Trans people in higher education

Trans people have become increasingly visible in society, and that also includes higher education. This has led to, amongst other things, debates regarding the rights of trans people, and demands for greater inclusion. For instance, a student group at my own department put forth a set of demands, which aimed to push back against oppression and create a safer learning environment for trans people (Aasmundsen 2023).

Some people might dismiss these types of demands as being overblown. However, if we look to the fairly extensive knowledge we have about the experiences of trans people in higher education, this suggests that there is a strong need for measures that will improve the situation of trans students and employees in higher education institutions.

What do we know about trans people in higher education?

Trans people have a marginal position in society, both because they experience social exclusion and because legal and bureaucratic institutions are not suited to their identities and needs. This also includes educational institutions. If we look to international research, we see a much greater frequency of negative experiences in higher educational contexts for trans people than for cisgender people. A range of international studies show a high frequency of experiences of discrimination, transphobia, physical and sexual harassment, and dropping out of study programmes (Grant et al. 2011; FRA 2014; James et al. 2016; Nicolazzo 2017; Goldberg 2018; Lawrence and Mckendry 2019). Negative behaviours are often carried out by fellow students, but we also see that academic and administrative staff are also frequently involved.

We can find comparable numbers in Norway. 44% of Norwegian trans students have experienced harassment from teaching staff, and 52% have been harassed by a fellow student. If we compare with cisgender students, the numbers are, respectively, 10% and 16% (Andersen et al. 2020). Norwegian transgender students also experience more loneliness and worse mental health than their cisgender counterparts.

All in all, this paints a grim picture of the experiences of trans people in higher education, and this matches similar statistics regarding trans people’s experiences in society more generally (Andersen et al. 2021). This means that higher education institutions are not an exception to the rule, and rather confirm a general pattern in society. At the same time, this also means that academia has little reason to see itself as an especially open and liberal culture. We need measures that improve the situation of trans people in higher education too.

We have less concrete knowledge about the experiences of staff within academia. Even so, studies done by Erich Pittcher (2018) show that transgender academics experience microaggressions, hostility, exclusion, and feeling out of place, but that this varies according to the workplace culture at their respective institutions. For instance, while I have had good experiences, a former academic colleague of mine chose to leave academia and a position as an associate professor due to a hostile work environment. It is also worth noting that there are very few transgender people in permanent academic positions at Norwegian universities and university colleges.

How can we improve conditions for trans people?

An important element in ensuring that trans people can feel comfortable and be productive in higher educational institutions is the cultural climate, that is to say the attitudes and treatment that trans people encounter. While attitudes will always to some extent mirror those of society more generally, institutions can take measures to improve the cultural climate locally. It is also important to be aware of how higher education institutions can help create better, more knowledge-based social attitudes. Trans people are a stigmatized group who are frequently made the objects of political debate. Universities have an important role to play in ensuring that such debates are not based in prejudice and false information. This means, amongst other things, not suppressing the knowledge that trans people themselves have, but allowing the group’s own perspectives and knowledge come to the fore in education and research.

Attacks and violations of people’s identity have a destructive effect on their well-being and ability to function socially in a given context. Higher education institutions should create a safe work- and study environment, in which for instance intentional and repeated misgendering and verbal harassment are not tolerated, and in serious cases will be disciplined.

At the same time, institutions must ensure that their own structures are equipped to respect the identities of trans people. For example, it should be possible to change the registered name and gender of an individual quickly and easily in the institution’s systems. Generally, this should not be dependent upon legal changes in the national population register. It can be difficult for people to make these kinds of legal changes, for either personal or administrative reasons. Nevertheless, it should still be possible to change names within the institution’s own digital learning systems, or to alter someone’s email address if they have changed their name.

Creating an inclusive work and study environment also means making changes to the material environment. In a study of 500 transgender students, gender neutral toilets were named the most important measure to create greater inclusivity (Goldberg et al. 2019). Many trans people avoid using toilets or reduce their intake of food and drink to put off needing to use a toilet. Obviously, this impacts students’ ability to spend time at learning institutions, and their ability to function while they are there. The same is true of sports facilities, where there should be access to gender neutral changing rooms and a no-tolerance policy when it comes to harassment.

Many trans people also undergo a process of medical treatment. This can mean periods of absence and sick leave. It is a matter of fact that should be recognized that trans people in Norway have poorly functioning and inaccessible health care services for gender-affirming treatment. The system is characterized by long waiting lists, unavailable treatments, and the exclusion of certain subgroups, such as nonbinary people, from treatment. This leads to many seeking treatment abroad, and outside the public healthcare system.

For these reasons, accommodations should be made for students and staff that might require time off. Private companies like Sopra Steria now offer compassionate leave for employees going through gender-affirming treatment (Blix-Elton 2022). Universities and university colleges should ensure that similar measures can be put in place locally and in the public sector more broadly. Furthermore, the physical and mental health of transgender students should be better protected by ensuring that student health services have competence in transgender health.