TY - JOUR
T1 - High Impact of [Whiteness] on Trans* Students in Postsecondary Education
AU - Stewart, Dafina Lazarus
AU - Nicolazzo, Z.
N1 - Publisher Copyright:
© 2018, © 2019 University of Massachusetts Amherst College of Education.
PY - 2018/4/3
Y1 - 2018/4/3
N2 - This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated “high impact practices” (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students’ success in higher education and advance a different approach that we have coined “trickle up high impact practices” (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students.
AB - This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated “high impact practices” (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students’ success in higher education and advance a different approach that we have coined “trickle up high impact practices” (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students.
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U2 - 10.1080/10665684.2018.1496046
DO - 10.1080/10665684.2018.1496046
M3 - Article
AN - SCOPUS:85062825932
SN - 1066-5684
VL - 51
SP - 132
EP - 145
JO - Equity and Excellence in Education
JF - Equity and Excellence in Education
IS - 2
ER -