This research explored how transgender people and their partners experience the process of disclosing their gender identity, experiences of mental health, and how couple and family therapists can be helpful to relationships involving transgender people. The purpose of this study was to better understand transgender relationships to prepare couple and family therapists to work with this population. Participants were seven self-identified transgender people and three of their partners. In-depth interviews were used to explore experiences of transgender people's relationships. Nine themes were identified: decision to disclose, the road to acceptance, perceptions of sexual orientation, change, delineating between purposes for seeking mental health services, belief that therapists are not well-informed about transgender issues, value of well-informed therapists, couple and family therapists should be well-informed, and loved ones understanding of gender identity. This study provides insight into transgender people's relational issues relevant to couple and family therapy. Phenomenological, narrative and feminist lenses provide frameworks to view these findings. Implications for future research and clinical practice are discussed. / Ph. D.

Since 2013, over half of all gender-selective women's colleges in the United States have adopted admission policies that outline varying biological, social, and legal criteria for who may apply to their institution. In effect, these policies opened the gates to admission, driven by the goal to be more inclusive to transgender applicants, especially trans* women. This dissertation examines if and how these policies enact missions of social justice, diversity, and inclusion through the informal practices, production, and regulation of gender on campus. How do gender-selective women's colleges go from trans* admitting to trans* serving? Through a nine-month ethnography of trans* admission policies at two gender-selective women's colleges, including 126 interviews with students, alumni, faculty, staff, and administrators; archival document analysis regarding trans* and queer history on campus; and participant observation of events and spaces on campus with trans* students, my objective is to describe the world that takes shape when gender and feminism become institutionalized, routine, and used as descriptions to both include and exclude. I contend that the impact of these admission policies is not limited to the application process, but rather the experiences of matriculated students are shaped by the gendered norms and discourses structured within the policies themselves. Findings suggest that despite the fact that these policies, formally, allow for transgender students to apply and enroll to gender-selective women's colleges, institutionalized commitments to inclusion obscure and even intensify existing gender inequality, particularly for students who do not fit within normative ideals of the "right way to be trans*" including those who are low-income, non-white, and trans* men. Because the feminist missions of these colleges continue to reaffirm an ideal of cisgender womanhood on campus, the extent to which these inclusion policies were able to make fundamental structural changes in how gendered power, resources, and opportunities are distributed was limited at best. As such, this dissertation is a call to think about gender as an institutional product; not simply in terms of the politics that are attached to the experiences, bodies, and identities, but in the very constitution of gender as a social category. As an ethnography of how these categories become comprehensible, admissible, and livable, this dissertation complicates our understanding of how policies work, how gender is reinforced in the women's college setting, and how to transform institutional practices through a trans* justice framework. / Doctor of Philosophy / Since my graduation from Smith College in 2013, over half of all gender-selective women's colleges in the United States have publicly adopted admission policies outlining up to fourteen different combinations of biomedical, social, and legal criteria for who may apply to their institutions. In effect, these policies define fourteen different ways to be a "woman" that honor both the experiences and identities of students as well as the histories, traditions, and missions of gender-selective women's colleges. While I am proud of my alma mater for adopting such a policy, I have been struck by the ensuing tensions and debates that occurred among students and my fellow alumni about who belonged within our community. My time at Smith equipped me with new concepts, identities, and possibilities of what community means by being with people of other sexes, genders, races, sexualities, abilities, socio-economic statuses, and mindsets. Gender in this feminist space, in other words, was about so much more than a singular common experience of biology. Hence, the trans* policy raised more questions than answers for me: How do my trans* peers experience the woman-centered atmosphere of gender-selective women's colleges? In what ways do these policies and other institutional practices support these students? Through this dissertation, I sought to understand the experiences of trans* students enrolled in two gender-selective women's colleges by mapping the implementation and impact of trans* inclusion on campus. I wanted to know how these policies—and gender-selective women's colleges more broadly—shape institutionalized feminist missions of social justice. Over the span of nine-months, I spent time at two gender-selective women's colleges, one with a policy that admits trans* women, men, and non-binary students and another that limits trans* admission to trans* women, and conducted 126 interviews with students, alumni, faculty, staff, and administrators; archival document analysis regarding trans* and queer history on campus; and participant observation of events and spaces on campus with trans* students. I found that despite the fact that these policies, formally, allow for transgender students to apply and enroll to gender-selective colleges, the institutional commitments to inclusion obscured and even intensified existing gender inequality particularly for students who do not fit within normative ideals of the "right way to be trans*" including those who are low-income, non-white, and trans* men. Because the feminist missions of these colleges continue to reaffirm an ideal of cisgender womanhood on campus, the extent to which these inclusion policies were able to make fundamental changes to support transgender students was limited at best, and violent at worst. This does not suggest that there was no hope. Rather, students found ways to navigate these formal policies, resources, and spaces to create safer environments for their community, surviving and thriving in environments that were antithetic-to-hostile to their inclusion. As a result, I conclude that the implementation of a singular policy is not an adequate solution to full inclusion. Rather, we must consider how policy and practice may limit inclusion through intersections of race, class, sexuality, ability, and other axes of identity. As such, this dissertation is a call to think about how gender-selective women's colleges can go from trans* admitting to trans* serving.

Research has established a link between LGBTQ+ identity and high victimization rates. However, transgender experiences specifically are not well understood because they are often subsumed under the monolithic label of LGBTQ+ experiences, despite the specific risks associated with non-normative gender identities. It has also been established that the police function is grounded in the maintenance of the dominant social order. Given that LGBTQ+ individuals, and transgender individuals in particular, are disruptive of the social order, many of their interactions with police have been negative. In this study, I examine how varying degrees of "visible" gender nonconformity affect a transgender individual's comfort level with asking for police help. I hypothesize that transgender people who visibly transgress gender norms by physically presenting as a gender that does not match their government-issued identification will be less comfortable asking the police for help than transgender individuals who do not have such incongruence. Through a logistic regression analysis of the 2015 United States Transgender Survey, I find that those groups who visibly transgress gender norms have a higher likelihood of experiencing discomfort with asking for police help. These findings have important implications for our understanding of transgender victimization by elucidating the barriers to police officers' ability to prevent or lessen the effects of victimization within the transgender community. / Master of Science / Research has established a link between LGBTQ+ identity and high victimization rates. However, transgender experiences specifically are not well understood because they are often grouped in under the monolithic label of LGBTQ+ experiences, despite the specific risks associated with non-normative gender identities. It has also been established that the police function is grounded in the maintenance of the status quo. Given that LGBTQ+ individuals, and transgender individuals in particular, disrupt the status quo, many of their interactions with police have been negative. In this study, I examine how varying degrees of "visible" gender nonconformity affect a transgender individual's comfort level with asking for police help. I hypothesize that transgender people who visibly transgress gender norms by physically presenting as a gender that does not match their driver's license or state identification card will be less comfortable asking the police for help than transgender individuals who do not have such incongruence. Through a logistic regression analysis of the 2015 United States Transgender Survey, I find that those groups who visibly transgress gender norms have a higher likelihood of experiencing discomfort with asking for police help. These findings have important implications for our understanding of transgender victimization by elucidating the barriers to police officers' ability to prevent or lessen the effects of victimization within the transgender community.

This thesis examines the evolution and adaptive function of female homosexuality. Biological, sociological, evolutionary, socioecological, and sociobiological theories are discussed. To assess the evolution of female homoerotic behavior, primate and human behavior are examined. Because the purpose of this thesis is to investigate the evolution of female same-sex relations, particular emphasis is placed on chimpanzees and bonobos, species in which these relations have been extensively documented. It is proposed that human females form homoerotic relationships to achieve independence from males and maintain alliances. If sufficient resources are present, aggregates of females can control their most significant resource-sex. Sex is utilized to recruit new females, to maintain alliances within the aggregate, and to distribute to males in exchange for strategic resources. This thesis concludes with several suggestions for future research.

According to the Human Rights Campaign (n.d.), the nation’s largest LGBTQIA+ civil rights organization, there are approximately two million people living within the U.S. who identify as transgender. Gender-affirming healthcare encompasses a variety of services, including hormone therapy, surgical interventions such as genital and top surgery, and mental health services. While surgery may or may not be part of an individual’s personal transition roadmap, research indicates that gender-affirming surgery can significantly improve quality of life (Stroumsa, 2014). However, a study by De Brouwer et al. (2021) found that 65% of transgender individuals reported the desire for increased post-operative care including guidance and education regarding “what are you allowed to do and what not” to do following surgery (p. 1925). The transition process can impact a person’s occupational identity, occupational competence, and overall occupational well-being (Bar et al., 2016). Although deficits in occupational performance and satisfaction have been reported within transgender and gender-diverse (TGD) populations (Swenson et al., 2022), occupational therapy services are not typically provided or included within the gender-affirming care model. Occupational therapy services have the potential to decrease deficits experienced by TGD individuals due to the holistic nature of the profession and its focus on client-centered care. you, AFFIRMED is an innovative program that will provide occupational therapy services pre- and post- gender-affirming top surgery through a six-week program delivered virtually for improved access to healthcare services. you, AFFIRMED aims to improve post-surgical outcomes and general well-being for TGD individuals undergoing gender-affirming top surgery through the provision of individualized occupational therapy services. Furthermore, the program intends to increase the representation of occupational therapy within multidisciplinary gender-affirming healthcare services. Finally, the program intends to further improve access to occupational therapy services through telehealth modalities due to deficits in accessing qualified healthcare professionals and challenges with financial coverage of services.

This study explored healthcare utilization among the Transgender and Gender Non-Binary (TGNB) population of Florida using Geographic Information Systems (GIS) to visualize and analyze the spatial distribution of unmet healthcare needs. The aim was to provide a clear comparison of unmet healthcare needs across various regions, highlight areas with the highest and lowest levels of unmet needs, and understand the demographic factors influencing these disparities. Utilizing survey data from the NIH-funded U=CARE study, which involved TGNB participants aged 18-26 from diverse racial/ethnic and socioeconomic backgrounds, the data were cleaned, geocoded, and analyzed within ArcGIS. Geocoded survey responses were linked to Florida Department of Transportation (FDOT) district boundaries. Choropleth maps were created to represent the percentage of respondents in each geographic unit reporting unmet healthcare needs, with color gradation indicating the intensity of these needs. Regional variations were found, with Northeast Florida and Northwest Florida showing the highest levels of unmet healthcare needs despite having the lowest participant counts, while Central Florida, which had the highest number of participants, also reported a substantial percentage of unmet healthcare needs. A demographic analysis indicated that younger participants, those with lower education levels, and individuals from diverse racial and ethnic backgrounds were more likely to report unmet healthcare needs. Districts with lower socioeconomic status (SES) showed higher levels of unmet needs, underscoring the critical role of socioeconomic factors in healthcare access. This study identifies specific regions and demographic groups with significant unmet healthcare needs, informing targeted healthcare interventions and policies. By integrating spatial and demographic analysis, it provides a comprehensive understanding of healthcare disparities among TGNB young adults in Florida, contributing valuable insights for improving health outcomes across diverse populations and addressing the specific healthcare challenges faced by this community.

Suicidal ideation and suicide attempt rates are far higher among gender minority individuals than in the general population. In the wake of an unprecedented number of anti-LGBTQ+ legislation being proposed and passed in 2023 in the United States, this study sought to examine the impact of this legislation on gender minority stress and suicidal desire and intent among gender minority adults. Results indicated that anxiety about the legislation was associated with the desire to die, perceived burdensomeness, thwarted belongingness, and the likelihood of attempting suicide in the future. The perceived impact of the legislation was associated with intent to die and thwarted belongingness. Knowledge of the legislation being proposed or passed in their state was associated with anxiety about legislation and its perceived impact on them. Awareness of laws passed in their state was also associated with distal and proximal factors of gender minority stress. Distal stress factors were also associated with the perceived impact of the legislation. Taken together, these results suggest that the discriminatory legislation is negatively impacting the mental well-being of gender minority individuals across the United States and may put them at greater risk for suicidal thoughts.

Research examining college students' attitudes toward homosexuality has been consistently reported as generally negative (Herek, 1984a; Malaney, Williams, & Geller, 1997; & Mohr & Sedlacek, 2000). Furthermore, the attitudes of heterosexual college males have reflected higher levels of negativity when compared to their female counterparts (D'Augelli & Rose, 1991; Kite, 1984; & Smith & Gordon, 1998). The ensuing literature review examines research studies conducted at large, small, public, and private institutions. The purpose of this study is to investigate attitudes toward gay, lesbian, bisexual, and transgender people from the point of view of heterosexual males who attend private institutions. The literature in regards to private institutional campus setting is very limited. Data was collected through the dissemination of the Gay, Lesbian, Bisexual, Transgender (GLBT) Attitude Assessment at four private colleges. The administration of the instrument was conducted through a designated coordinator and through facilitators who agreed to participate. Descriptive data, including means, standard deviation and histograms, were collected. In addition, the research study used four methods of inferential statistics: (1) within-subjects ANOVA, (2) t-tests with a Bonferroni adjusted alpha, (3) within-subjects ANOVA with one between-subjects variable, and (4) the post-hoc Ryan Procedure. All statistical tests were performed using an alpha level of .05 unless otherwise stated. The GLBT Attitude Assessment included the GLBT Far Proximity Scale and GLBT Close Proximity Scale. While the GLBT Far Proximity Scale indicated no mean difference from males toward the subgroups, the statistical analysis conducted on the GLBT Close Proximity Scale did indicate a mean difference. In addition, males who held conservative beliefs in their political and religious orientations were significantly different than those who held liberal and moderate beliefs. Respondents' differences presented in this study were within the neutral range, however, they had negative and positive trends. For example, the respondents' attitudes were least positive toward transgender people. / Master of Arts

The purpose of this study was to find out about school board decision making regarding the treatment of transgender students in Virginia's public schools' policies. The research questions were (1) What is involved in deciding to adopt policies addressing equitable treatment of, and access to education for, transgender students? (2) What influences school boards' adoption of educational equity policies? Participants and school divisions were selected based on their participation in policy decision making for the equitable treatment of transgender students. Data collection involved a one-on-one interview with a school board member and recordings of local school board meetings, committee meetings, and workshops. Common themes were developed through multiple readings of interview and meeting transcripts. Major findings include policy alignment with beliefs and values, trust between stakeholders, legal status of the policy and related topics, implementation and real-world scenarios, and decision makers' background and experiences. Additional data points evidenced community input, advice of school division staff, timing in relation to other contextual events, the political landscape, and equity discussions also impact school board decision making. Suggestions for policymakers involve focusing on creating systems to ensure equitable access to decision making for varied populations and creating frameworks for impartial decisions when controversy is involved. Implications for practitioners are also explored: (a) learning about policy decision makers' backgrounds, beliefs and experiences; (b) preparing presentations and information based on top factors impacting decision making and (c) focusing on implementation outcomes with community input. These results may impact adoption of educational equity policies more efficiently by school boards, potentially resulting in supporting previously excluded student groups' access to equal education and increased success, no matter their identity. / Doctor of Education / The purpose of this study was to find out about school board decision making regarding the treatment of transgender students in Virginia's public schools' policies. The research questions were (1) What is involved in deciding to adopt policies addressing equitable treatment of, and access to education for, transgender students? (2) What influences school boards' adoption of educational equity policies? A single one-on-one interview was conducted with a school board member, and 15 meeting recordings were transcribed and analyzed through multiple readings. The top 10 factors associated with school board member decision making are reported as findings and data points. Findings include policy alignment with beliefs and values, trust between stakeholders, legal status of the policy and related topics, implementation and real-world scenarios, and decision makers' background and experiences. Considering these findings, policymakers may wish to implement systems to ensure (a) equitable opportunities for people to serve as school board members, (b) trust is built between stakeholders, or (c) community-specific feedback is received. Policymakers may also wish to develop a decision-making framework for equity policy decisions. School division staff and policy advocates could consider these findings in focusing their efforts on aspects they can influence and providing complete and thorough presentations to school board members. By attending to these factors, school division staff and policy advocates may be able to more efficiently have educational equity policies adopted by school boards, potentially resulting in supporting previously excluded student groups' access to equal education and increased success no matter their identity.

The transgender community in India, commonly known as hijras, consists of people who were born as males but address themselves as females. They have been considered as the third gender in India for millennia and have had specific religious and sociocultural values and roles, but are forced to live in shadows in this day and age. Isolation of this community is also reflected in the way transgender characters are represented in Indian entertainment media. The study analyses two transgender themed films semiotically and the audience reception of those representations by 20 members of the transgender community. Semiotics is a helpful tool to understand the ways signs communicate ideas to viewers. This study applies syntagmatic and paradigmatic analyses to understand how images are used to represent and relay information to the audience. Reception theory along with double colonization has been incorporated in this study to analyse the ways in which the transgender community interprets the representations in entertainment media.