Liveability, Environment and Policy: Reflections on Trans Student Experience of Entering UK Higher Education

Kate O'Riordan; Olu Jenzen; Sandra  Nelson

doi:10.1177/13634607221088148

Liveability, Environment and Policy: Reflections on Trans Student Experience of Entering UK Higher Education

Kate O'Riordan, Olu Jenzen, Sandra Nelson

School of Art and Media

Research output: Contribution to journal › Article › peer-review

Abstract

This article examines the intersection of lived experience and equality policy in UK Higher Education (HE), focusing on trans students’ experiences of planning for and applying to University. The research is based on participatory research with an lesbian, gay, bisexual, transgender, queer / questioning (LGBTQ+) youth project in Brighton, UK. We frame the relationship between trans identities and equalities in education in terms of liveability. The article contributes to gender and education research by foregrounding the experience of trans students on the cusp of entering HE, illustrating how they navigate challenges around environment, bureaucracy and policy.

Original language	English
Pages (from-to)	211-229
Number of pages	19
Journal	Sexualities
Volume	26
Issue number	1-2
DOIs	https://doi.org/10.1177/13634607221088148
Publication status	Published - 29 Jun 2022

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Sussex Learning Network.

Publisher Copyright:
© The Author(s) 2022.

Keywords

Transgender
LGBTQ+
equality
higher education
gender
liveability

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10.1177/13634607221088148Licence: CC BY

Liveability_environment_and_policyFinal published version, 578 KBLicence: CC BY

Cite this

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Liveability, Environment and Policy: Reflections on Trans Student Experience of Entering UK Higher Education

Abstract

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Keywords

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