Getting beyond peeing and pronouns: Living non-binary gender in higher education

Benato, R., Fraser, J. and White, F.R. 2024. Getting beyond peeing and pronouns: Living non-binary gender in higher education. Journal of Gender Studies. 33 (5), pp. 698-710. https://doi.org/10.1080/09589236.2024.2334067

TitleGetting beyond peeing and pronouns: Living non-binary gender in higher education
TypeJournal article
AuthorsBenato, R., Fraser, J. and White, F.R.
Abstract

Non-binary people make up just over half the UK trans population and younger people are more likely to identify as non-binary than those over 35 (Government Equalities Office, 2018). Despite this increasing recognition, non-binary identities and experiences continue to be widely misunderstood. Similarly, if university trans inclusion policies focus solely on models of binary or medical transition, they will not fully address the needs of non-binary students. In the context of an increased focus on the participation and success of marginalised social groups in higher education, and a social and political backlash against equality, diversity and inclusion work, questions of how non-binary students thrive in universities are pressing. Non-binary inclusion and experiences in higher education have received little dedicated attention. This article draws on data from the largest survey to date of non-binary students in the United Kingdom and begins to fill those gaps. We highlight the prominence in the survey of issues around ‘peeing’ and ‘pronouns’ in the lived experiences of non-binary students and demonstrate the detrimental impact of the lack of recognition on students’ learning and lives at university. We conclude universities must get beyond ‘peeing and pronouns’ to reimagine higher education as an accessible and inclusive space.

Keywordsnon-binary gender
transgender
higher education
student experience
JournalJournal of Gender Studies
Journal citation33 (5), pp. 698-710
ISSN1465-3869
Year2024
PublisherElsevier
Publisher's version
License
CC BY-NC-ND 4.0
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1080/09589236.2024.2334067
Publication dates
Published online28 Mar 2024

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