ABSTRACT
As discussed in the previous chapters, collegiate contexts are awash in trans* oppression. The findings detailed in this book also elucidate the complex interplay of multiple identities and how these intersections mediate trans* students’ experiences to varying effect. Thus, the complexities of participants’ experiences demand complex solutions to promote more welcoming collegiate environments. In this chapter, I present a variety of implications based on the data presented in the previous five chapters, all of which address how educational researchers and practitioners must continually (re)think the effects of gender on college and university campuses. Similar to the work of Spade (2015), I offer suggestions as an attempt to increase life chances for trans* people in higher education. Furthermore, in a manner similar to Butler (2006), I adamantly believe such liberation is only possible if those in the fields of higher education and student affairs are willing to actively work to increase possibilities for practicing gender. This does not mean everyone needs to transgress gender expectations. However, it does suggest that everyone needs to be involved in interrogating, exposing, and resisting the insidious ways gender regulates all our lives, particularly the ways it regulates the lives of those who identify as trans*.
