ABSTRACT
Purpose: The purpose of this study is to test the association between protective and risk factors, including age of transition, K-12 experiences, and family support, on suicidality among transgender and gender nonbinary/gender queer (TNB) adults. Methods: Our analysis relies on data from the 2015 United States Transgender Survey. We used separate logistic regression models to predict lifetime suicidal ideation and suicide attempt among 19,121 survey respondents. Results: Negative K-12 experiences significantly predict higher likelihood of both suicidal ideation and suicide attempt for transgender people, regardless of age of transition, and after controlling for a host of covariates. The age a transgender person begins to live full time in a gender different from the one assigned at birth has little association with suicidality. However, supportive families act as a buffer against suicidal ideation, and unsupportive families significantly predict higher likelihood of suicide attempt for transgender people when controlling for numerous covariates. Conclusion: Our findings underscore the importance of supportive environments for TNB adolescents. Interventions that strengthen interpersonal relationships and local environments will reduce suicidality among TNB youth. Importantly, recent anti-trans legislation may interfere with the ability of teachers and families to provide needed supports and will likely have deleterious effects on the mental health of TNB individuals.
ABSTRACT
Background: Visibility of the transgender community has increased, particularly in the media. Trans teachers face a challenge, as their professional roles are both public and private. In an effort to seek personal and professional support, trans teachers have turned to social media outlets. Additionally, current research does not always encompass intersectional experiences of trans BIPOC teachers. Aim: This paper presents an autohistoria-teoría, or autoethnographical case study account of the author's experience coming out in the workplace as a trans teacher in Texas. Methods: Guided by Slavin et al. multicultural model of the stress process coupled with intersectionality, this paper attempts to describe how a trans teacher of color navigates the workplace. The data for this study are a collection of all of the author's social media posts from 2005 to 2015. Results: Findings reveal that allies provided some support, and that this trans teacher used deflection as a coping strategy in posts. Conclusion: The results suggest that administrative and peer support can impact transgender workers' mental well-being. In this paper, autohistoria-teoría is used as a powerful way for a trans BIPOC teacher's narrative to be told, which contributed to cultural healing.
