Transgender student being in higher education : an integrative review

Abstract

Students are part of a diverse higher education community. Their attitudes and beliefs are embedded in interaction with lecturers, fellow-students and curricula exposure. It navigates and prepares them for their professional careers. Transgender students do not associate with society's gendered binary norms and have unique identities and associated needs. This integrative review aimed to illuminate ‘transgender being’ in higher education through thematically analysed literature. The studies were sourced on Medline, PubMed, CINAHL and EBSCO databases. Complementary searches included Google Scholar and Web of Science. The findings of 18 studies were analysed. The participants were conscious of their being-for- themselves and others. They experienced their transgender being as 1) being through ‘non-being’, 2) being conscious of self and others, 3) being vulnerable, and 4) being and ‘to be’. The review results were evidence of the need for gender-inclusive education to affirm dignity, respect and inclusivity for all students pursuing higher education.