Proceedings of the 5th International Conference on Gender Studies and Sexuality
Year: 2024
DOI:
[PDF]
Trans-affirming Policies and Educational Contexts: Opinions, Experiences, and Attitudes of an Italian College Student Community
Micoli, A., Rosati, F., Baiocco, R., Pistella, J.
ABSTRACT:
Trans and nonbinary (TNB) individuals experience disproportionate health disparities compared to their cisgender counterparts. These disparities extend to the educational sphere, where TNB individuals may face lower academic performance and higher dropout rates due to discrimination and a lack of affirmative policies. The effectiveness of trans-affirming policies relies on long-term policy integration, alignment with anti-discrimination efforts, and continuous staff development to meet evolving community needs. This study aimed to understand the opinions, expectations, and experiences of a group of TNB students regarding various affirmative tools and policies within two Italian Universities. Fifteen trans students (Mage = 23,3; 6 trans men; 2 trans women; 7 nonbinary people) were involved in a semistructured interview aimed at investigating experiences and opinions concerning the following policies: Alias Career (i.e., the possibility of being affirmed in one’s chosen name and gender), Safe Zone training, and gender-neutral bathrooms. This study provided a platform for TNB youth to share their experiences within university settings, highlighting the strengths and weaknesses of the current Italian university system. We hope this research will guide improvements to existing policies and suggest new measures to be implemented.
keywords: trans-affirmative policies; trans and nonbinary students; campus climate; safe zone; genderneutral bathroom
Funding: This research was funded by the Italian Ministry of University and Research: Grant PRIN 2022
[2022HN5SFZ] “Fostering the Right to Equality in Education (FREE): Mental health and academic achievement among LGBTQI + university students.”