Ask a Librarian

Threre are lots of ways to contact a librarian. Choose what works best for you.

HOURS TODAY

9:00 am - 6:00 pm

Reference Desk

CONTACT US BY PHONE

(802) 656-2022

Voice

(802) 503-1703

Text

MAKE AN APPOINTMENT OR EMAIL A QUESTION

Schedule an Appointment

Meet with a librarian or subject specialist for in-depth help.

Email a Librarian

Submit a question for reply by e-mail.

WANT TO TALK TO SOMEONE RIGHT AWAY?

Library Hours for Thursday, September 21st

All of the hours for today can be found below. We look forward to seeing you in the library.
HOURS TODAY
8:00 am - 12:00 am
MAIN LIBRARY

SEE ALL LIBRARY HOURS
WITHIN BAILEY/HOWE

Maps9:00 am - 5:00 pm

Media Services8:00 am - 9:00 pm

Reference Desk9:00 am - 6:00 pm

Cyber Cafe (All Night Study)12:00 am - 8:00 am

OTHER DEPARTMENTS

Special Collections10:00 am - 6:00 pm

Dana Medical Library7:30 am - 11:00 pm

Classroom Technology Services8:00 am - 4:30 pm

 

CATQuest

Search the UVM Libraries' collections

UVM Theses and Dissertations

Browse by Department
Format:
Online
Author:
Brauer, Dot
Dept./Program:
College of Education and Social Services
Degree:
EdD
Abstract:
Existing literature about transgender college students calls upon higher education organizations to support trans students’ use of self-identified first names (in place of legal names, given at birth) and self-identified pronouns (in place of assumed pronouns based on sex assigned at birth, or other’s perceptions of physical appearance), but that literature lacks guidance on how to achieve this work, which is deceptively complex. This study addressed this gap in the literature in two ways. First by using critical theory to show how hegemonic, binary notions of gender shape intellectual, social, and regulatory dimensions of higher education in ways that complicate practitioners’ efforts to provide trans students with support. Second, by using institutional ethnography (IE) as a critical framework and methodology to uncover what IE refers to as texts and relations that operate in unintended ways to undo practitioners’ efforts to provide desired supports. I use examples from my experience as a higher education LGBTQ resource professional at the University of Vermont (UVM) to add depth to my analysis and present the results in two articles. The first article presents the rationale for changing campus information systems to enable transgender students to use self-identified names and pronouns on campus, and presents examples of the work accomplished at the University of Vermont and the University of Michigan. The second article extends beyond logistics to explore the complex questions that are the focus of this dissertation.