Authors: K. Abel Knochel; Susan Saltzburg; Stephen Rassi; Anthony P. Natale
Addresses: University of Minnesota Duluth Social Work Department, 1207 Ordean Court, 220 Bohannon Hall, Duluth, MN 55812, USA ' Graduate Faculty Emeritus, Ohio State University, College of Social Work, 1945 College Road, Columbus, OH 43210, USA ' School of Social Work, Eastern Michigan University, Room 317 Marshall Building, Ypsilanti, MI 48197, USA ' University of Oklahoma, Anne and Henry Zarrow School of Social Work, 700 Elm Avenue, Norman, OK 73071, USA
Abstract: Gender-non-conforming (GNC) and transgender students, faculty and staff have become more visible on American college campuses. Although policies and programmes to support them are increasing, discrimination remains widespread. Social work is a discipline and profession committed to non-discrimination and inclusion of GNC/trans* social workers and students. In this multilevel review, the authors identify teaching, peer education and advocacy strategies for creating an inclusive, non-oppressive environment for and with GNC/trans* students. We then explore ways that internship faculty can educate, plan, provide resources and build trust to assist GNC/trans* students to have a positive internship experience. The next level examined focuses on the discrimination experienced by GNC/trans* faculty and staff and the allying, advocating and educating roles their colleagues can play. We then conclude the review by examining the strategies that social work administrators can use to foster an inclusive culture for GNC/trans* faculty, staff and students.
Keywords: American academy; anti-oppressive practice; faculty; field education; gender expression; gender identity; GNC/trans*; internship; social work education; student; transgender.
International Journal of Innovation in Education, 2017 Vol.4 No.1, pp.1 - 15
Available online: 30 Aug 2017 *Full-text access for editors Access for subscribers Free access Comment on this article