Elucidating transgender students’ experiences of microaggressions in social work programs: Next steps for creating inclusive educational contexts
Austin, A., Craig, S. L., Dentato, M. P., Roseman, S., & McInroy, L. (2019). Elucidating transgender students’ experiences of microaggressions in social work programs: Next steps for creating inclusive educational contexts. Social Work Education, 38(7), 908–924. http://dx.doi.org/10.1080/02615479.2019.1575956
Highlights
Background
Social work education espouses a commitment to promoting social justice and anti-oppression.
Yet recent research suggests that social work programs (SWPs) may inadvertently perpetuate microaggressions toward individuals who are transgender and gender nonconforming (TGNC).
Study Description
This qualitative study elucidates experiences of TGNC social work students (n = 97) aged 19–69 in North America
Participants have mostly self-identified as a TGNC for significant periods of time: 16+ years (n = 32), 7–15 years (n = 41), 4–6 years (n = 14), and fewer than 3 years (n = 5)
Key Findings
Grounded theory analysis revealed six key themes related to students’ experiences of microaggressions within their SWPs:
(1) Structural oppression
(2) Cisgender bias
(3) Faculty knowledge gaps
(4) Visible discomfort
(5) Pervasive nature of transphobia
(6) Social exclusion
Our results underscore the need to examine the ways in which knowledge gaps, implicit cisgender biases, and existing practices and policies within SWPs inadvertently privilege the experiences of cisgender students and marginalize TGNC students.
Key findings from the current study can be used to inform the implementation of transgender affirmative changes, contributing to efforts to eradicate transphobic bias within SWPs.
