Institutional Commitments to Unknowing Gender: Trans* and Gender Non-Conforming Educators' Experiences in Higher Education.

While there has been some research centering trans* and gender non-conforming (TGNC) faculty, more is needed to address how they navigate classroom spaces and students' resistance to and about trans* bodies. The purpose of this study was to examine the resistance TGNC educators experienced from students, colleagues, as well as their larger higher education institutions. Findings from this study suggest that TGNC faculty simotaneously experinece hypervisibility and invisiblity both in their classrooms as well as on their campuses.

Thirty Years of LGBTQ Pre-Publication Knowledge Production in Higher Education Research: A Critical Summative Content Analysis of ASHE Conference Sessions.

The purpose of this critical content analysis was to explore LGBTQ pre-publication knowledge production by examining conference sessions at one of the leading U.S. academic conference for higher education researchers.

Campus Sexual Violence Prevention Educators' Use of Gender in Their Work: A Critical Exploration.

Recent studies indicate that sexual violence affects college students who identify as trans* or gender nonconforming (TGNC) at higher proportions than cisgender students with a full 29% reporting an experience with violence in a recent large-scale study. College sexual violence prevention educators (SVPEs) are critical actors in the effort to reduce the incidence of sexual violence, yet little is known about the practices they engage in to support the learning of students of diverse genders, and to educate students about the role of gender in sexual violence. This study explores the practices of SVPEs with respect to gender diversity, and the challenges and strategies they use to be gender inclusive in their work.