Experiences of harassment and bullying within the higher educational setting may be preceded by even worse treatment in secondary school. Estimates indicate that as many as 75% of trans students report feeling unsafe in high school because of their gender expression, and 50% of trans students report being prevented (e.g., by school officials) from using the name or pronoun that match their gender, highlighting how structural and interpersonal forms of stigma intersect (Movement Advancement Project & GLSEN, 2017). National survey data suggest high rates of harassment (78%) and physical assault (35%) perpetrated against trans students during grade school (i.e., K-12), causing nearly one in six students to leave school (Grant et al., 2017).3
In turn, many trans students—especially those who were out as trans in high school—may begin college with a history of victimization. College has the capacity to reinforce the gendered and transphobic treatment that many students have already experienced in school and in society, leading to poor academic and psychosocial outcomes; or, to support and empower these students (who already show signs of resilience, in that they have completed high school and enrolled in college), thus enhancing academic and personal success. For students who were not out as trans in high school, college can play an important role in facilitating gender identity exploration—such as by providing the supports and resources needed to allow students to navigate this process while staying in college.
The report reviews previous research and presents new findings from interviews, surveys and focus groups conducted with transgender students. It provides recommendations for institutions of higher education regarding the creation of transgender-inclusive communities.
Goldberg, A.E. (2018). Transgender Students in Higher Education. Williams Institute: UCLA School of Law.
https://williamsinstitute.law.ucla.edu/wp-content/uploads/Trans-Higher-Ed-Aug-2018.pdf