Abstract
Statement of Problem: Anderson (2011) has documented that since 1980, college students experience pain regarding their gender identities, and sexual orientation. Often times, many lesbian, gay, bisexual, and transgender students experience segregation within the college environment. Studies show that transgender students in higher education are more likely than LGB students to experience discrimination, and abuse. According to Rankin (2003), even though research that centers specifically on transgender students is not extensive. Results from a national survey of demonstrated that 71% of people who participated in the survey reported that transgender students were more likely to be abused than other LGBTGIA students (as cited in Singh, Meng, & Hansen, 2013). Transgender, and gender-nonconforming (TGNC) students in universities have documented their experiences of bullying due to their gender identity. However, regardless prejudice, transgender students have shown academic progress and achievement (Grant, Mottet, Tanis, Harrison, Herman, & Keisling, 2011). Transgender students have documented experiencing significantly more harassment than lesbian, gay, or bisexual college students. Students’ voices have been heard, and have long been the victims of harassment on college campuses. Such victimization emphasizes the importance of student-focused initiatives to alter the fear for transgender individuals. With that said, the outlook is bleak based on the notion that approximately half of the transgender individuals that participated in the survey, stated that challenges related to different sexuality and gender identification are ignored on campus (Rankin, 2003). Furthermore, colleges and universities have failed to provide an affirming and welcoming environment for transgender students. McKinney (2005) claims, “It is our responsibility to offer trans students meaningful, humane, and knowledgeable support” (p. 74). In other words, McKinney argues that higher education institutions and in general society needs to address the needs of the transgender population, and provide them an equitable and welcoming educational environment as well. Even though the data for these studies is limited, researchers have understood the necessity for gender inclusive universities and have published strategies and guidelines covering the demands, and requests of the transgender population (Beemyn, Curtis, Davis, & Tubbs, 2005; Ivory, 2005). At the same time Carter (2000, as cited in Singh et al., 2013), claims that many universities promote heteronormativity and cis-genderism. According to Carter (2000, as cited in Singh et al., 2013), universities need to provide services and resources for to transgender students are in order to cover their needs. Carter (2000, as cited in as cited in Singh et al., 2013), also suggests, that faculty, and staff members, as well as students need to be educated regarding transgender peoples’ experiences. Sources of Data: The purpose of the study was to examine the college campus resources and inclusivity for transgender students at Sacramento State University (CSUS), San Francisco State University (SFSU) and Chico State University (CSU) in California. In addition, the author looked for strategies for universities to become a more inclusive environment. Transgender students due to discrimination are more likely to experience mental, and physical health problems as well as being unable to succeed academically (Silverschanz, Cortina, Konik, & Magley, 2008; Woodford, Kulick, & Atteberry, 2015; Woodford, Kulick, Sinco, & Hong, 2014). The researcher in this study highlighted the campus resources for transgender students, as well as any problems with housing and restroom facilities at those three campuses. Additionally, the author explored how the college campus invites inclusivity for transgender students by looking at college courses that discuss transgender identities, how many clubs and/or campus events that focus on the transgender community, and the ease of changing official university records after a gender identity transition. Conclusions: The content analysis on the inclusivity of the campus climate for transgender students at three California State Universities found that San Francisco State University provided the most inclusive environment for the transgender community with the total number of Student Clubs, Counseling Services, On-Campus Resources, Events, Courses, and All Gender Bathrooms to be 97 resources (see Table 7). At the same time, Chico State University and Sacramento State University showed moderate inclusivity with 66 and 53 resources, respectively. Considering that Sacramento State University represents a city with a much higher population than Chico State University, and as a result is more diverse than Chico, the anticipation of the higher results from this rural campus was not expected. More specifically, Sacramento State University provides the smallest number of Student Clubs, Counseling Services, On-Campus Resources, Events, Courses, and All Gender Bathrooms on campus. It is important to note that, there is a huge deviation of numbers between the two California State Universities of Sacramento and San Francisco State, with San Francisco State University providing almost twice the number of Student Clubs, Counseling Services, On-Campus Resources, Events, Courses, and All Gender Bathrooms facilities than Sacramento State University (Table 7).