportunities are available within San Francisco State Housing.

The findings of this research indicate that Chico State University Housing offers gender inclusive housing as well. More specifically, Chico State University offers residence halls that are based on themes, such as the Lavender Community that includes LGBTQ+ students. In addition, Chico State University provides each housing community, an educated and well-equipped housing administrator and student resident advisors for each residence hall. Furthermore, Chico State offers an administrator whom is responsible for creating an inclusive environment. They are to

99 create educational, and social activities within the University Housing communities.

Most resources available throughout the state found that Universities are similar.

However, after reviewing the survey results, data shows that San Francisco State

University provides the highest inclusivity rates, based on the idea that they offer more gender-neutral housing opportunities for transgender students. These findings are related to the findings from other research on housing. More specifically, in the study of (Pryor et al. 2016) transgender students reported having positive outcomes of living within a housing environment that is open and safe, where they can express themselves. However, many transgender students mentioned that they were feeling lonely as time went by, since they did not have any roommate to communicate with.

Finally, the study of Pryor et al. (2016), indicated the necessity of housing coordinators who are well experienced in order to assist transgender students finding other roommates. According to Bilodeau (2009), many universities provide residential facilities that are designated for hetero gendered individuals (as cited in

Pryor et al., 2016). At the same time, university policies such as the selection of roommates, the existence of specified by gender bathrooms and floors enforce the dominance of cis-genderism on campus, and can lead to discrimination and exclusivity of transgender students (Pryor et al., 2016). According to Pryor et al. (2016), very few universities follow policies that prohibit discrimination and victimization for transgender students. Additionally, very few universities provide transgender or gender non-conforming (TGNC) bathrooms, and housing accommodations (Beemyn,

2013, as cited in Pryor et al., 2016).

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These practices though are not helpful enough in providing an inclusive campus environment for transgender students. As a result, many transgender students prefer to conceal their real needs in order to avoid further discrimination (Pryor et al., 2016).

LGBTQIA Student Clubs

The results of the data on LGBTQIA Student Clubs show that Chico State

University provides the largest number of LGBTQIA Student Clubs within their campus. More specifically, it provides six LGBTQIA Clubs, while San Francisco

State offers three and Sacramento State University offers two as listed in Table 1.

This means that Chico State University shows the highest inclusivity between the other two California State Universities as far as LGBTQIA Student Clubs. The

101 existing research indicates, that student Clubs specifically for transgender students will make them feel included on campus. These clubs, will bring together the transgender students, since they will enable them to be united and share their experiences with other transgender students (Beemyn et al., 2005). According to Seelman (2014b), clubs for transgender students on campus will empower transgender students in universities, and make them a stronger community.

LGBTQIA Counseling Services

The results of the data on Counseling Services for the transgender population show that all of the three aforementioned California State Universities provide the same number of counseling services within their campus. More specifically,

Sacramento, San Francisco, and Chico State Universities provide one counseling resource for the transgender student population, as listed in Table 2. As a result, the three California State Campuses provide the same inclusivity as far as the LGBTQIA

Counseling Services. Based on the examination of data, Sacramento, San Francisco, and Chico State Universities are organized in providing an affirming campus environment for all students regardless of their sex, gender and sexual orientation.

The existing research indicates the importance of counseling services in colleges. In the study of Seelman (2014a), transgender students requested counselors that are well educated regarding mental health and psychology. Also, they requested that counselors be experienced and well trained on how to resolve their issues. In the study of McKinney (2005), the findings indicated that transgender students were unhappy with faculty members and administrators regarding the knowledge and

102 awareness on transgender concerns and challenges. Transgender students also mentioned the lack of campus resources and inefficient counseling services.

LGBTQIA On Campus Resources

The results of the analysis of this section show that Sacramento State

University, provides the largest number of on campus resources as listed in Table 3.

More specifically, this college provides five campus resources, while San Francisco

State University provides three resources, and Chico State University provides the least amount of campus resources with two organizations (Table 3). It is interesting to note that Sacramento State University offers more on campus resources than the other two California State Campuses, especially considering the diversity and size of San

Francisco. The findings from other existing research indicate that, there are limited campus resources for transgender students. In the study of Singh et al. (2013) transgender students referenced a small number of campus resources. This has resulted in an increased risk of mental health problems within the transgender population. Additionally, according to the study of Seelman (2014a), information about transgender and gender non-conforming (TGNC) people are severely limited on campus. In addition, according to Pryor et al. (2016), many of the participants in this study reported that their academic performance was not good, due to limited campus resources. According to McKinney (2005), (as cited in Pryor et al., 2016), in his study reported two worries. Firstly, education coordinators are not well equipped about transgender students’ issues. Secondly, researchers reported that there are not enough off-campus physical and mental health support services for transgender population (as

103 cited in Pryor et al., 2016). While, there is still research that reports limitations on transgender specific resources in higher education, these records create a higher climate of discomfort and exclusivity for transgender students (Pryor et al., 2016).

LGBTQIA Events

The results of the analysis of this section indicate that Chico State University provides the highest number of events for the LGBTQIA Community. The number of events at Chico State University is thirteen as listed in Table 4, almost twice the number of the events that are provided at San Francisco State University. More specifically, the number of events for the LGBTQIA Community at San Francisco

State University is seven, lower than the number of events at Sacramento State

University as well. The number of LGBTQIA events at Sacramento State University is ten, which means that this college represents moderate inclusivity of the LGBTQIA

Community events on campus, in relation to the other two universities. The results of the examination of the LGBTQIA events are surprising, while Chico State University, was anticipated to provide a less welcoming campus climate for the LGBTQIA community, seems to provide higher inclusivity in this area. However, San Francisco

State University, which was anticipated to provide a higher number of LGBTQIA events, based on the fact that it is more diverse, seems to provide the smallest number of events. The findings of this study indicate the importance of campus events for the transgender population. Even when the transgender population on campus is very small, transgender students can participate in other transgender events, clubs, and organizations from other universities in order to acquire a better knowledge on

104 transgender issues and concerns, and share their experiences with other transgender students (Seelman, 2014b).

LGBTQIA Courses

The findings of the analysis of this section indicate that San Francisco State

University provides the largest number of LGBTQIA courses as listed in Table 5.

More specifically, San Francisco State University offers 53 courses that center on the experiences of the LGBTQIA community. Chico State University offers 16 courses, where the curriculum is based on the lives of LGBTQIA with an emphasis on the transgender population, while Sacramento State University offers 15 LGBTQIA courses. The difference between these numbers is remarkable. It is obvious that San

Francisco State University shows the highest inclusivity of the transgender community on campus. The two other universities provide a similar amount of courses (16 and

15). However, it is interesting to note that Chico State University, a less diverse college situated in a rural setting has similar results to a more urban institution,

Sacramento State University. The findings of this study indicate the necessity of courses that center on transgender students’ experiences. According to Case et al.

(2009), there is a lack of courses centered on knowledge regarding transgender peoples’ issues and experiences.

Preferred Versus Given Name

The results of the data from this section indicate that all of the three universities offer students the ability to change their names. More specifically,

Sacramento, San Francisco, and Chico State University acknowledge and accept the

105 fact that many of their students may desire to change their legal names into preferred names. However, all of the three universities require students to show a legal identification with the student’s legal name for medical records. In addition, students, who desire to change permanently and legally their primary name should change it following the governmental legislation. San Francisco State University students are able to request a change from their given name, which is recorded in their official university records such as Housing or their Student Center account to a different preferred name. In addition, in the official website of San Francisco State University there are guidelines for students to change their legal name into their chosen name.

However, all three universities offer students the opportunity to officially change their legal name into a chosen name as long as they obtain a legal verification of the change.

The findings of this study indicate the importance of educated faculty and staff members in order to use the correct names and gender of transgender students. Also, the findings from the present study focus on the ability of transgender students to change their gender and name in university records. It is critical for transgender students to have the ability to change their gender identification and name in university official records (Seelman, 2014b). However, some transgender and gender non-conforming individuals may request to change their records without having gone through legal and certified changes of their name and/or gender (Seelman, 2014b).

This case is more usual for transgender individuals, who may be not financially able to go through these changes or to pursue gender-affirming surgeries (Seelman, 2014b).

106

According to Richmond (2015), in the survey, only 21% of transgender who had gone through gender reassignment surgery documented that they had changed all of their legal, and certified papers, while 33% documented that they had not changed any legal document. In order to change their name and gender in all legal documents, individuals need to pay from $100 to more than $1,000 for this to occur. These fees present many challenges for transgender students who come from lower socioeconomic backgrounds (Richmond, 2015). According to Beemyn et al. (2005), updated records ensure the fact that transgender students will not be forced to report their gender identities. This will help decrease the risk of discrimination when they apply for jobs or higher education. According to Case et al. (2009), there is a lack of courses centered on knowledge regarding transgender peoples’ issues and experiences.

All Gender Bathrooms

The findings of the analysis of this section indicate that from the three

California State Universities, San Francisco State University offers the highest inclusivity for the transgender community on campus, by providing the largest number of all-gender bathrooms. More specifically, San Francisco State University, has a total of 30 single-occupancy restrooms as listed in Table 6, and four other single-occupancy all-gender restrooms that are scheduled to be built. Chico State has the second largest number of all-gender bathrooms within their campus, with 28 gender neutral bathrooms as listed in Table 6. Sacramento State University provides 19 all-gender bathrooms and multiple stalls within another gender inclusive restroom in Sequoia

Hall at Sacramento State University (Table 6). Once again, San Francisco and Chico

107

State Universities seem to be more inclusive of transgender individuals, than

Sacramento State University. However, it is surprising that Sacramento State

University, provides the smallest number of gender inclusive bathrooms, despite the fact that Sacramento is an urban and rural city with great diversity based on the demographics of the United States Census Bureau. However, Sacramento State

University is still under organization and designation of recognizing all single-user bathroom facilities (male or female) as all-gender bathrooms, according to Assembly

Bill of 1732.

The findings of this study report the significance of gender inclusive facilities and especially all-gender bathrooms, in order to avoid hostile experiences and incidents of harassment against transgender students. Transgender, and gender non- conforming people (TGNC) often experience bullying, harassment, and hostile acts.

Such experiences often occur, but are not limited to campus accommodations, particularly restrooms (Bilodeau, 2007; as cited in Seelman, 2014b; Finger, 2010).

Such acts include harassment, bullying, and sexually assault (Bilodeau, 2007; as cited in Seelman, 2014b; Rankin et al., 2010; Seelman et al., 2012). According to Pryor et al. (2016), transgender students chose to conceal their real gender identity in having access to bathrooms that are specified by gender (Pryor et al., 2016). They preferred to go through this process in order to protect themselves from potential hostility.

Bathrooms in particular are very unsafe places for transgender students, since gender defines what is expected and non-expected (Bilodeau, 2009, as cited in Pryor et al.

2016). According to Beemyn et al. (2005), restrooms that are specified by gender are

108 the most unsafe places for transgender students, because are in a high risk to face physical and verbal abuse.

Conclusion

Content analysis on the inclusivity of the campus climate for transgender students at three California State Universities found that San Francisco State

University provided the most inclusive environment for the transgender community with the total number of Counseling Services, Student Clubs, Courses, Events, On-

Campus Resources and All Gender Bathrooms to be 97 resources as listed in Table 7.

At the same time, Chico State University and Sacramento State University showed moderate inclusivity with 66 and 52 resources, respectively. Considering that

Sacramento State University represents a city with a much higher population than

Chico State University, and as a result is more diverse than Chico, the anticipation of the higher results from this rural campus was not expected. More specifically,

Sacramento State University provides the smallest number of Counseling Services,

Student Clubs, Courses, Events, On-Campus Resources and All Gender Bathrooms on campus. It is important to note that, there is a huge deviation of numbers between the two California State Universities of Sacramento and San Francisco State, with San

Francisco State University providing almost twice the number of Counseling Services,

Student Clubs, Courses, Events, On-Campus Resources and All Gender Bathrooms facilities than Sacramento State University (Table 7).

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Limitations

In this research the limitations are the small sample size of three Universities situated in Northern California. Although the researcher chose three colleges that were in different geographical areas, the variances in the findings are not representative of other institutions in rural versus urban areas. Other limitations were that the researcher collected data through university websites where events or resources may not have been posted or updated. As a result, the variance in number of resources may differ from the data collection from these university websites.

Furthermore, this research is not representative of all campuses throughout the United

States.

Recommendations

Inclusivity

In order to create a more inclusive and equitable campus climate for the transgender community, this research provides some strategies and recommendations.

A college campus can be a more affirming and welcoming place for transgender and gender non-conforming students through hiring faculty and staff members that are transgender as well (Richmond, 2015). As a result, transgender students are likely to feel more comfortable to share their experiences and feel included among other transgender individuals. Currently colleges as a whole are not doing a good job of providing a welcoming campus for transgender students (Beemyn et al., 2005). Also, institutions need to provide courses with curriculum that center on transgender individuals’ experiences. According to Beemyn et al. (2005), transgender students

110 that are not willing to identify themselves during college life, are more likely to face discrimination in their work environment, when they will decide to advance their academic level, or when they will be asked to present a college document.

Additionally, universities need to organize their Websites in order to provide information for the transgender population, and offer to students, staff and faculty members as well as counselors and mental health providers opportunities for acquiring broadened knowledge on transgender issues.

Housing

Another important area of concern for transgender students is the need for gender inclusive campus facilities. More specifically, participants in the study of

Seelman (2014a), requested all gender facilities, such as gender inclusive housing accommodations. Transgender students in the aforementioned study of Seelman

(2014a), requested housing facilities, that had single rooms in order to avoid negative and hostile experiences, that transgender students may face when using facilities that are specified by gender. Participants also in this study preferred single rooms in order to avoid accommodations that are specified for LGBQIA individuals, since transgender students have different demands and may not desire to self-identify to other LGBQIA individuals. Accommodation facilities and campus guidelines need to follow inclusive strategies in order to work with transgender students. According to the study of Singh et al. (2013), transgender students requested the necessity for addressing issues related to housing facilities, bathrooms, and athletics. Participants also documented feelings of distress, because of the limited or non-existence at all

111 trans-affirming policies. In another study of Seelman (2014a), participants reported that there was a need for improving campus facilities such as restrooms, and offering a more inclusive campus housing.

LGBTQIA Student Clubs

Another important suggestion for universities in order to embrace the transgender population is to offer LGBTQIA Clubs and Organizations. According to

Beemyn et al. (2005), campuses which create a variety of inclusive events centered on transgender students creates a more valuable college experience and promotes cultural awareness. Clubs and organizations specifically for transgender students will make them feel included on campus. Through these clubs, transgender students will acquire the sense of belonging and will be able to share their experiences and concerns with other transgender students (Beemyn et al, 2005). According to Seelman (2014b), organizing clubs for transgender students on campus will empower transgender students in universities, and make them a stronger community.

LGBTQIA Counseling Services

Another important recommendation for transgender students is to address the need of counseling services and mental, as well as physical health care. Universities need to hire well educated counselors and health providers in order to cover the health and counseling needs of the transgender population (Beemyn et al., 2005). Health care providers and counselors need to be specialized in transgender issues and experiences, as well as to be educated regarding different gender identities (Beemyn et al., 2005). In the study of Seelman (2014a), transgender students requested counselors

112 and mental health providers that are well educated regarding their mental health issues and are experienced and well trained on how to provide possible solutions to their issues. Additionally, students requested better health coverage on hormone therapies, gender reassignment surgeries, and mental health treatment. Furthermore, institutions need to offer counseling services which consist of well trained and educated counselors, who can assist transgender students when it is needed. Counselors also need to provide assistance with concerns related to transitional surgeries and gender reassignment procedures (Beemyn et al, 2005).

LGBTQIA On Campus Resources

Another important recommendation in order for universities to provide a safe and welcoming environment for transgender students is to provide transgender specific on campus resources. Universities are diverse places due to a variety of economic, and socio-cultural factors (Louden & Harrington, 2017). According to

Louden and Harrington (2017), the universities are responsible in order to promote awareness of diversity, harassment and discrimination among students. However, according to the study of Louden and Harrington (2017), universities, do not provide enough satisfactory facilities and accommodations for transgender students.

Universities need to be affirming and inclusive environments, by supporting a safe and comfortable place for transgender students. In addition, in the study of Seelman

(2014a), participants reported the desire for a strong community both on campus, and among transgender individuals. This suggestion could happen through providing records of on and off campus resources for transgender individuals, providing a

113 support group who are educated in addressing questions and offering guidelines to transgender students for campus resources (Seelman, 2014b). Also, based on the results from the study of Beemyn (2013), colleges need to provide supportive strategies and guidelines for the transgender population on campus (as cited in Pryor et al., 2016). According to Pryor et al. (2016), universities with all-gender inclusive policies can make campuses a welcoming place.

LGBTQIA Events

Support and advocacy for transgender students is another suggestion for assisting transgender students to feel included in higher education institutions.

According to Beemyn et al. (2005), universities need to invite and welcome other transgender people on campus for discussions, planning events with debates, as well as programs and activities related to transgender issues. Other strategies for making the educational environment more inclusive are organizing college events for the transgender population on campus. Through campus events transgender students can share their experiences and needs, feel connected and included in the campus community.

LGBTQIA Courses

In this study, the researcher presented the courses that include transgender experiences in their curriculum. According to Singh et al. (2013) participants documented that educators need to be more well trained about transgender individuals.

Teachers need to ask transgender students what is their gender identification and their chosen name, in order to pronounce them in the right way. The course curriculum

114 needs to be organized and shaped in order to provide awareness of different gender identities and expressions, as well as advocacy regarding transgender and gender issues (Carroll et al., 2012, as cited in Goldberg & Allen, 2018). According to

Seelman (2014a), most of the participants reported that an ideal classroom environment would be based on debates about transgender issues and experiences, as well as the better explanation of different gender identities. However, there is also a possibility that students who are knowledgeable and aware of transgender experiences express intolerance and even frustration with other students that are not aware of transgender experiences.

However, similar to any other marginalized group, it is important for college campuses to be ambassadors of inclusivity. It is important teachers to provide inclusive educational environment. According to Steck and Perry (2017), the teaching materials center on dominant heterogender information and knowledge. This situation has caused students to reject and exclude any other information that centers on queer students (Castro & Sujak, 2014; Quinn & Meiners, 2011; as cited in Steck & Perry,

2017). A teaching material that includes and embraces transgender students makes easier the academic life of transgender students in order to share their experiences and concerns (Adams, Bell, & Griffin, 2007; Brown, 2006; Pinar, 2012; as cited in Steck

& Perry, 2017). According to Steck and Perry (2017), courses that center on transgender curriculum, help transgender students to gain a better understanding of what it feels like to be a queer, and better assistance through the gender reassignment process. Additionally, transgender students are more likely to feel comfortable about

115 themselves through courses that center on queer curriculum (Alsup & Miller, 2014;

Biegel, 2010; Hughes-Hassell et al., 2012; as cited in Steck & Perry, 2017).

Also, through these courses transgender students are able to participate in debates and conversations regarding their experiences. Their participation has led to lower feelings of discrimination, and prejudice (Banks et al., 2005; Lapointe, 2015;

Savage & Harley, 2009; as cited in Steck & Perry, 2017). A teaching material that is focused on the experiences of transgender population can be the reason for sharing knowledge on transgender issues, as well as break and redefine established views about hetero-genderism (Adams et al., 2007; Athanases & Larrabee, 2003; Banks et al., 2005; Bell, 2007; Blackburn & Smith, 2010; Castro & Sujak, 2014; as cited in

Steck & Perry, 2017). According to Steck and Perry (2017), courses that are based on transgender curriculum may broaden the knowledge of all students, regardless of their sexual and gender identity. Spreading knowledge that is based on queer history, will help transgender students to recognize their contributions and important socio-cultural impacts in different fields such as family, science, art, etc. (Burstein & Knotts, 2011;

Kosciw et al., 2014; Miller, Burns, & Johnson, 2013; as cited in Steck & Perry, 2017).

This recognition can provide transgender students the feeling of importance and input into their own history (Alsup & Miller, 2014; Quinn & Meiners, 2011; Snapp et al.,

2015; as cited in Steck & Perry, 2017).

Preferred Versus Given Name

Transgender students often experience issues related to their self-identification, and more specifically the change of their legal name into a preferred name. It is

116 highly recommended that universities need to create an easy way in order to assist transgender students to change their name and gender in all of their official university records (Beemyn et al., 2005). Higher education institutions should create places where change can occur within official records, and more specifically a change of name and gender should be supported regardless if they have gone through gender reassignment process. However, some universities request from students to go through gender reassignment surgery in order to be able to change their legal name and gender on official records (Beemyn et al., 2005). According to Beemyn et al.

(2005), it is inappropriate for institutions to pressure students to have surgery in order to change their university records.

Transgender students in the study of Seelman (2014a), requested the university forms and applications to give the choice of multiple gender categories rather than the categories of male or female. University forms that give a gender specification of male or female create feelings of isolation and marginalization for transgender students (Seelman, 2014a). An important recommendation regarding this issue, is university administrators need to provide transgender students the opportunity of also choosing their gender specification (Seelman, 2014b). Universities should offer an easy and simple way for people to change their university official records without the need to obtain legal or certification by state documents. Colleges need to address these needs related to change of name and gender in order to create a welcoming and inclusive campus climate for the transgender population. Participants also in the study

117 by Seelman (2014a) suggested an advanced computer system that would provide an easy way for the changes in name and gender all over the campus.

All Gender Bathrooms

Additionally, transgender students and gender nonconforming (TGNC) often experience discomfort and anxiety when using bathrooms that are specified by gender

(male or female). Universities should provide facilities and accommodations that are open and welcoming to the whole campus community. Furthermore, in this study of

Seelman (2014a), participants requested all of the bathrooms that have specific gender signs be changed into gender neutral bathrooms. Modifications such as changing the signs of single and gender specified bathrooms into all gender signs are easy and inexpensive ways in order to offers all gender restrooms (Seelman, 2014b).

According to Louden and Harrington (2017), the universities should provide gender inclusive bathrooms and maps on college websites for specifying their locations. The recommendation of renovating and modifying the already existing gender specific bathrooms into all gender bathrooms is easier and costs less. At the same time, modifying single use bathrooms into all gender facilities creates an inclusive campus climate for transgender students. Transgender students who have gone through transitional surgeries prefer to use gender specified facilities related to their gender identification (Seelman, 2014b). As a result, it is necessary professionals to be well educated and experienced in order to alter the gender specific facilities to gender inclusive facilities (Seelman, 2014b). According to Seelman (2014b), it is more

118 important to stop negative behaviors in bathrooms rather than identifying individuals regarding their gender identity and expression.

Reflections

The purpose of this study was to examine the inclusivity of the campus climate in higher education, through the investigation of campus resources and accommodations for transgender students in higher education, and the courses that are offered and center on transgender students’ identities and experiences in their curriculum. Additionally, the author offered recommendations and strategies for greater inclusivity of transgender students in higher education. In order to explore what is working or not working, the researcher examined the inclusivity of the three

Northern California State Campuses at Sacramento, San Francisco and Chico State

Universities. The initial expectation of this research was that San Francisco State

University based on the fact that it represents a more diverse city in comparison with

Sacramento and Chico, shows the greatest inclusivity and the largest number of

Student Clubs, Counseling Services, On-Campus Resources, Events, Courses, and All

Gender Bathrooms. At the same time, Sacramento State University, California was anticipated to show moderate inclusivity, considering that Sacramento is a medium sized populated city, smaller than San Francisco and larger as well more diverse than

Chico. As a result, it was expected to be less inclusive than San Francisco State

University and more inclusive than Chico State University. Lastly, the expectation for

Chico State University was to show the smallest number of Student Clubs, Counseling

119

Services, On-Campus Resources, Events, Courses, and All Gender Bathrooms, and as a result the lowest inclusivity among the other two California State Universities.

The results of the analysis are slightly deviated from the initial expectations.

Indeed, San Francisco State University provides the larger number of, Student Clubs,

Counseling Services, On-Campus Resources, Courses, Events, and All Gender

Bathrooms. It is more inclusive and affirming to the transgender population on campus, in comparison with the other two California State Universities. However, the research revealed that Chico State University showed higher inclusivity and a larger number of Student Clubs, Counseling Services, On-Campus Resources, Events,

Courses, and All Gender Bathrooms than Sacramento State University. Even though

Sacramento State University was anticipated to show higher inclusivity of the transgender population, based on the fact that Sacramento has a population that is five times larger than Chico and as a result is more diverse, the results of the research rejected this expectation.

120

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