Bridging a gap between higher education research and women's and gender studies, this volume explores the conceptual underpinnings and methodological implications involved in researching different concepts commonly associated with gender, including queer, trans*, women, men, feminisms, intersectionality, alongside discussions about the term gender itself. Drawing on a range of empirical experiences and methodological frameworks, chapter authors consider the ethical, political, theoretical, and practical questions that arise when conducting gender-related research in college and university contexts. This book is a foundation for understanding the complexities of gender, as well as a site for envisioning new futures for educators and researchers in this emerging global discipline.

Bridging a gap between higher education research and women's and gender studies, this volume explores the conceptual underpinnings and methodological implications involved in researching different concepts commonly associated with gender, including queer, trans*, women, men, feminisms, intersectionality, alongside discussions about the term gender itself. Drawing on a range of empirical experiences and methodological frameworks, chapter authors consider the ethical, political, theoretical, and practical questions that arise when conducting gender-related research in college and university contexts. This book is a foundation for understanding the complexities of gender, as well as a site for envisioning new futures for educators and researchers in this emerging global discipline.

During the past few years, a nascent body of theoretical, conceptual, and empirical research in the field of higher education has emerged regarding transgender students, faculty, and staff. An exciting trend among some of this work is the use of critical and poststructural paradigms, data collection methods, and analytical tools through which to make sense of and articulate findings. In this special issue, authors push the boundaries of what is understood to be the queer theoretical canon. Additionally, they explore the experience of transgender people in higher education environments from methodological, theoretical, and empirical perspectives, foregrounding the recent scholarship, from some of the leading scholars in the field of higher education doing transgender-related research. This book was originally published as a special issue of International Journal of Qualitative Studies in Education.

Who (and what) are you bearing witness to (and for) through your research? When you witness, what claims are you making about who and what matters? What does your research forget, and does it do it on purpose? This book reconceptualizes qualitative research as an in-relations process, one that is centered on, fully concerned with, and lifts up, those who have been and continue to be dispossessed, harmed, dehumanized, suffered, and erased because of white supremacy, settler colonialism, or other hegemonic world views. It prompts scholars to make connections between themselves as "researchers" and affect, ancestors, community, family and kinship, space and place, and the more than human beings with whom they are always already in community. What are the modes and ways of knowing through which we approach our research? How can the practice of research bring us closer to the peoples, places, more than human beings, histories, presents, and futures in which we are embedded and connected to? If we are the instruments of our research, then how must we be attentive to all of the affects and relations that make us who we are and what will become? These questions animate Weaving an Otherwise, providing a wellspring from which we think about our interconnections to the past, present, and future possibilities of research. After an opening chapter by the editors that explores the consequences and liberating opportunities of rejecting dominant qualitative methodologies that erase the voices of the subordinated and disdained, the contributors of nine chapters explore and enact approaches that uncover hidden connections and reveal unconscious value systems.

Who (and what) are you bearing witness to (and for) through your research? When you witness, what claims are you making about who and what matters? What does your research forget, and does it do it on purpose? This book reconceptualizes qualitative research as an in-relations process, one that is centered on, fully concerned with, and lifts up, those who have been and continue to be dispossessed, harmed, dehumanized, suffered, and erased because of white supremacy, settler colonialism, or other hegemonic world views. It prompts scholars to make connections between themselves as "researchers" and affect, ancestors, community, family and kinship, space and place, and the more than human beings with whom they are always already in community. What are the modes and ways of knowing through which we approach our research? How can the practice of research bring us closer to the peoples, places, more than human beings, histories, presents, and futures in which we are embedded and connected to? If we are the instruments of our research, then how must we be attentive to all of the affects and relations that make us who we are and what will become? These questions animate Weaving an Otherwise, providing a wellspring from which we think about our interconnections to the past, present, and future possibilities of research. After an opening chapter by the editors that explores the consequences and liberating opportunities of rejecting dominant qualitative methodologies that erase the voices of the subordinated and disdained, the contributors of nine chapters explore and enact approaches that uncover hidden connections and reveal unconscious value systems.

What are the institutional politics associated with fostering trans* inclusive policies? When formalizing a policy, what unanticipated challenges may emerge? How are students, particularly trans* students, influenced by the implementation of gender-inclusive housing practices and policies? Also, what are campus administrators and practitioners learning from their involvement with the development of trans* work on campus? Housing and Residence Life (HRL) plays an important role in the safety, well-being, and sense of belonging for college students, but gender-inclusive policies and practices in HRL are largely under-explored in student affairs and higher education publications. There are five key objectives that guide this book: 1. To promote and challenge student affairs and higher education staff knowledge about trans* students' identities and experiences; 2. To support and celebrate the accomplishments of educators and professionals in their strides to promote trans* inclusive policies and practices; 3. To highlight the unique role that housing and residence life plays in creating institutional change and serving trans* student populations; 4. To demonstrate the value and use of scholarly personal narratives, particularly for narrating experiences related to implementing trans* inclusive policies in housing and residence life; and 5. To create a strong partnership between scholarship and student affairs practice by developing an avenue for practitioner-scholars to publish their experiences related to gender-inclusive policies in housing and residence life and for others to use these stories to improve their practice. Administrators, educators, and student affairs staff will find this book useful at any stage in the process of creating gender- inclusive housing policies on their campuses.

What are the institutional politics associated with fostering trans* inclusive policies? When formalizing a policy, what unanticipated challenges may emerge? How are students, particularly trans* students, influenced by the implementation of gender-inclusive housing practices and policies? Also, what are campus administrators and practitioners learning from their involvement with the development of trans* work on campus? Housing and Residence Life (HRL) plays an important role in the safety, well-being, and sense of belonging for college students, but gender-inclusive policies and practices in HRL are largely under-explored in student affairs and higher education publications. There are five key objectives that guide this book: 1. To promote and challenge student affairs and higher education staff knowledge about trans* students' identities and experiences; 2. To support and celebrate the accomplishments of educators and professionals in their strides to promote trans* inclusive policies and practices; 3. To highlight the unique role that housing and residence life plays in creating institutional change and serving trans* student populations; 4. To demonstrate the value and use of scholarly personal narratives, particularly for narrating experiences related to implementing trans* inclusive policies in housing and residence life; and 5. To create a strong partnership between scholarship and student affairs practice by developing an avenue for practitioner-scholars to publish their experiences related to gender-inclusive policies in housing and residence life and for others to use these stories to improve their practice. Administrators, educators, and student affairs staff will find this book useful at any stage in the process of creating gender- inclusive housing policies on their campuses.

This is both a personal book that offers an account of the author’s own trans* identity and a deeply engaged study of trans* collegians that reveals the complexities of trans* identities, and how these students navigate the trans* oppression present throughout society and their institutions, create community and resilience, and establish meaning and control in a world that assumes binary genders. This book is addressed as much to trans* students themselves – offering them a frame to understand the genders that mark them as different and to address the feelings brought on by the weight of that difference – as it is to faculty, student affairs professionals, and college administrators, opening up the implications for the classroom and the wider campus. This book not only remedies the paucity of literature on trans* college students, but does so from a perspective of resiliency and agency. Rather than situating trans* students as problems requiring accommodation, this book problematizes the college environment and frames trans* students as resilient individuals capable of participating in supportive communities and kinship networks, and of developing strategies to promote their own success. Z Nicolazzo provides the reader with a nuanced and illuminating review of the literature on gender and sexuality that sheds light on the multiplicity of potential expressions and outward representations of trans* identity as a prelude to the ethnography ze conducted with nine trans* collegians that richly documents their interactions with, and responses to, environments ranging from the unwittingly offensive to explicitly antagonistic. The book concludes by giving space to the study’s participants to themselves share what they want college faculty, staff, and students to know about their lived experiences. Two appendices respectively provide a glossary of vocabulary and terms to address commonly asked questions, and a description of the study design, offered as guide for others considering working alongside marginalized population in a manner that foregrounds ethics, care, and reciprocity.

During the past few years, a nascent body of theoretical, conceptual, and empirical research in the field of higher education has emerged regarding transgender students, faculty, and staff. An exciting trend among some of this work is the use of critical and poststructural paradigms, data collection methods, and analytical tools through which to make sense of and articulate findings. In this special issue, authors push the boundaries of what is understood to be the queer theoretical canon. Additionally, they explore the experience of transgender people in higher education environments from methodological, theoretical, and empirical perspectives, foregrounding the recent scholarship, from some of the leading scholars in the field of higher education doing transgender-related research. This book was originally published as a special issue of International Journal of Qualitative Studies in Education.

This is both a personal book that offers an account of the author's own trans* identity and a deeply engaged study of trans* collegians that reveals the complexities of trans* identities, and how these students navigate the trans* oppression present throughout society and their institutions, create community and resilience, and establish meaning and control in a world that assumes binary genders. This book is addressed as much to trans* students themselves - offering them a frame to understand the genders that mark them as different and to address the feelings brought on by the weight of that difference - as it is to faculty, student affairs professionals, and college administrators, opening up the implications for the classroom and the wider campus. This book not only remedies the paucity of literature on trans* college students, but does so from a perspective of resiliency and agency. Rather than situating trans* students as problems requiring accommodation, this book problematizes the college environment and frames trans* students as resilient individuals capable of participating in supportive communities and kinship networks, and of developing strategies to promote their own success. Z Nicolazzo provides the reader with a nuanced and illuminating review of the literature on gender and sexuality that sheds light on the multiplicity of potential expressions and outward representations of trans* identity as a prelude to the ethnography ze conducted with nine trans* collegians that richly documents their interactions with, and responses to, environments ranging from the unwittingly offensive to explicitly antagonistic. The book concludes by giving space to the study's participants to themselves share what they want college faculty, staff, and students to know about their lived experiences. Two appendices respectively provide a glossary of vocabulary and terms to address commonly asked questions, and a description of the study design, offered as guide for others considering working alongside marginalized population in a manner that foregrounds ethics, care, and reciprocity.