Introduction
A community cannot be said to be really free unless there is freedom of opportunity for all. Freedom of opportunity in this context must not be confused with the availability of opportunities as it must also include the ability to exploit those opportunities without inordinate encumbrances. In the modern world, it is almost impossible to have an equal fighting chance for opportunities without a higher education (Zimmerman, Woolf & Haley, 2015). The right to a higher education must, therefore, be considered as a fundamental right that must be available for all. Several encumbrances exist in the modern world that limits the fundamental right to a higher education. Key among them is the process of enrollment management and marketing for colleges and universities alongside the propensity for retention and completion once an individual is admitted (Bartholomaeus & Riggs, 2017). There are many bearing factors to both enrolment and completion in higher education including social, cultural, academic and psychological reasons.
Among the key sociocultural issues is the transgender factor which also forms the core focus of the instant research paper. The transgender factor not only limits the enrollment of affected students but also makes it hard for them to last the full course of the study (Pryor, 2015). The solution to the instant problem lies both in creating confidence in transgender people to aspire for higher education and establishing a conducive learning experience for them within the institutions. This research paper evaluates the challenges and barriers to higher education for transgender people in America even as it evaluates ways and means of mitigating these issues.
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Background of the Problem
Male and female are biological characteristics but masculine and feminine are sociocultural attributes. Unfortunately, society has expected all males to be masculine and all females to be feminine because that is how the majority of humans are calibrated and nurtured (Bartholomaeus & Riggs, 2017). There are, however, many people who are born as a male but align better to feminine prerequisites and vice versa hence seek to change either their gender or their outer characteristics to suit their inner gender-based aspirations. The change characteristics may include mannerism, dressing, and in some cases clinical transformation of biological and physiological attributes (Grant et al., 2011). It is these individuals that are referred to as transgender people.
As with almost all minorities, the transgender people have been a victim of both discrimination and stigmatization in a variety of ways. The form of discrimination and stigmatization that is pertinent to the instant research paper is the one relating to access to higher education. For a start, the admission process for higher education forms part of the problem. Due to the stigma and fear of discrimination, many transgender people may be afraid to apply for higher education (Pryor, 2015). Conversely, the recruitment systems to some extent are calibrated in a manner that without affirmative action, it creates a disadvantage for transgender applicants.
The stigma and discrimination continues to be a problem even after transgender people have been admitted to institutions of higher learning. For example, transgender people are extremely sensitive about their gender identities and may be offended even by an erroneous use of pronouns such as him and her (Grant et al., 2011). Other than erroneous use, some segments of the community are actively biased towards transgender people and will go out of their way to molest and harass them. Proper systems and mechanisms may also not have been put in place to better handle transgender people since some members of the communities, including some leaders still consider transgender people to be an anathema to the society. Because of these reasons, few transgender people are admitted for higher education and even fewer persevere to the end of their studies (Bartholomaeus & Riggs, 2017).
The instant problem is critical since as indicated above, an education in the modern developed world amounts to a basic need. Lack of a good education not only stands in the way of getting a good career and earning but also poses safety and health risks. Available research shows that the lack of a higher education in America increases the propensity for criminal conduct and incarceration and even contribute to poor health (Zimmerman, Woolf & Haley, 2015). Anything that stands in the way of a specific segment of the community getting an education must be dealt with conclusively and eliminated.
Policies, Procedures, and Practices
The Admission and Recruitment Process
Enrollment management and marketing have two main perspectives, the first being marketing which encourages potential students to apply, and enrolment that determines which of the applicants will eventually be accepted (Bartholomaeus & Riggs, 2017). Without proper and suitable marketing, even the fairest and most balanced enrolment process would not eliminate the challenges for the transgender community. Normally, marketing is all about communicating a message about a certain issue or product with a view of encouraging a positive impression of it. Further long-term marketing only works if the message being communicated is true.
Institutions of higher education, therefore, first need to develop a true narrative about the fair treatment of transgender people then communicate it to encourage them to apply for intuitions of higher learning (Bartholomaeus & Riggs, 2017). For example, a college that is already having a scandal about institutionalized transgender discrimination cannot successfully run a marketing campaign to encourage transgender applicants. Secondly, a proper marketing mechanism and tools should be used to conduct the marketing. Modern marketing has revealed that two-way communication is crucial to a marketing program as it enables the target to raise the issue and have them addressed. The current proliferation of social networks can enable higher education institutions to interact with the transgender people they are seeking to market to. Proper marketing will create awareness and confidence hence enabling transgender people to apply for places in higher education institutions.
Upon application, a fair and balanced enrollment management program would also be necessary to ensure that the transgender people who apply have a chance of acceptance. Being transgender was considered as a mental health issue within the lifetimes of most of the people who are actively or passively involved in the modern college and university enrolment. As late as 1994, the world health organization considered transgender issues as: " sexual and gender identity disorders ” (Love, 2016). Even today, there are people who consider all LGBT individuals, more so transgender to be social misfits while many others have active or passive biases towards them (Peters, Becker & Davis, 2017). Everyone involved in the process of the enrollment in higher education needs to be trained to identify and overcome any underlying bias that they might have against transgender people. Similarly, training may also be necessary to ensure that when hiring, officials, more so counselors handling transgender applicants do not actively or passively create inordinate obstacles for them. The combination of a good marketing strategy and training of enrolment officials will exponentially increase the chances of acceptance for transgender people in institutions of higher learning.
Affirmative Action
Normal improvements in enrollment management and marketing as outlined above may not be sufficient to even the odds for transgender students hence the need for affirmative action. In this regard, affirmative action does not mean accepting unqualified transgender people into institutions of higher learning but rather leaving a number of vacancies that are specifically reserved for transgender students. Based on available research, there are two primary factors that support the need for affirmative action for transgender students. The first is that even before they attain the age of applying for higher education, transgender students will have undergone many challenges that will create a handicap in basic education. As indicated in the section above, many people consider transgender individuals either as having mental problems or social misfit. Because of the social and cultural misconception about the transgender issues, many transgender people are the subject of persecution and ill-treatment at home and at school (Grant et al., 2011). Others may not have been ill-treated but will always be apprehensive that they might be victimized in one way or the other. Some transgender people also struggle with their gender identities for many years before they determine which gender suits them. As they struggle with these issues, their peers are busy studying and preparing for their standardized tests. If the transgender people are adjudged by the same standards as their other peers, chances are that most of them will be placed at a disadvantage (Bartholomaeus & Riggs, 2017).
The second ground for an affirmative action for transgender people in higher education is the co-curriculum evaluation in modern higher education enrolment programs. As had been indicated above, most people currently identify with their gender of birth hence most social and cultural issues have been calibrated in the same way. For example, almost all sporting activities are divided between genders where there are male teams and female teams. It is easy to see how a person who is struggling to identify with their genders of birth would have a problem identifying with a sporting team. Similarly, many other social activities are closely intertwined with gender affiliations (Grant et al., 2011). Based on the above, a transgender person may have performed well in standardized tests in spite of the many challenges yet be ruled out due to non-membership in a sporting or social club. Affirmative action may not cure this anomaly but it could provide temporary mitigation pending a more substantive solution.
Post-Enrolment Issues
Whereas the suggestions above will enable more transgender students to get enrolment in higher education institutions, there still remains the challenge of retention and completion. Several challenges and issues face transgender students within institutions of higher learning.
Cultural Sensitivity and Appropriate Terminology
Transgender people are sensitive enough about their gender identities to go out of their way to use clinical means to change their physical attributes to conform to their gender preference. The language used when addressing a transgender person is thus critical and may be a determinant to whether or not they remain in a higher institution long enough for them to complete their studies (Bartholomaeus & Riggs, 2017). It is impossible to eliminate all bias against transgender people in school as the same principle that allows transgender people to assimilate their gender of choice also allows other people to hold contrary beliefs about transgender people. However, institutionalized gender discrimination should be a line that no higher learning institution should be crossing in 2018. For example, it might be possible for a transgender student to hear other students snickering but unacceptable for such a student to be made fun of by a member of the school’s staff. Proper language should be used in all verbal and written communication with the right pronouns being used for transgender students. Cultural sensitivity also extends to shared amenities such as bathrooms and washrooms (Grant et al., 2011). A good solution would be either having all bathrooms and washrooms as gender neutral or allowing students to choose any amenities that they prefer. Having amenities that are identified as belonging to transgender people is among the solutions that have been used in some places but it could be counterproductive. For a start, having some ladies use a different ladies’-room and vice versa amounts to discrimination. Further, the basic idea is to have a future where LGBT is a non-issue through integration, not segregation (Grant et al., 2011; Peters, Becker, & Davis, 2017). Another critical cultural sensitivity issue relates to shared hostels where steps should be taken to ensure gender neutrality is embraced in general terms, instead of having special amenities for transgender people.
Safe Space Training
Safe space is not only a concept but also a controversy revolving around the issue of transgender and higher education. The concept of safe space entails creating special places, classes, or groups where minorities or individuals who face similar macroaggressions can freely express themselves (Feinberg.northwestern.edu, 2017). Among the groups within which this concept has been applied include racial minorities such as African Americans and the LGBT community. Safe space training involves the training of all stakeholders not only about the concept of safe spaces but also the specific places within an institution which have been designated as safe spaces. Administrators, for example, need to be trained on where to locate the safe places and what amenities need to be availed of them. Proper signage of the safe space is important to direct those who are meant to use the space and also directing away those who are not meant for it (Feinberg.northwestern.edu, 2017). Transgender people should also be trained in how best to use the safe space. However, a careful evaluation of available commentary about safe spaces shows that the entire concept of safe spaces is quite controversial. Supporters of the idea believe that minorities need a space of their own where they can freely express themselves with fellow minorities without feeling threatened by the majorities.
However, other commentators have argued against the need for safe spaces generally and the potential adversities of having these safe places. The argument about the lack of need for safe spaces is based on the fact that school is meant to prepare students for the life in the world after school. The real world is generally integrated and there are no safe spaces. Minority students should thus learn to live in the real world and adapt to it without the need for safe spaces. Conversely, safe spaces encourage stigmatization and discrimination of minorities. Creating safe spaces is a confirmation that minorities are different, a fact that would buoy stigmatization (DeRuy, 2016). Further, discrimination and stigmatization in schools are mainly caused by unscrupulous students who may not be bound to respect safe space rules. To them, safe space signage might operate as an invitation to go and bully minorities (DeRuy, 2016). The idea of safe space is a noble one that needs to be pursued in the interim but the long-term process should be geared towards eliminating the need for safe spaces through social acceptance and cohesion
Training for Faculty Administrators and Other Staff Members
Higher education institutions are managed and run by experts but many of them do not have any formal training specific to the transgender issue hence creating a manifest handicap. For example, transgender people have health-related needs that may not conform to those of the general populace on a social, physiological, or psychological perspective (Healthypeople.gov, 2017). Whereas those running learning institutions may be experts in their respective fields, they may not be specifically trained on how to handle the transgender group. According to Obedin-Maliver et al. (2011), training on LGBT issues has been incorporated into the general training of healthcare officials but on a very low scale. If the same principle was to be applied to other professions, then the intensity of the problem might be reduced. There might be mention of transgender individuals during the training of lecturers, administrators, and other members of staff but the level of training is minuscule. There is a need for increased training to ensure that every person who handle transgender students understands how to handle such a specific niche, which lines not to cross, and how to manage their needs. It should not be taken for granted that handling LGBT people in general and specifically the transgender is limited to using the right language. All-around competency is paramount hence the need for proper training.
Enhancing Access to Online Courses
As an alternative to the above, more so for students who have extreme apprehension about physically joining institutions of higher learning, the alternative of online learning can be availed and encouraged. Due to advancement in modern information technology, it is possible to take full courses without stepping into a physical class or even work without going to the office (Freidman, 2017). The steps outlined above can encourage transgender students to apply for higher education, get accepted, get treated well, study and even graduate. However, there will always be a risk of stigmatization and discrimination for several years to come (Pryor, 2015). Conversely, there will also be transgender people who will not be able to garner the courage of physically joining college either because of past experiences, or the fear of the unknown. As an interim measure, such students can be admitted into online programs where they can study from the comfort of their own homes. An elaborate chain of libraries is also available across the US that can be used by such students within localities that they are familiar and comfortable with and also where they can get the support of their loved ones (Freidman, 2017). It should not be assumed that transgender people should be encouraged to keep away from other members of the society as this will only contribute to the exacerbation of the overall problem. However, as the issues indicated above continue to be resolved, online learning can provide opportunities for the extreme cases.
Summary of Practical Solutions and Conclusion
The research above establishes beyond peradventure that transgender people face a variety of challenges that limit them from pursuing higher education in America. In an ideal society, being transgender should not in any way affect how a person is treated in school or at all but the modern society is yet to attain that ideal. In all fairness only a few decades ago, being transgender was diagnosable as a mental illness thus the world is still adjusting. Pending such adjustment, practical measures should act as effective mitigation to the instant problem. First, higher education institutions should be marketed as welcoming and suitable places for transgender people. Such marketing would encourage potential transgender students to apply for higher learning. Secondly, training should be undertaken for admissions and recruitment counselors so that they can be able to better handle transgender applicants. The training should include being fair and balanced to such applicants and also using the right language to avoid discouraging them to pursue higher education whether or not they get accepted to the specific schools.
Thirdly, affirmative action should be encouraged to create opportunities for transgender individuals in higher learning institutions. The fourth practical solution relates to the use of suitable language to transgender people after they join colleges and universities so as to make their stay as comfortable as possible. Proper language should also be accompanied by the availability of amenities. Further, training on and availing of safe spaces for the students so that they can find a safe place to interact away from any persecution should be implemented. Enhancement of staff competence to handle transgender people through specialized training will also help mitigate the problem. Finally, as the issue of transgender stigmatization and discrimination is handled substantively, online learning can apply as an alternative more so in extreme cases.
References
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