Running head: TRANSGENDER, BLACK, AND FIRST-GENERATION 1

Transgender, Black, and First-Generation:

A Critical Case Study Analysis

Jalen M. Smith

Seattle University
TRANSGENDER, BLACK, AND FIRST-GENERATION 2

Introduction

The higher education academy gives rise to diverse voices and narratives that often go

unnoticed. In this analysis Sam, a student that identifies as a first-generation, Black, and

transgender college freshman that is attending a predominantly White institution (PWI), will be

evaluated against several theories of learning and development. Furthermore, the goal of this

analysis is to underscore the importance of institutional type, the barriers that are particular to

specific learning settings, and how current issues within society impact learning. Sam is

beginning a journey that will influence the rest of their1 life.

Transgender, Black, and First-Generation: Theories of Development

Higher education is composed of complex infrastructures and systems that present

challenges to those navigating the unfamiliar terrain. For Sam, they are embarking on a journey

that will take them into a foreign domain, which will ultimately present several obstacles. As an

adult educator, it is important to understand how established developmental theories and

practices can collaborate to inform intersectional applications for the empowerment and safety of

students like Sam. By examining Erikson’s psychosocial development theory, Bem’s theory of

enculturated gender lens, and Parham’s model of racial identity development, this work will

postulate that salient identities influence learning. The goal of this analysis is to explore how a

combination of these theories is necessary to inform how students with multiple target identities

perceive and navigate through stressors related to identity and institutional barriers.

Theories of Practice

Theory is a mechanism in which assumptions can be made on the basis of how a

particular individual responds to an environment. In the case of Sam, who is host to several

1
Sam uses “they/them” pronouns and will be referred to as such throughout the remainder of this analysis.
TRANSGENDER, BLACK, AND FIRST-GENERATION 3

marginalized identities: their entire existence is determined by previously constructed models

and stores of psychoanalytic data.

Erikson’s Stages of Psychosocial Development

Developmental theories consider the totality an individual’s narrative to in order to make

meaning of lived experiences. Merriam and Bierema (2014) explain that one of the central

developmental theories is Erik Erikson’s eight-stage theory of psycho-social development (p.

49). The eight stages follow an individual throughout the trajectory of their lifespan, from

infancy to late adulthood. Fleming (2004) creates a clear path for the eight theories: Stage 1 is

trust versus mistrust, Stage 2 is Autonomy versus Shame and Doubt, Stage 3 is Initiative versus

Guilt, Stage 4 is Industry versus Inferiority, Stage 5 is Identity versus Role Confusion, Stage 6 is

Intimacy versus Isolation, Stage 7 is Generativity versus Isolation, and Stage 8 is Integrity versus

Despair (pp. 7-18). For a clearer understanding of the prescribed stages, see Figure 1.

Erikson noted that each stage of development was led by a “crisis,” which offset the

growth process for the individual involved (Fleming, 2004, pp. 3-4). Elkind (1970) describes the

stages of the Eriksonian developmental process as being direct responses to social forces that

result in a “crisis.” These crises, ultimately, cause a questioning of values and social norms that

have been accepted or forced upon the individual. Finally, Crain (2011) has developed the

rationale that each stage of Erikson’s model is not confined to the other; achieving one stage does

not lead to the next. That said, one can move through the eight stages in a non-linear fashion and

each stage can manifest differently (Crain, 2011).

TRANSGENDER, BLACK, AND FIRST-GENERATION 4

Figure 1. Erikson’s Eight Stages of Development (Barger, 2015)

Erikson’s Application to Sam. Sam is a new college student and entering a PWI. They have

multiple marginalized identities and claim their cultural heritage as a salient quality. For Sam,

they also identify as a first-generation college student. Erikson’s developmental theory is

applicable to Sam’s life pre-college, but now Sam is stepping into another role and repetition of

this process is occurring for Sam. For example, while Stage 1 (“Trust vs. Mistrust”) in Figure 1

is noted for infants, Fleming (2004) describes the first stage as a dichotomy emerging between

“hope” and “withdrawal” (p. 7). For many first-generation college students, the learning curve is

steep. Sam, as a Black and transgender student at a PWI, not seeing any of their identities or

cultural practices reflected back could easily be cause for withdrawal. Upon adhering to this first

stage of development, it would be beneficial for student affairs professionals to move toward the

“hope” area in Erikson’s model. This could be developed by hosting more culturally specific

programs, or providing space for first-generation students to grow comfortable with the

resources of the campus outside of new student orientation.

TRANSGENDER, BLACK, AND FIRST-GENERATION 5

Given that funding and resources allow, it would be appropriate to partner with

community programs, such as those catering to people of color, which could be brought back to

the campus community. An example of this could be a group that focuses on cultural dances and

music that could be brought to a residence hall or public campus space. This could attract

attention and allow Sam to understand that while the campus community is not necessarily

accommodating, there are resources within the greater region of the area. And if these

partnerships are deemed credible, it could be worthwhile for student affairs professionals to

reach out to campus groups and create a schedule of events in the community. This information

could be disseminated to students so they have connections and resources to be involved with

these forms of entertainment.

Bem’s Enculturated Gender Lens Theory

Bem (1993) states that the enculturated gender lens approach positions the individual in

varying contexts, such as the social and historical. Greenbaum (1999) uses the metaphor of

“lens” for gender by determining that people in different states of development and personality

view gender in different ways. How it is perceived in one society may differ from another;

several factors influence how gender and gender identity are expressed and reciprocated. In the

case of the enculturated theory, gender is viewed and constructed through the lens of the

dominant culture (O’Brien, 2009). Gender is defined by collective societal agreement (Bem,

1993; Greenbaum, 1999; Ross-Gordon, 1999), but the option to resist this lens is what promotes

development of the theory.

Application of Enculturated Gender. It is important to note that Sam is occupying several

spaces that are not safe, or are otherwise hazardous, to their development and existence. Not only

is Sam a Black individual, but their gender identity falls outside of the binary and has, by default,
TRANSGENDER, BLACK, AND FIRST-GENERATION 6

“resisted” the lens of enculturated gender. An example of the enculturated gender theory being

enacted would involve Sam requesting gender neutral restrooms in residence halls at an

institution that does not abide by this rule, and Sam advocating for the usage of gender neutral

pronouns (e.g. “they/them”) in classroom settings or on legal documentation. This theory is

applicable to Sam, because being transgender has an enculturated reputation in the United States.

It has been socialized to be regarded with disdain, legal barriers, and medical challenges.

However, there exist many other cultures around the world that embrace transgenderism, such as

certain Native American tribes and their classifications of “two-spirit” (Murg, 2011).

For the adult educators that encounter students like Sam, it is important to remember that

there are an abundance of resources available. It may be easy to go directly to the source (i.e.

Sam) and ask questions about their identity, but it should never be on the student to educate the

teacher. Given this, it is critical that educators reach out to the appropriate resources, whether

that is campus multicultural centers, online artifacts, or discussions with supervisors to support

best practices for students like Sam. Additionally, since Bem’s model is rooted in enculturation,

that means it is an idea that is socially constructed and supported. It will benefit the practice of

student affairs professionals if they actively resist the established binary by addressing everyone

in their classroom with gender neutral pronouns and consistently challenge university policy

rooted within the binary. Professionals can seek support from colleagues in order to challenge

these established principles and policies.

Parham’s Racial Identity Development Theory

Racial identity development theories have been utilized to determine how people of color

(for this case, Black/African/African American) develop senses of racial identity in the context of

society and other specific triggers (Chavez and Guido-DiBrito, 1999). Cross, Parham, and Helms
TRANSGENDER, BLACK, AND FIRST-GENERATION 7

(1991) determine that racial identity development is a way for young children to engage with

their culture from an early age and gain an idea of who they are, which carries them through

adolescence, and eventually adulthood. Throughout these stages, various emotions and actions

will present themselves in the individual.

Racial Identity and Sam. It has been noted that Sam maintains close ties with their family and

this relationship has been a source of support during their transition to college. This theory not

only offers an explanation as to how Sam’s familial connection persists, but it creates an

opportunity for the adult educator to understand that Sam is in a developmental process and

should be regarded with support and reassurance from higher education staff and faculty (Chavez

and Guido-DiBrito, 1999). While this is a jarring transition for Sam, this would be an optimal

time for residence hall directors to inform Resident Assistants (RAs) to include diverse programs

within the halls if they are not already doing so. Chavez and Guido-DiBrito (1999) would

surmise that RAs should include programs that offer support, such as programs that affirm Sam’s

most salient identities. An idea for a program could be to invite faculty and staff of color from

across the campus and include them in a dinner within the residence hall. It could be a

conversational gathering to represent the diversity that Sam may be seeking. Furthermore, this

would establish a partnership with the academic perspective that Sam is currently engaging in as

a first-year student. If Sam has an awareness of the space they are in is supportive of their

identities, they may feel more at ease in their new home. This theory presents an opportunity to

not only engage Sam in their developmental path, but for staff and faculty of higher education

spaces to challenge their outreach and programming efforts for diverse student populations.

Herein this situation, multiple intersecting identities meet and are pressured to move forward for

the betterment of the students.

TRANSGENDER, BLACK, AND FIRST-GENERATION 8

The intersectionality of identities is an important touchstone that student affairs

professionals should be aware of for their practice. When developing these outreach initiatives or

programs, students will be bringing with them their personally-defined senses of self. They may

already think they know who they are, so for professionals that choose to follow a specific model

or theory that has been discussed in this analysis, it would not be for the benefit for the student.

Sam will be an incoming student with salient cultural and racial identities. What a White student

affairs professional may see as helpful and inclusive could appear as foreign and confusing to

Sam. Therefore, student affairs professionals should gauge their audiences. Performing

assessments to get a check on what the students would like to experience, what they think they

need, and how they would like to receive this information could help inform inclusive practices.

These assessments could be done via formal software systems, or simple informational

interviews conducted in campus environments such as multicultural centers and LGBTQI+

spaces.

Implications for Development in the Student Affairs Profession

As student affairs practitioners and educators, it is important to engage with, and

challenge, students as they are making strides through their own developmental paths. With Sam,

they are entering a space that will reveal many challenges and setbacks. Sam will be living in a

gendered residence hall, on a PWI campus, with academic advisors that are not well-versed in

African American Vernacular English (AAVE)—a cultural token Sam takes with them and

communicates with frequently. With this, it is critical that practitioners in higher education not

attempt to “solve” the problems that marginalized and underrepresented students have; instead, it

will be worthy to “treat” the symptoms of a much larger problem. Furthermore, professionals in

this field will be continuously challenged as political and social climates evolve, and moods shift
TRANSGENDER, BLACK, AND FIRST-GENERATION 9

regarding specific identities. Institutional policy is not static, and changes will come—both for

the good and for the bad—and educators within this field must be ready to advocate, challenge,

and resist on behalf of their students.

Transgender, Black, and First-Generation: Theories of Learning

For a first-generation, Black, and transgender student attending a PWI, there will be

several challenges to learning and development. The perception of learning appears in many

different ways through several contexts, ranging from environmental, structural, and cultural.

The application of adult learning theories in humanism, constructivism, and behaviorism will

attempt to undergird how different contexts influence the learning path for marginalized students.

It is evident that traditional learning theories influence how the procurement of knowledge

appears differently for varying types of students. For students of color, learning does not happen

at the same rate for White students; there are several outside and influential factors that

corroborate this claim (Allen, 2007; Fosnot, 1996). The presented theories will seek to strengthen

future practices to provide a chance for all students to learn and develop within the higher

education academy.

Learning Theories and Applications

Learning has been a tool used to understand and collect information for centuries

(Merriam and Bierema, 2014). How information is transmitted between populations is crucial for

the adult educator to understand in order to better serve diverse adult learning populations.

Everyone is engaged in the learning process. Whether the perceived role is student, teacher, tutor,

or facilitator, theory can account for how marginalized populations interact with their

environments. For example, the student in this case study is a first-generation, Black, and
TRANSGENDER, BLACK, AND FIRST-GENERATION 10

transgender student entering a higher education institution. Theory will prescribe best practices

for confronting difference and tips for using personal narratives to influence continued learning.

Behaviorism and Applications. Marquardt and Waddill (2004) determine that the behaviorist

theory is focused on how individuals respond to their external environment. This theory is

described as a direct response to a behavior or activity that produces a result where a change is

necessitated. Merriam and Bierema (2014) use the example of Pavlov’s experiment with a dog

salivating when ringing a bell. Yang (2004) also concurs with Marquardt and Waddill, proposing

that the purpose of behaviorist learning is to “produce behavioral change in the desired direction

and to increase performance” (p. 138). Behaviorism is concerned with refocusing the locus of

learning to represent a chance for inappropriate behavior or performance to be remedied by

intentional and specific action.

Behaviorism and Sam. For marginalized students such as Sam, they are entering an

environment that is different from one they are accustomed. Specifically, first-generation college

students are moving into a structure that, historically, has not been built to accommodate them.

Legacy has influenced much of the higher education academy, and breaking from this norm will

be wrought with challenge. As an added layer, there is a new culture to understand within higher

education (Byrd and Macdonald, 2005). Sam may not be aware that some specific cultural and

racial practices are not accommodated in this new space. Behaviorist theory provides an outlet

for adult educators and practitioners of the higher education institution to develop best practices

for Sam. Yang (2004) concluded that behaviorist approaches in learning should keep the

individual student at the center of the practice. By this, it would be beneficial for students who

exhibit unfavorable behavior to subscribe to “objectives-centered” instruction (Allen, 2007, p.

28). Throughout the development of the behaviorist approach, it has been noted that a reward is
TRANSGENDER, BLACK, AND FIRST-GENERATION 11

paramount to eliciting positive results as a result of undesired behavior (Allen, 2007; Merriam

and Bierema, 2014). Creation of objectives and quickly noting what behavior is tolerated and

which will result in a loss of status should be implemented (Allen, 2007).

Objectives-centered instruction would provide Sam with clear goals and areas to achieve;

Allen (2007) describes this as a controlled setting, which can be changed and shifted depending

on what the controller deems appropriate. Sam could visit an academic advisor for course

guidance and develop set goals they wish to achieve as they enter into coursework that may be

challenging or unfamiliar. Once these goals have been achieved, a feeling or “reward” will be

offered, such as a personal treat (e.g. going for a walk, receiving a good grade, etc.). Students

with marginalized identities play host to perceived stigmas they feel they must overcome when

taking on a new role, such as becoming a college student (Eisenberg, Downs, Golberstein, Zivin,

2009), therefore it is important to give them consistent and clear sources of support.

Humanism and Development

Merriam & Bierema (2014) define humanism as a contrast to other theories, such as the

cognitive and the behaviorist approaches (p. 29); instead, humanism focuses on the whole person

and incorporates their various narratives, identities, and roles into the learning environment. To

the adult educators that wish to construct classroom and work settings in a humanist approach,

they might first consider several alternate possibilities. Those facilitating classroom discussions

may look to the establishment of teaching practices as a gauge of how the student has learned in

the past, or they integrate role-playing activities that allows the student to embrace and showcase

their own personal experiences (Spurgeon and Moore, 1997, p. 12). One example of this would

be to break the larger class group up into small discussion groups and give prompts and/or

discussion questions that are reflective and open-ended.

TRANSGENDER, BLACK, AND FIRST-GENERATION 12

Application of Humanist Theory. The usage of the humanist theory is crucial to Sam’s personal

journey through academia. All they have to rely on is family support and minimal resources that

are available on-campus. Humanism promotes development both inside and outside of the

classroom, with Hall (1990) noting: “We desperately need bold attempts to design and to use

programmes (sic) of study in which pupils are placed in situations where they have time and

space to become active builders of their own intellectual structures” (p. 323). Using this

approach, Sam has the ability to create their own network and direction as they navigate through

higher education institutions. Additionally, it allows for creativity in a learning environment by

expanding on personal history and experiences, which would be welcome in a domain lacking

diversity, such as within a PWI (Hall, 1990; Spurgeon and Moore, 1997).

Humanism and Sam. Returning back to an earlier assertion, Sam’s multilayered and sundried

identities have been scrutinized and assumed via scholarly works and critical assessments (Ross-

Gordon, 1999; Yosso, 2005). As a first-generation student in higher education, humanism in

action for Sam would manifest as opportunities for them to choose their own residence hall space

instead of being assigned based on gendered policy. Furthermore, Sam could choose classes in

which professors would work in a collaborative manner to create spaces that were both

accommodating and cooperative to Sam’s multiple identities. Cooks et al. (2002) characterize

humanistic education as the student taking charge of their learning. One form of learning that

could appeal to Sam is eLearning, or an online segment of a class that would not require physical

presence in a classroom. Sam is a first-generation college student that has to work multiple jobs

in order to afford tuition. This could offer Sam the opportunity to contribute to a class on their

own time, but still be engaged with the learning that occurs (Merriam & Bierema, 2014).

Additionally, the professor could offer Sam the opportunity to do a research project on areas
TRANSGENDER, BLACK, AND FIRST-GENERATION 13

within the city that provides medical assistance for transgender individuals in the community.

Allowing Sam to connect with community resources while subsequently fully participating in

class work could serve as a great source of motivation. This approach would give Sam agency in

spite of otherwise powerless identities.

Constructivism, Development, and Sam

Fosnot and Perry (1996) found that the constructivist theory of learning stands in “direct

opposition” (p. 3) to aforementioned theories in this case study, specifically behaviorism.

Constructivism is described as a non-linear approach to learning; it is more complex and stems

from the application of past experiences, such as life events or cultural practices that assist in

developing the learning trajectory (Fostnot & Perry, 1996). Essentially, constructivist approaches

to learning incorporate lived experiences and knowledge as the foci of development (Fosnot &

Perry, 1996). With this approach, students of color and other marginalized populations can bring

with them their experiences and traditions into the higher education academy.

Constructivism and Sam. Expanding on Yosso’s (2005) model of community cultural wealth,

students who are entering new environments cannot be expected to abandon their cultural and

ethnic practices. Instead, the model of cultural wealth asserts that there are specific types of

“capital” that one may possess if they are a product of a community of color (Yosso, 2005). This

capital manifests in different ways, such as familial, navigational, and linguistic (Yosso, 2005). If

one possesses navigational capital, for example, they will have experience in navigating

unfamiliar systems and structures. A constructivist approach to learning is allowing the students

to bring in various forms of capital as opposed to changing or modifying this behavior. Jonassen

(1991) offers that constructivism is rooted in the belief that learning should be developed based

on the individual’s experiences or their own reality. Especially for Sam, who is coming from a
TRANSGENDER, BLACK, AND FIRST-GENERATION 14

background where race is a salient identity for them, it would provide a more comfortable

transition to be able to bring in this identity.

One example to incorporate Sam’s salient racial identity would be to allow them

opportunities within the curriculum to bring in personal stories and narratives. For example, if

Sam is taking a general education history course, perhaps one week could be dedicated culture

throughout history. Students could be asked to either bring an item (i.e. a dish, clothing, etc.)

from their own culture or write a reflection paper about their own cultural experiences and

provide a presentation to the class. This would allow Sam not only the creativity, but the

opportunity to fold in their developmental journey.

Sam also identifies as transgender, which is another identity that is in a literal state of

transition. Jonassen (1991) adds that while constructivism does not actively reject an external

reality, the theory does state that we all conceptualize various iterations of our own realities (p.

10). Sam’s development of their own gendered role within a predominately White, hetero-

dominant culture has been changing and this should be understood. Given these identities,

however, offering tangible resources for Sam as they navigate this new landscape they are

constructing would benefit their development. It would be optimal if student affairs professionals

provided mentors for students like Sam, so they feel as if they have partners as they engage in

their learning path. These mentors could provide resources to the community and how to

navigate the challenges of college. These mentors could be other student affairs professionals,

upperclassman students, or members from the community. As Sam moves into their residence

hall space, the constructivist theory of learning would likely surmise that Sam become engaged

in activities that are pertinent to their salient identities. While this could be overwhelming,
TRANSGENDER, BLACK, AND FIRST-GENERATION 15

Merriam and Bierema (2014) described discomfort with change is necessary, especially when

this transition conflicts with individually established reality.

Implications for Learning in the Student Affairs Profession

As a student affairs professional, it is pertinent to the development and well-being of

students within the higher education academy to understand how differences in learning impact

individuals. In this case study, behaviorism for students of color and marginalized populations

presents opportunities to modify learned behaviors and challenge established actions. Likewise,

humanism focuses on the totality of experiences that shape a person; this holistic picture helps to

inform more authentic styles of learning. Finally, constructivist approaches posit that, while in

opposition to behaviorism, perceptions of the external environment are continuously shaped by

the individual. These three theories imply that students from marginalized backgrounds are

bringing with them various experiences and narratives that could potentially counter the

dominant culture’s expectations. For student affairs practitioners and adult educators, acting as

an agent of inclusion for these ideas will provide a vehicle for mobility and advancement for

students of color. For this case study, student affairs professionals are charged with the task of

clearing all barriers that may prevent students from achieving success. Application of these three

distinct traditional learning theories can prescribe concrete steps for how to begin dissolving

these barriers.

Learning Setting and Barriers

The purpose of this analysis is to examine how Sam perceives challenges to learning at a

PWI. The institution that Sam is attending is a public, 4-year, land grant establishment and is the

largest in the state, with roughly 40,000 students in attendance. A close model of this would be

the University of Washington, Seattle.

TRANSGENDER, BLACK, AND FIRST-GENERATION 16

Factors Impacting the Setting

Given that the university is public, it is directly impacted by both state and federal laws

and policy, along with structural hierarchies. Politics plays a major role in how establishments of

higher education receive funding, including the participation of alumni constituents. While Sam

is emerging into this setting, they may also face barriers to learning such as no sense of

belonging, lack of institutional support, and minimal resources for transgender health care and

representation. These barriers critically affect how Sam is able to feel safe and secure, and thus

may influence cognitive retention and motivation.

Sense of Belonging at a PWI

Strayhorn (2008) notes that while enrollment numbers for many races have increased

over the last decade, the reason why Black students (namely, Black men) depart from college is

due to a lack of “sense of belonging” (p. 502). These feelings are compounded at PWIs, because

Black individuals feel that they are constantly “alienated or unsupported” (Strayhorn, 2008, p.

502). For Sam, this could be a similar issue and could result in them potentially withdrawing or

choosing not to continue their education. Allen (1992) posits that highest levels of achievement

for Black students on predominantly White campuses reside with students who feel that they

made the correct institutional choice. If Sam is at the mercy of an institution that is not providing

opportunities for Black students, then they may feel a disconnect with their choice and question

if they should be there. Additionally, Black students at PWIs have remarked lower levels of

social involvement over all (Allen, 1992). This corroborates Strayhorn’s assertion that Black men

may feel lessened senses of motivation if the institution does not reflect them or their identities.

It is important to note that while at PWIs, Black students are in the process of

restructuring their self-identities and choices (Brooms & Davis, 2017; Yosso, 2005). Up until this
TRANSGENDER, BLACK, AND FIRST-GENERATION 17

point, Sam has been surrounded by people that look like them and can share similar experiences.

Without this support, it may be difficult for them to connect with, and understand, the

institution’s values (Patton et al., 2016). Chickering’s theory of psychosocial development

highlights that an understanding of an institution’s mission and objectives can create a stronger

connection to an educational establishment, and thus could promote learning and enhance

motivation. Given this, it would be beneficial if student affairs professionals hosted workshop

sessions within common spaces, such as within residence halls, that allowed students to write

what they think the university’s mission statement means. They could leave this feedback and the

professionals could consider this an informal assessment on how students perceive the

university’s mission and vision. Patton et al. (2016) underscore the importance of having this

strong connection to the institution, because it increases motivation for continued learning and

development. Intentionally questioning and challenging students’ assumptions of the university’s

mission could help build their knowledge and provide them opportunities to provide their own

input.

Lack of Institutional and Political Support

The university that Sam attends is composed of 40,000 students. For example, at the

University of Washington, Seattle, only 2.7% of the population identifies as Black or African

American (“Office of Multicultural Affairs & Diversity Fact Sheet”, 2016). For the institution in

this case study, Sam does not see a reflection of their identities on the campus, nor do the campus

administrators see the need for “diversity” programs. Harper (2007) documents that changing

role of institutions supporting students of color throughout the twentieth century. The success

and permanency of programs catering to students of color have depended on the laws from

federal agencies. African American and Black students have been systematically barred from
TRANSGENDER, BLACK, AND FIRST-GENERATION 18

achieving higher education in the United States due to calculated policy and political acts. This

creates a disconnection for Sam, who may develop fatigue in response to facing constant

discrimination and no support from their institution (Patton et al., 2016).

Public institutions are also susceptible to criticism from donations from alumni

(Manning, 2012). Programs that offer support for students of color, first-generation, or other

marginalized identities could lose funding from donors that disagree with the purpose of their

use. This could, in turn, stifle Sam’s growth and comfort with their identities. Learning is not

simply a cognitive action; it is influenced by the personal and self-development of the student

(Pizzolato, 2003). Political and institutional factors collaborate to create dire consequences, such

as loss of funding for programs that assist students of color, which could inevitably erode

chances for students like Sam to obtain secure learning spaces.

It is important to note that Pizzolato’s (2003) research affirmed that in order to address

the lack of support, students must have a sense of who they are and what they want to achieve.

For Sam, who feels that the university and climate of the campus is no longer supporting them, it

would be important for the student affairs practitioner to network Sam and students holding

similar identities and introduce them to professionals that may closely mirror these identities.

This will get them involved in the university’s climate so they can understand exactly what is

happening from the inside and they would have a way to articulate their goals for what they want

to change. Pizzolato (2003) describes the confusion students have when they are attempting to

create space for themselves without proper understanding of what it is they want to achieve or

change.

Resources for Transgender Health Care and Representation

TRANSGENDER, BLACK, AND FIRST-GENERATION 19

It is important for the health and safety of students be maintained in order to hold a sense

of trust within the institution. If Sam cannot acquire the appropriate resources for their specific

transgender identity, then they may be forced out of the institution and must discontinue their

learning. Keuroghlian, Ard, and Makadon (2017) offer the solution that clinical trainees

(especially on college campuses) should be taught to use the correct gender pronouns as a way to

create patient comfort; additionally, it would assist for practitioners to be aware of the gender-

affirmation process for students. However, if an institution is not transgender-friendly, there may

not be a move to provide safe and equitable health care for students.

Woodford et al. (2017) have determined that transgender students experience several

forms of microaggressions on college campuses. For example, the lack of gender neutral

restrooms within Sam’s residence hall could be a form of a microaggression, because they are

being forced to share a space that is not one they identify with. It would also be detrimental to

the development of transgender students if they were not included on campus climate surveys

and assessments. According to Woodford et al. (2017), transgender students are normally

forgotten on these very important pieces of policy used to inform campus climate. If a population

is never included on an assessment, then there will never be active steps taken to remedy trauma

and maltreatment. Craig et al. (2017) reveal that most transgender students were forced to

acknowledge unfriendly policies during orientation sessions on their first day of their institution.

This creates a picture that, from the immediate start, the institution is in no way ready to

accommodate the needs of these students.

Returning to a previous assertion in this analysis, it would benefit Sam to get involved

with the community to find resources for medical assistance. Sam could consult with a professor

to do a research project on the types of medical assistance for transgender individuals. Craig et
TRANSGENDER, BLACK, AND FIRST-GENERATION 20

al. (2017) determine that these policies that frequently forget about trans students can be

remedied if trans students get involved to change the culture of exclusion. This is an opportunity

for Sam to make deliberate attempts to engage in a meaningful way. Student affairs professionals

could connect Sam with faculty and other university staff that may have resources in the

community. For example, at Seattle University, there is a Health and Wellness Center that

liaisons with community groups to discuss sexual health and wellbeing. Connecting Sam with

groups that hold similar roles would better prepare students with these diverse needs on how to

network to improve their health.

Implications for Learning Settings and Institutional Type

Predominantly White institutions, while very prominent, are often at the mercy of other

forces outside of their control. For public universities, they play host to political and economic

players that influence every level of the structure. Higher education is represented by many

different forms of hierarchy that can produce unfavorable results for student populations.

Whether students are first-generation, Black, or transgender, there stands to be a loss if any of

these identities are not accepted and celebrated. It is the adult educator’s duty to help inform and

understand their student constituencies to deliver the most equitable and safe practice.

Conclusion

Adult learning is composed of many different forms, theories, and models. Development

is not static and is empowered by several factors—some of which may be beyond control. Sam

has begun a process that many in their position never get to experience. With this, they must face

the challenges of feeling isolated and out of place. However, through the use of intentional and

deliberate use of available resources and faculties, Sam will be able to create a space that is safe

for them to grow and learn. Learning is a continuous process that will manifest in numerous
TRANSGENDER, BLACK, AND FIRST-GENERATION 21

ways. Sam has the opportunity to take advantage of these possibilities to begin a new and

exciting adventure.
TRANSGENDER, BLACK, AND FIRST-GENERATION 22

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