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Item "An Institution Can Have Good Intentions and Still Be Atrocious": Transgender and Gender Expansive Experiences in Social Work Education(WMU, 2023) Kinney, M. Killian; Cosgrove, Darren; Swafford, Tayon R.; Brandon-Friedman, Richard A.; School of Social WorkEducational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings.Item “An Institution Can Have Good Intentions and Still Be Atrocious": Transgender and Gender Expansive Experiences in Social Work Education(2023) Kinney, M. Killian; Cosgrove, Darren; Swafford, Tayon R.; Brandon-Friedman, Richard A.Educational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings.Item Shifting language for shifting anatomy: Using inclusive anatomical language to support transgender and nonbinary identities(Wiley, 2022-04) Easterling, Lauren; Byram, Jessica; Anatomy and Cell Biology, School of MedicineWhile navigating a medical or surgical gender transition, transgender, and nonbinary people encounter anatomical language and concepts through their own informal research on the topics and directly through healthcare providers. Use of appropriate and inclusive language is important for affirming identities and can be fostered at any point during professional training through modeling of inclusive language and in the formal curriculum, including during anatomical education. In this article we discuss anatomical language and how it intersects with gender identity, first from the perspective of a transgender patient, then from the perspective of an anatomy educator. The patient shared how she benefited from informative resources, nongendered language, language tailored to her level of understanding, and providers not making generalizations about her based on her anatomy or sex assigned at birth. The educator shared her experience developing a primer on sex and gender that moved beyond a prescriptive binary and exposed students to language and concepts inclusive of diverse sexual and gender identities. Recommendations were made related to how to implement these lessons and better explore how transgender and nonbinary individuals experience anatomical language and the potential impact of language that is inclusive of gender-diverse persons in anatomical education as part of health professions programs. While sound medicine, procedure, science, and experienced professional skill were necessary, an essential positive aspect of the medical and gender transitions discussed was an intentionality around language by providers—including anatomical language.