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An exploratory study of the experiences of transgender and gender nonconforming students at Rutgers University
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Klugman, Sam Shulman. An exploratory study of the experiences of transgender and gender nonconforming students at Rutgers University. Retrieved from https://doi.org/doi:10.7282/T3ZP44KG

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TitleAn exploratory study of the experiences of transgender and gender nonconforming students at Rutgers University
NameKlugman, Sam Shulman (author); Fishman, Daniel (chair); Kelly, Shalonda (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2014
Other Date2014-10 (degree)
SubjectClinical Psychology, Transgender people--Education (Higher), Counceling in higher education--United States, Discrimination in higher education--United States
Extent1 online resource (vi, 132 p. : ill.)
DescriptionIncreasing numbers of college and university students are identifying openly as transgender even as they navigate significant interpersonal and institutional hostility and discrimination. Although the experiences of transgender students have been increasingly documented, university organizations have struggled to meet these students’ needs. As a point of contact with administrators and transgender students, LGBTQ campus centers may be in unique positions to address structural, logistical, and political barriers to creating more accepting campus environments. This dissertation documents the consultative process with the LGBTQ center at Rutgers University. The purpose of the consultation was to (1) clarify and document the needs and experiences of transgender and gender nonconforming students and alumni; (2) determine the extent to which current campus services and policies are meeting those needs; and (3) utilize input from participants in support of programmatic and policy changes. Qualitative needs assessment methodology was used to collect data from ten transgender and gender nonconforming participants. Needs assessment data were used by the LGBTQ center to identify gaps in existing university policies and practices, as well as to draw attention to transgender student experiences at the administrative level. This study suggests that needs assessments may be utilized as flexible tools to document the needs of marginalized students.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Sam Shulman Klugman
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3ZP44KG
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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