Gender x Culture: A pilot project exploring the study abroad experiences of trans and gender expansive students

  • Taylor Michl Webster University
  • Kelsey Pegg Webster University
  • Amanda Kracen Webster University
Keywords: Study abroad, Trans, Gender expansive, Gender and culture

Abstract

As gender is socially constructed, gender a ttitudes, expressions, expectations and identities may differ based on their sociocultural contexts. This project sought to understand interactions between gender and culture through the experiences of three undergraduate study abroad students who are tra ns and/or gender expansive. Utilizing the thematic analysis method, data from a focus group and individual follow up interviews were analyzed ; seven themes emerged from the data collected. As study abroad has become an increasingly normalized aspect of the American undergraduate experience, institutions must consider the ways study abroad may uniquely affect certain student populations. This project explored some of the unique joys (community building, self exploration, cultural insights) and hardships (ge nder policing, isolation, sexual violence) of study abroad for trans and gender expansive students, identified areas for further research and suggested specific methods through which institutions can provide support to these students.

Downloads

Download data is not yet available.

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa

Bryant, K. M., & Soria, K. M. (2015). College students’ sexual orientation, gender identity, and participation in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 25, 91-106.

Cisneros-Donahue, T., Krentler, K. A., Reinig, B., & Sabol, K. (2012). Assessing the academic benefit of study abroad. Journal of Education and Learning, 1(2), 169-178. doi:10.5539/jel.v1n2p169

Clarke, V., & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123. ISSN 0952-8229

Crocker, J., & Major, B. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96(4), 608-30. doi:10.1037/0033-295x.96.4.608

Farmer, M. (2017). Study abroad participation by state and demographics data. Washington, DC: NAFSA: Association for International Educators. Retrieved from www.nafsa.org

Farrugia, C., & Sanger, J. (2017). Gaining an employment edge: The impact of study abroad on 21st century skills & career prospects in the United States. New York, NY: Institute for International Education Center for Academic Mobility Research and Impact. Retrieved from www.iie.org

Hendricks, M. L., & Testa, R. J. (2012). A Conceptual framework for clinical work with transgender and gender nonconforming clients: An adaptation of the minority stress model. Professional Psychology: Research & Practice, 43(5), 460-467. doi:10.1037/a0029597

James, S. E., Herman, J. L., Rankin, S., Keisling, M., Mottet, L., & Anafi, M. (2016). The report of the 2015 U.S. Transgender Survey. Washington, DC: National Center for Transgender Equality. Retrieved from www.ustranssurvey.org

Marijuan, S., & Sanz, C. (2018). Expanding Boundaries: Current and new directions in study abroad research and practice. Foreign Language Annals, 51(1), 185-204. doi:10.1111/flan.12323

Matsuno, E., & Israel, T. (2018). Psychological interventions promoting resilience among transgender individuals: Transgender resilience intervention model (TRIM). The Counseling Psychologist, 46(5), 632-655. doi:10.1177/0011000018787261

Meezan, W., & Martin, J. (Eds.). (2009). Handbook of research with lesbian, gay, bisexual and transgender populations. New York, NY: Taylor & Francis.

Meyer, I. H. (1995). Minority stress and mental health in gay men. Journal of Health and Social Behavior, 36, 38-56. doi:10.2307/2137286

Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129, 674-697. doi:10.1037/0033-2909.129.5.674

Meyer, I. H. (2015). Resilience in the study of minority stress and health of sexual and gender minorities. Psychology of Sexual Orientation and Gender Diversity, 2(3), 209-213. doi:10.1037/sgd0000132

Riggle, E. B., Rostosky, S. S., McCants, L. E., & Pascale-Hague, D. (2011). The positive aspects of a transgender self-identification. Psychology & Sexuality, 2(2), 147-158. doi:10.1080/19419899.2010.534490

Testa, R. J., Habarth, J., Peta, J., Balsam, K., & Bockting, W. (2015). Development of the Gender Minority Stress and Resilience Measure. Psychology of Sexual Orientation and Gender Diversity, 2(1), 65-77. doi:10.1037/sgd0000081

Published
2019-11-14
How to Cite
Michl, T., Pegg, K., & Kracen, A. (2019). Gender x Culture: A pilot project exploring the study abroad experiences of trans and gender expansive students. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(2), 32-50. https://doi.org/10.36366/frontiers.v31i2.453