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Moving beyond Black Education Spaces: The Five Dimensions of Affirmation in Black Trans Education Spaces in Higher Education

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Title: Moving beyond Black Education Spaces: The Five Dimensions of Affirmation in Black Trans Education Spaces in Higher Education
Language: English
Authors: Tori Porter
Source: International Journal of Multidisciplinary Perspectives in Higher Education. 2024 9(1):54-72.
Availability: International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: African American Education, College Students, Sexual Identity, LGBTQ People, Higher Education, Transformative Learning, Social Bias, College Environment, Student Needs, Student Empowerment, Group Unity, Inclusion, Sustainability, Coping
ISSN: 2474-2546
2474-2554
Abstract: This article explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, highlighting the unique experiences, challenges, and transformative potential of these spaces for Black transgender students. This article acknowledges that Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity. Drawing from narratives of 20 Black transgender students both currently and formerly enrolled in U.S. colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the capacity of BTES in meeting the basic needs of Black transgender students, providing and sustaining spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432822
Database: ERIC
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  Data: Moving beyond Black Education Spaces: The Five Dimensions of Affirmation in Black Trans Education Spaces in Higher Education
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Multidisciplinary+Perspectives+in+Higher+Education%22"><i>International Journal of Multidisciplinary Perspectives in Higher Education</i></searchLink>. 2024 9(1):54-72.
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  Data: International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe
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  Data: This article explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, highlighting the unique experiences, challenges, and transformative potential of these spaces for Black transgender students. This article acknowledges that Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity. Drawing from narratives of 20 Black transgender students both currently and formerly enrolled in U.S. colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the capacity of BTES in meeting the basic needs of Black transgender students, providing and sustaining spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 54
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      – SubjectFull: African American Education
        Type: general
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      – SubjectFull: Sexual Identity
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: College Environment
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Group Unity
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      – SubjectFull: Inclusion
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      – SubjectFull: Sustainability
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      – SubjectFull: Coping
        Type: general
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      – TitleFull: Moving beyond Black Education Spaces: The Five Dimensions of Affirmation in Black Trans Education Spaces in Higher Education
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