- Title
- The influence of institutionalised regulations on the emotional wellbeing of non-traditional gender identifying tertiary graduates
- Creator
- Lubbe, Maritza
- Subject
- Gender nonconformity
- Subject
- Transgender people -- Identity Transgender people Transgender youth -- Identity Developmental psychology
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- http://hdl.handle.net/10948/40544
- Identifier
- vital:36181
- Description
- Trans* experiences have been and are currently still understood within systems that are inherently heteronormatively inclined and which has produced a system that is ideologically driven by the gender binary. Consequently, societies are not designed to accommodate everyone equally, thus forcing non-traditional gender identifying individuals to grapple and adapt to this sometimes seemingly ignorant world. This grappling and adaptation takes various different forms for different people, and thus it is expected that this would elicit a variety of different consequences for emotional wellbeing. One of the formal institutions that has shown sluggish transformation in terms of gender-based transformation is tertiary educational institutions. Here traditional binaries are rooted everywhere from application form information to bathroom use on campus. This study explored the influence living and working in higher educational institutions have had on the emotional wellbeing of Trans* individuals, who have graduated. Along with an acknowledgement of the inherent complexity of gender identity, Trans* in the context of this study can be understood as shorthand used to refer to individuals who identify as transgender, transsexual, and/or gender non-conforming. This exploration was embarked upon through a qualitative research enquiry into the lived realities of Trans* graduates. Instead of a focus on current Trans* students, this study drew on its sample through gender organisations to recruit participants who are recent graduates and openly identify as Trans*. It was deemed appropriate given that graduates may be able to reflect on their overall tertiary experience. Findings indicated that Trans* graduates experienced significantly lowered levels of emotional wellbeing, which tapped into various components of mental health, while they attended these institutions. These included a negative impact on self-esteem, as well as high levels of depression and other mental health concerns. Themes of exclusion and access to transformational power were also uncovered. It was found that intersections of race and gender also influenced participant’s experiences. It was additionally found that Trans* graduates did not exclusively experience the impact of tertiary education systems as impairing, but rather there was also an acknowledgement of the existing efforts and the potential for these spaces to become more inclusive. This study contributes to a growing body of evidence on Trans* experiences, by highlighting the plight of Trans* individuals within tertiary educational institutions.
- Format
- v, 106 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela University
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Maritza Lubbe.pdf | 4 MB | Adobe Acrobat PDF | View Details Download |