Shifting Understanding, Creating Inclusive Collegiate Culture

Abstract

Trans students at New College of Florida provide overwhelmingly positive assessments of their campus culture as related to issues of gender identity, a stark contrast to existing literature on gender-nonconforming collegians. This chapter examines the interactional processes that create a context supportive of all genders – the ways students are expected to act toward one another and how they hold each other accountable to these norms. I draw on interviews with 24 students with diverse identities to argue: (1) there is a trans-inclusive understanding of gender that is dominant on campus, (2) the students have norms that reflect the inclusive understanding and provide direction for when and how gender should enter interactions, and (3) swift responses to breaches of interactional norms serve to support gender-nonconforming students and affirm the identity of the community as unwilling to tolerate transphobia. This analysis demonstrates an alternative cultural context, one in which community members are held not to conventional expectations associated with assumed sex category, but to an understanding of gender that does not take identity for granted. In so doing, it highlights how shifts in shared understanding can create more inclusive interactional practices. Additionally, the focus on the meaning underlying social processes suggests that shifts in how people think about gender could similarly lead to alteration of organizational structures that would help trans students thrive.

Citation

Fairchild, E. (2021), "Shifting Understanding, Creating Inclusive Collegiate Culture", Johnson, A.H., Rogers, B.A. and Taylor, T. (Ed.) Advances in Trans Studies: Moving Toward Gender Expansion and Trans Hope (Advances in Gender Research, Vol. 32), Emerald Publishing Limited, Leeds, pp. 141-156. https://doi.org/10.1108/S1529-212620210000032010