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Beyond the Binary: Serving the Transgender Student

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Beyond the Binary: Serving the Transgender Student BEYOND THE BINARY: SERVING THE TRANSGENDER STUDENT, IMPROVING THE COLLEGE EXPERIENCE By ELEANOR FORD FINGER A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Higher Education DECEMBER 2010 © Copyright by ELEANOR FORD FINGER, 2010 All Rights Reserved © Copyright by ELEANOR FORD FINGER, 2010 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of ELEANOR FORD FINGER find it satisfactory and recommend that it be accepted. ___________________________________ Kelly A. Ward, Ph.D., Chair ___________________________________ Pamela J. Bettis, Ph.D. ___________________________________ Dawn M. Shinew, Ph.D. ii ACKNOWLEDGMENT I would like to extend a very special thank you to my committee. You are three highly intelligent, dynamic, compassionate, and invested feminists who have introduced me to a way of thinking and learning that has expanded my world and motivated me to take risks beyond what I could have imagined. Thank you for being dedicated to my intellectual growth and learning, for providing resources, insight, and caring during those mental blocks, “ah- ha” moments, and questioning hours and for holding me to your high standards. I appreciate your interest in my topic and your confidence in my ability to see this through in a transformational way. You have helped me to learn how to develop my abilities as a researcher and to apply myself effectively in this rigorous process. For my chair, Kelly, thank you, in particular, for your patience, guidance, honesty, encouragement and thoughtful questioning that established the intellectual scaffolding I needed to build this important study. I would also like to humbly thank the eighteen participants who made this study possible. Your stories provided examples of strength, resiliency, enlightenment, compassion, knowledge and critical thinking and doing that helped me to better understand your trans identity and the ways in which your identity has influenced your college experiences. Thank you for helping me to further open my heart and seek to understand a path that looks different from my own. It was a privilege to have spent this time with you. Finally, I would like to acknowledge my parents, Eleanor and Frank, my wife and life partner, Shellie, and my children, Eleanor Ford and William Frank Whitney. For my parents: Thank you for instilling in me the value of education and a love of learning so that my heart and mind could be open to this adventure. Mom, you never gave up on me or questioned my abilities. iii By encouraging me and always believing in my potential, you planted a seed of possibility that has grown slowly over time and now flourishes with this huge accomplishment. Thank you for modeling such a positive outlook and for offering open arms when I met failure along the way. I continue to embrace your nurturing words and unconditional love. Dad, I celebrate you, your extensive contributions to higher education, as well as our mutual interest in the academy with this dissertation. You modeled an energetic, passionate commitment to students and learning, and were deeply dedicated to, and involved in, your campus community. Thank you for showing me how to make the same commitment through your example. You were my mentor and guide as I began, and continue to work, in a field that I am passionate about. I will always appreciate your enthusiasm and interest, our long talks about the profession, and modeling a work ethic that was based on integrity and a desire to serve in meaningful ways. To my wife Shellie, I offer this research to you with immense gratitude. Your unwavering support and confidence in my ability to do this work with heart and thoughtfulness motivated me to do my best. You took on many additional responsibilities to ensure I could see this through with never a complaint and offered loving words of pride and encouragement every day. You have been my rock and I am so thankful to have you by my side. And for my children, Eleanor and Liam, I honor you with this work in hopes of creating a legacy of compassion, acceptance and understanding so that you will know the importance of contributing to, advocating for, and being a part of inclusive spaces for all people. May you always look for the good in those around you, be proactive and helpful on their behalves, and allow yourselves to live, love, and learn beyond the binaries. My heartfelt thanks extend to you all. iv BEYOND THE BINARY: SERVING THE TRANSGENDER STUDENT, IMPROVING THE COLLEGE EXPERIENCE Abstract by Eleanor Ford Finger, Ph.D. Washington State University December 2010 Chair: Kelly A. Ward This research study examines transgender (trans) identity, how it is manifested in trans students, the college and university experiences of these individuals, and how organizational systems hinder, enhance, expand, and redefine trans student success. This study provides a greater understanding of a population that is often misunderstood by fellow students, university administrators, faculty, and staff. Literature and research about trans students are extremely limited within higher education, and knowledge is needed to understand how to better serve trans students as members of the campus community. This study provides insight into how trans students make sense of their gender identity and how it influences all other aspects of their lives. Additionally, it offers guidance for better ways to serve contemporary trans students on campuses today with a sense of inclusion and welcome. The study is based on eighteen interviews with trans students from across the country. A poststructural - feminist theoretical framework guides this study and explores the following themes: Language, subjectivity and the personal daily experience, social processes, institutions, gender differences in organizational structures, and power. v As a result of these interviews, knowledge of trans identity is expanded to include more diverse variations of presentation and definition, an understanding of the negative impacts of binary and hetero normative thinking and doing, and the celebration of socially constructed representations of fluid gender, sexuality and sex. This research captures the complex, provocative nature of gender - nonconforming identities and specifically recognizes ways that higher education can improve the trans student experience. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ............................................................................................ iii-iv ABSTRACT ..................................................................................................................... v-vi LIST OF TABLES ................................................................................................................ x CHAPTER 1. SETTING THE CONTEXT: INTRODUCTION AND OVERVIEW .................. 1 Introduction ...................................................................................................... 1 Background: Trans Definitions and Language ........................................... ….7 Interest in Trans Students............................................................................... 13 Purpose of the Research ................................................................................. 14 Research Methods .......................................................................................... 15 Interviews ....................................................................................................... 16 Policy & Document Analysis......................................................................... 17 Theoretical Perspective .................................................................................. 17 Significance of the Study for Theory and Practice ........................................ 18 2. FRAMING THE TRANS EXPERIENCE: LITERATURE REVIEW ............... 19 Introduction .................................................................................................... 19 Trans in Society ............................................................................................. 20 Transgender Students in Higher Education ................................................... 30 Summary ........................................................................................................ 44 vii 3. CONDUCTING RESEARCH: METHODOLOGY, THEORY, AND DATA ... 47 Introduction .................................................................................................... 47 Epistemological Stance .................................................................................. 47 Theoretical Framework .................................................................................. 48 Methodology .................................................................................................. 53 Interview Findings ......................................................................................... 67 Summary ........................................................................................................ 72 4. TRANS VOICES: THE STUDY PARTICIPANTS............................................ 75 Introduction .................................................................................................... 75 The Participant Profiles ............................................................................... 75 Summary ............................. ………………………………………………...96 5.
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