Gender Nonconforming Individuals and Business Education: A Systematic Review of the Literature

2020 ◽  
pp. 105256292096214
Author(s):  
Susan C. Graham ◽  
Amy J. MacFarlane
Keyword(s):  
Business Education ◽  
Gender Nonconformity ◽  
Business Practices ◽  
Business Programs ◽  
Gender Nonconforming ◽  
Business Educators ◽  
Gender Inclusion ◽  
The Status ◽  
And Gender ◽  
Future Work

Our understanding of gender is evolving from a binary system to a continuum whereby gender is fluid, multifaceted, and individually defined or expressed. Businesses, through owners, employees, and customers, as well as company policies and practices, play a role in the acceptance and inclusion of gender nonconforming individuals. One group with a responsibility in relation to gender inclusion is the business education system—undergraduate and graduate business programs that deliver business curriculum, shape business practices, research business issues, and produce business leaders. The purpose of this study is to examine the peer-reviewed literature to identify if and how the interpretation of genders, one that includes gender nonconforming individuals, exists in business education research. While 17 articles were found that cover topics within this general area, an overall lack of academic literature examining business education and gender nonconformity may leave business educators ill-equipped to include gender nonconforming individuals and topics in their classrooms. This work may inform business educators regarding the status of business education in relation to the evolving understanding of gender and identify areas for future work to help ensure that business educators are equipped with the knowledge to enable full gender inclusion in the business classroom.

Reactions and Preferences for Training Among Area Agency on Aging Providers Working With Transgender and Gender Nonconforming Older Adults

2019 ◽  
Vol 39 (5) ◽  
pp. 545-554
Author(s):  
Allison R. Warren ◽  
Ann M. Steffen
Keyword(s):  
Professional Development ◽  
Older Adults ◽  
Healthy Aging ◽  
Culturally Competent ◽  
Future Directions ◽  
Gender Nonconforming ◽  
Professional Development Training ◽  
And Gender ◽  
Service Environments ◽  
Future Work

Transgender and gender nonconforming (TGNC) older adults face numerous barriers to healthy aging. These older adults may be less likely to seek out aging-focused services due to fear of discrimination and a lack of culturally competent services. There is a dearth of trainings for aging-focused professionals that would contribute to the development of affirming service environments for TGNC older adults. The current study explores providers’ responses to a professional development training made available nationwide to staff and volunteers of area agencies on aging. Participants’ ( N = 155) reflections on what would be most helpful in their future work with TGNC older adults included requests for role-plays, instructions on creating more inclusive agency documents, increased contact with TGNC older adults, and managing discriminatory language in the workplace. Future directions include creating professional development opportunities that incorporate experiences with and exposure to both other aging-focused providers and TGNC elders.

Research, Theories, and Pedagogical Practices of Cultural Metacognition in Cross-Cultural Business Education

2021 ◽  
pp. 1292-1316
Author(s):  
James E. Phelan
Keyword(s):  
Business Education ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Pedagogical Practices ◽  
Business Practices ◽  
Business Outcomes ◽  
Cultural Assumptions ◽  
Business Educators ◽  
Teaching Learning

Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhancement. The context of this chapter will amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition in cross-cultural environments. The chapter will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on cross-cultural business practices. In addition, it includes discussion of the facts related to tools for developing metacognition skills, as well as suggestions for how to fill the gap between theoretical and practical implications. The ultimate goal is to help elevate teaching, learning practices, and research related to the topic of cultural metacognition in cross-cultural business education.

Gender-Based Violence Against Transgender People in the United States: A Call for Research and Programming

2018 ◽  
Vol 21 (2) ◽  
pp. 227-241 ◽  
Author(s):  
Andrea L. Wirtz ◽  
Tonia C. Poteat ◽  
Mannat Malik ◽  
Nancy Glass
Keyword(s):  
United States ◽  
Social Stigma ◽  
The United States ◽  
Gender Nonconformity ◽  
Future Research ◽  
Gender Based Violence ◽  
Transgender People ◽  
Gender Nonconforming ◽  
Gender Based ◽  
And Gender

Gender-based violence (GBV) is an umbrella term for any harm that is perpetrated against a person’s will and that results from power inequalities based on gender roles. Most global estimates of GBV implicitly refer only to the experiences of cisgender, heterosexually identified women, which often comes at the exclusion of transgender and gender nonconforming (trans) populations. Those who perpetrate violence against trans populations often target gender nonconformity, gender expression or identity, and perceived sexual orientation and thus these forms of violence should be considered within broader discussions of GBV. Nascent epidemiologic research suggests a high burden of GBV among trans populations, with an estimated prevalence that ranges from 7% to 89% among trans populations and subpopulations. Further, 165 trans persons have been reported murdered in the United States between 2008 and 2016. GBV is associated with multiple poor health outcomes and has been broadly posited as a component of syndemics, a term used to describe an interaction of diseases with underlying social forces, concomitant with limited prevention and response programs. The interaction of social stigma, inadequate laws, and punitive policies as well as a lack of effective GBV programs limits access to and use of GBV prevention and response programs among trans populations. This commentary summarizes the current body of research on GBV among trans populations and highlights areas for future research, intervention, and policy.

Thud-Tempters and Mockingbirds: A Cognitive–Linguistic Approach to Acoustic Assumptions

2021 ◽  
pp. 1-12
Author(s):  
Fiona Beaton ◽  
Ava Ayers ◽  
John Pickering ◽  
Daniel Kayajian
Keyword(s):  
Single Case ◽  
Acoustic Parameter ◽  
First Person ◽  
Gender Nonconforming ◽  
Cognitive Linguistic ◽  
Communication Program ◽  
Individualized Approach ◽  
And Gender ◽  
Person Account ◽  
Future Work

Purpose This study analyzed information shared through journal reflections of a client and a student clinician participating in The College of Saint Rose Transgender Voice and Communication Program related to the application and implications of Acoustic Assumptions. This research note was generated by a client, a student clinician, and certified speech-language pathologists. Method This single-case study focused on an eclectic approach to gender-affirmative voice services that addressed factors related to resonance commonly explored with transgender clients. A first-person account of reactions to therapy served as the foundation for journal reflections made by the client and the student clinician. Therefore, first-person language appears in the journal entries to detail our perspectives of this clinical experience. Results Providing gender-affirmative voice services in a holistic manner helped the client align her communication with her gender identity. Creating a client-specific conceptual framework that prioritized elements of cognitive–linguistic therapy, education, and counseling supported the client as the resonance challenges frequently experienced by transgender and gender-nonconforming individuals outlined in Acoustic Assumptions were explored. Limitations regarding the clinical application of this highly individualized approach to resonance are acknowledged. The findings from this study may not generalize to entire clinical populations, given the format of the research design. Conclusions We found this therapeutic approach helped the client develop a personalized understanding of the resonance challenges she was experiencing (see below for a more detailed discussion of those challenges). And she was able to deepen her ability to produce voice with forward resonance, an acoustic parameter that researchers have found many listeners to associate with “femininity” and that, in this case, aligned with the client's perception of femininity. Techniques used and observations on them may be useful for future work in gender-affirmative voice services.

Male Homosexuality and Gender-Nonconforming Expression

2020 ◽  
pp. 132-159
Author(s):  
Kim T. Gallon
Keyword(s):  
African American ◽  
News Coverage ◽  
Gender Nonconformity ◽  
Gender And Sexuality ◽  
Black Press ◽  
Black Communities ◽  
Gender Nonconforming ◽  
Negative Images ◽  
Female Impersonators ◽  
And Gender

Chapter 5 details how Black Press news coverage produced a black public sexual sphere that allowed readers to debate homosexuality and gender-noncomforming expression’s position in early-twentieth-century black communities. As the Black Press worked to transform negative images of blackness, they held homosexual life and gender-nonconformity up as a spectacle that could not seamlessly fit into notions of African American respectability. Nonetheless, regular coverage in the Black Press proved that editors believed that readers enjoyed reading articles and viewing images about female impersonators and gay men. In presenting readers’ responses to this coverage, chapter 5 draws attention to instances of contest and negotiation between diverse African American readers as they struggled to understand the intersections between race, gender, and sexuality.

Shakespeare in Transition: Pedagogies of Transgender Justice and Performance

2019 ◽  
pp. 36-45
Author(s):  
Sawyer Kemp
Keyword(s):  
Gender Nonconformity ◽  
Gender Nonconforming ◽  
Trans People ◽  
Education And Outreach ◽  
And Performance ◽  
And Gender

As the rhetoric of gender and trans theory has made its way into Shakespeare studies, critics and practitioners increasingly reach for “trans” as a lens through which to read and produce Shakespeare. This chapter points out that although both Shakespearean performance and criticism rely on the rhetoric of trans people and their bodies, actual trans people and bodies are predominantly absent from discourse and performance. This essay looks to readings of the “transgender” in Shakespeare as a way of grappling with both historicist and presentist methodologies, asking us to look beyond “the pants” of cross-dressed heroines to more subtle signifiers of gender nonconformity. The essay then tracks some ways in which education and outreach departments can engage trans and gender-nonconforming communities at the level of production.

Research, Theories, and Pedagogical Practices of Cultural Metacognition in Cross-Cultural Business Education

2018 ◽  
pp. 115-139
Author(s):  
James E. Phelan
Keyword(s):  
Business Education ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Pedagogical Practices ◽  
Business Practices ◽  
Business Outcomes ◽  
Cultural Assumptions ◽  
Business Educators ◽  
Teaching Learning

Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhancement. The context of this chapter will amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition in cross-cultural environments. The chapter will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on cross-cultural business practices. In addition, it includes discussion of the facts related to tools for developing metacognition skills, as well as suggestions for how to fill the gap between theoretical and practical implications. The ultimate goal is to help elevate teaching, learning practices, and research related to the topic of cultural metacognition in cross-cultural business education.

scholarly journals Disparities for LGBTQ and Gender Nonconforming Adolescents

2021 ◽  
pp. 4-13
Author(s):  
Laura Baams
Keyword(s):  
Physical Abuse ◽  
Odds Ratio ◽  
Latent Class ◽  
Childhood Adversity ◽  
Gender Nonconformity ◽  
Student Survey ◽  
Cross Sectional ◽  
Gender Nonconforming ◽  
Minority Adolescents ◽  
And Gender

OBJECTIVES To identify patterns of childhood adversity in a sample of adolescents and assess disparities in these experiences for lesbian, gay, bisexual, transgender, and questioning adolescents and by level of gender nonconformity. METHOD By using the cross-sectional, statewide, anonymous 2016 Minnesota Student Survey, 81 885 students were included in the current study (50.59% male; mean age = 15.51). Participants were enrolled in grades 9 and 11 in a total of 348 schools. RESULTS Four patterns of childhood adversity were identified with sex-stratified latent class analyses (entropy = 0.833 males; 0.833 females), ranging from relatively low levels of abuse (85.3% males; 80.1% females) to polyvictimization (0.84% males; 1.98% females). A regression analysis showed that compared with heterosexual adolescents, gay, lesbian, bisexual, and questioning adolescents were more likely to be classified into profiles characterized by polyvictimization (odds ratio [OR] 1.81–7.53) and psychological and/ or physical abuse (OR 1.29–3.12), than no or low adversity. Similarly, compared with nontransgender adolescents, transgender adolescents were more likely to be classified into profiles characterized by patterns of polyvictimization (OR 1.49–2.91) and psychological and/or physical abuse (OR 1.23–1.96). A higher level of gender nonconformity predicted a higher likelihood of being classified into each adversity profile compared with the no or low adversity profile (OR 1.14–1.45). CONCLUSIONS Sexual minority adolescents and adolescents with high levels of gender nonconformity are vulnerable to experience adversity. The disparities for lesbian, gay, bisexual, transgender, and questioning adolescents and adolescents with high gender nonconformity highlight the variation in patterns of childhood adversity that these youth are at risk of experiencing. The findings reveal the need for further research on the benefits and harm of screening for childhood adversity by physicians and pediatricians.

Midwestern Misfits

2017 ◽  
Vol 51 (3) ◽  
pp. 318-338 ◽  
Author(s):  
S. Alexandra Marshall ◽  
M. Kathryn Allison
Keyword(s):  
School Climate ◽  
Ecological Model ◽  
Common Factor ◽  
The United States ◽  
Qualitative Inquiry ◽  
Gender Nonconformity ◽  
Gender Nonconforming ◽  
Homophobic Bullying ◽  
And Gender ◽  
Context Shapes

Perceived sexual and gender minority (SGM) youth experience more bullying in schools than their heteronormative peers. The social ecological model offers a framework for exploring the phenomenon of homophobic bullying. This study aimed to describe experiences of victimized youth. Using critical qualitative inquiry, youth ( N = 16) of ages 15 to 20 who self-identified as having been bullied for being perceived to be SGM and who resided in a Midwestern state in the United States were interviewed in-person or online. Thematic analysis revealed that gender nonconformity was a common factor in being bullied. Subthemes are as follows: the sociocultural context shapes school climate; victimized youth felt a perception of being seen as deviant; and, victimized youth react to victimization differently. Findings indicate that bullying for gender nonconformity is a sociocultural issue. Improving the school climate for gender nonconforming youth is still needed. Implementing supportive programs and protective policies at the broader socioecological levels can help.

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