Date of Award
Spring 2020
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
School
Education
Committee Chair
Dr. Lilian H. Hill
Committee Chair School
Education
Committee Member 2
Dr. Thomas O'Brien
Committee Member 2 School
Education
Committee Member 3
Dr. Kyna Shelley
Committee Member 3 School
Education
Committee Member 4
Dr. Holly Foster
Committee Member 4 School
Education
Abstract
Transgender students face challenging and unique experiences in academic classrooms on college campuses. This qualitative study, which used queer and transgender theory, sought to examine the realities of transgender students’ experiences within the English Composition classroom in the Rocky Mountains. English Composition is a class nearly every undergraduate student must take, no matter their major. It acts as a microcosm of the college population. Composition classes are generally small (20-25 students), offering a more intimate setting than other general education classes in college. Additionally, personal writing is expected, as is sharing work with classmates for peer-review sessions. Within this context and this setting, I gained valuable information about the experiences of transgender students within this academic setting. Currently, little research on this student population exists within the geographical locale of the Rocky Mountains. Findings of this study can be used for other disciplines within the classroom setting and help to educate administrators and other staff members working directly with transgender students. Information from this study can help colleges and university instructors serve the transgender college population more appropriately.
Copyright
Williams, 2020
Recommended Citation
Williams, Tracey, "Transgender College Students in the English Composition Classroom in the Rocky Mountains" (2020). Dissertations. 1774.
https://aquila.usm.edu/dissertations/1774