Transgender College Student Resource Guide

Q. How can administrators and faculty best support trans students in their collegiate experience?

Administrators and faculty can best support trans students first by listening and respecting them. They can do so by offering space for students and colleagues to share the pronouns and names they go by, for example, and then, most importantly, using those names and pronouns. Administrators and faculty can model this practice by first offering their own pronouns and names during introductions, which gives students agency and permission to share their own if they choose to do so.

It is important to never force students to share pronouns, as they may not feel safe, but rather to leave the option open. In a meeting, for example, an administrator could begin by offering their own pronouns and then invite participants to share pronouns as well if they would like to do so.

Administrators and faculty can also educate themselves more about trans identities and experiences by connecting with their local, regional, or campus LGBT center. They can also attend a professional development training or conference and read books and articles by trans people. Two great resources are the Suggested Best Practices for Supporting Trans Students document and the Recommendations for Supporting Trans and Queer Students of Color document from the National Consortium of Higher Education LGBT Resource Professionals.

Q. What is your advice to trans students who attend a college with some provisions for them but still lack full inclusion?

Some trans students want to be involved with advocacy on campus about gender identity and expression and some do not. I would encourage trans students to explore what they're passionate about and use their passions to guide their experiences in college and in life. If they are passionate about advocacy around gender identity/expression, then they can definitely make a significant impact in college.

Students often do not realize they have a powerful voice on college campuses, and their organizing and actions can lead to real change. If there are areas of deficit when it comes to trans inclusion, students can call attention to their concerns through building coalitions with other student organizers, meeting with campus administrators, writing about their concerns in the student and local newspaper, and using social media to raise awareness. Every campus has a different context, so it's important students try different strategies and be persistent.

Q. Trans students face staggering amounts of discrimination and harassment, even in traditionally liberal settings, such as colleges. Where should these students turn when faced with inappropriate behavior from fellow students or staff?

Students should seek support from mentors and administrative staff to help them get the resources they need and deserve. If students have access to a local, regional, or campus LGBT center, they are often the best place to go for support. If their campus has an LGBT center, it is likely staffed with graduate or administrative faculty whose purpose is to serve queer and trans students, especially by helping them navigate experiences of discrimination and harassment.

Students should also look into their university and statewide nondiscrimination policies to confirm they include gender identity/expression as a protected identity. If students do experience discrimination or harassment, it is important to note that transgender students are protected from discrimination under Title IX of the Education Amendments of 1972 (Title IX) and the Equal Protection Clause of the 14th Amendment to the U.S. Constitution.

Q. What is your advice to students planning to come out at college?

First, students must decide for themselves if coming out is the right choice for them. Sometimes it is not in their best interest to come out due to safety or lack of financial or familial support. It is essential to have a safety net before coming out. Unfortunately, the myth that everyone must come out and do so quickly can lead to some students coming out before they are ready or have the resources (financial or emotional) to take care of themselves if it does not go well.

If a student decides they would like to come out and are able to do so safely, I suggest they explore and define what expectations they would like to set for those with whom they are coming out. Is there a different name or set/s of pronouns they'd like their friends and family to use? Are there certain settings in which they want to be out, and others in which they do not? Would they like help or assistance with accessing resources, such as healthcare or legal name/gender changes?

It could be as simple as wanting a hug or a conversation to process feelings, but it's helpful to know what you may need before going into the conversation. It is up to each individual to explore and understand their needs in the coming out process and then communicate them to others in order to get the support that feels good and healthy to them specifically.