Peer Reviewed Articles by T.J. Jourian
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Journal of Diversity in Higher Education, 2018
In Fall, 2012, the Loyola University Chicago Higher Education program faculty admitted a doctoral... more In Fall, 2012, the Loyola University Chicago Higher Education program faculty admitted a doctoral cohort of 5 men of color. This article is a reflexive and reflective autoethnography that explores the college choice processes of 5 doctoral men of color through a Critical Race Feminist perspective. The faculty program chair's narrative supplements this autoethnography and explores the recruitment and decision-making processes that informed the selection of this cohort. We offer implications for practice regarding recruitment of this population in doctoral education. These implications include critically analyzing higher education admission norms toward diversifying the student body, increasing faculty diversity, and creating strong mentoring opportunities
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Sex Education, 2018
Much of the expanding literature positions trans college students as an overly homogenous populat... more Much of the expanding literature positions trans college students as an overly homogenous population, lacking agency and wrought with hardship and tragedy. Drawn from a broader study on transmasculine college students’ conceptualisations of masculinity, this paper draws attention to the multiplicity of transmasculine voices navigating sexuality and romantic relationships. This navigation is embroiled in their negotiations with masculinity, dominance and cissexism, as they chart affirming sexualities and relationships. Participants’ unique and nuanced articulations are suggestive of the gender liberatory possibilities that derive from trans youth’s perspectives.
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NORMA: International Journal of Masculinity Studies, 2018
White heterosexual cisgender men’s narratives saturate the literature on college masculinities, t... more White heterosexual cisgender men’s narratives saturate the literature on college masculinities, thus far, perpetuating a hegemonic and essentialist definition of masculinity and conflating sex and gender identity and expression. The exclusion of other-gendered masculine voices in turn limits possibilities to destabilize and transform hegemonic masculinity. Additionally, the emergent literature on trans* students presents a dismal outlook for an aggregated population with little if any understanding of how trans* students conceptualize gender. This manuscript provides a critical review of these two expanding strands of literature, calls for more critical interrogations of masculinity/ies from divergent perspectives, such as trans*masculine students, with potential implications to trans*forming masculinities.
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Dutch Journal of Gender Studies, 2017
Presented through an intersectionally framed study investigating U.S.-based transmasculine colleg... more Presented through an intersectionally framed study investigating U.S.-based transmasculine college students’ conceptions of masculinity, this paper explores a myriad of methodological and analytical queries by examining trans*ing as method. How might trans*ing taken-for-granted constructs (such as masculinity) full of unnamed ‐ and thus unchallenged ‐ assumptions resist dominant narratives that drive theorising and practice and thus seek solutions and interventions that can improve everyone’s lives? What possibilities lie in the asterisk’s disruptive potential that can cause us to ‘pause in order to reach beyond’ (Patel, 2016, p. 88) hegemonic and settler colonial structures of masculinity? How might attending to the relationality of trans identities (Catalano, 2017; Jourian, 2017a; Nicolazzo, 2017), the relational nature of research (Patel, 2016), and the ‘process-oriented rather than end-oriented’ (Spade, 2015, p. 189) nature of critical trans politics allow us to resist normative and positivistic analytical practices that distill complex data and people into simplistic models and understandings? Divergent and disruptive thinking and arriving at these constructs from unexpected starting points exposes tensions and false binaries in them, points of excess that then have to be transformed to have meaning, driving scholarship and practice towards liberatory potentials.
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Educational Action Research, 2017
Research on and about queer people and topics in higher education continues to evolve, expand, an... more Research on and about queer people and topics in higher education continues to evolve, expand, and push boundaries on identity, policy, and programming, increasingly informed by our narratives and experiences. Thus far, this work has done little to dismantle the imposed binary of researcher and subject(s), relegating queer research and practice as something that is done ‘on,’ ‘to,’ or ‘for’ queer people, rather than ‘with’ them. Collaborative ethnographic methodologies and communities of practice (CoP) provide alternative modes of scholarship and practice that build queer people’s agency through active involvement in research and social change processes. Situated in two of our own examples, our purpose is to explore big questions and raise even more. This article calls for a further queering of LGBTQ research in higher education by utilizing collaborative methodologies such as CoP and collaborative ethnography to improve the strategies, practices, and knowledge of campus queer communities and imagining new democratic and liberatory realities together.
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International Journal of Qualitative Studies in Education, 2017
Men and masculinities studies are gaining prominence in higher education literature, illuminating... more Men and masculinities studies are gaining prominence in higher education literature, illuminating how cisgender college men understand and grapple with masculinity. Additionally, the increased visibility of trans* students has fueled the expanding scholarship and attention to their experiences, often however centering on white gender-conforming trans* students with little if any focus on their multiple and intersecting identities. The gap between these two strands of literature risks reifying hegemonic masculinity and genderism, as masculinities continue to be theorized as exclusively shaped and embodied by cisgender men. Through post-intentional and queer phenomenologies, this study seeks to fill that gap by investigating how trans*masculine students conceptualize masculinity/ies, and how that conception is informed by various intersecting and salient identities. Through a multifaceted conceptual framework and disruptive phenomenologies, the study positions trans*masculine students as agentic worldmakers, constructing trans*masculine pathways, with implications for building toward gender liberation for themselves and others.
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Multicultural Education Review, 2016
This study examines the relationship between intercultural engagement and undergraduate students’... more This study examines the relationship between intercultural engagement and undergraduate students’ global perspective. Utilizing a cross-sectional design, six global perspective outcomes were regressed on an intercultural engagement scale and its component parts, controlling for student background characteristics and other forms of on- and off-campus engagement. Additionally, conditional effects models were employed to examine the intercultural engagement scale across separate ethnoracial and international student groups. Results demonstrate highly significant relationships between the intercultural engagement scale and five of the global perspective outcomes with relatively consistent effects across each of the components of the intercultural engagement scale. More distinct patterns were uncovered when examining specific ethnoracial and international student groups. The study concludes with a discussion of the findings for educators and practitioners interested in developing intercultural opportunities that foster holistic student development.
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Higher Education, 2016
This study examines the mediating role of intercultural wonderment in relation to students’ devel... more This study examines the mediating role of intercultural wonderment in relation to students’ development of a global perspective. We utilize both confirmatory factor analysis and structural equation modeling to validate the intercultural wonderment construct and test the direct and indirect effects of the structural pathways in the model, respectively. Additionally, we highlight the relative and comparative effects of our model across cognitive, intrapersonal, and interpersonal dimensions of student development while also testing equivalent and nested models to rule out alternative and rival explanations. The results have broad implications for study abroad researchers and practitioners who are interested in developing a deeper understanding of how students learn and develop in study abroad contexts, while offering a more nuanced understanding of how experiential and constructivist practices influence student learning abroad.
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TSQ: Transgender Studies Quarterly, 2015
Despite slowly expanding literature on trans* students in higher education, there is virtually no... more Despite slowly expanding literature on trans* students in higher education, there is virtually nothing examining the lived experiences, identity processes, and needs of trans* educators in higher education and student affairs. This awareness led to the inaugural T* Circle dialogue in March 2014 among nine diverse trans* educators, moderated by a cisgender facilitator, to make visible and begin to fill this gap. The manuscript describes the trans*formative participatory process of designing and implementing this unique program, key themes from the dialogue and postdialogue reflections, and an expressed intention to trans*form higher education through future collaborations and projects.
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The Educational Forum, 2015
Higher education educators commonly understand social identities, including gender, to be fluid a... more Higher education educators commonly understand social identities, including gender, to be fluid and dynamic. Lev's (2004) model of four components of sexual identity is commonly used to demonstrate the fluidity of sex, gender, and sexuality for individuals, but it does little to address the fixedness of those constructs. Through a multipronged intersectional framework and by centering trans* -students, this article proposes a more dynamic model for gender and sexuality.
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Journal of Student Affairs Research and Practice, 2015
This case study explores how graduate students who attended a short-term education abroad program... more This case study explores how graduate students who attended a short-term education abroad program understood gender as a result of participation in the trip. Findings reveal that students’ understandings of gender are influenced by in and out of class contexts. Implications for faculty and education abroad practitioners are shared to deepen and contextualize understanding and development of student participants
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Frontiers, 2015
This study seeks to identify elements of a study abroad experience that foster participants’ inte... more This study seeks to identify elements of a study abroad experience that foster participants’ intercultural wonderment as well as how intercultural wonderment influences students’ development of a global perspective. The results demonstrate that intercultural wonderment is an important determinant of change in students’ global perspective and influenced by curricular, co-curricular, and community-based experiences.
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Journal of Critical Thought & Praxis, 2014
This conceptual framework examines how the evolving literature on authentic leadership and develo... more This conceptual framework examines how the evolving literature on authentic leadership and development can be problematized and further clarified by looking at the identity development of trans* and genderqueer students. It begins by examining the components and factors of authentic leadership, and its strengths and weaknesses. As a newly emerging leadership model, and one that is gaining attention within the fields of leadership and higher education, there are opportunities to refine and bolster it to make it applicable and useful for the leadership development of a diversity of student populations from the onset. With that in mind, this paper considers the developmental milestones of trans* individuals, specifically those who identify as genderqueer, and how some of those milestones and experiences, as well as other people’s interpretations of them, might complicate how we define and understand authenticity.
The question posed here is if authentic expression of self and relational transparency are key components of authentic leadership, ones that need to be validated by leaders as well as followers, then how might binarist constructions of gender influence cisgender and gender-conforming followers to reject genderqueer people’s authentic self-expression and thus them as leaders? The conceptual framework offered provides higher education and student affairs administrators a lens through which to support the authentic leadership development of trans* and genderqueer students.
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Book Chapters by T.J. Jourian
Queer People of Color in Higher Education, 2017
Men and masculinities studies in higher education, as well as emergent scholarship on the experie... more Men and masculinities studies in higher education, as well as emergent scholarship on the experiences of trans* college students, have been expanding in recent years. Both strands have significant gaps that in combination reify the gender binary, hegemonic masculinity, and singular non-intersectional narratives that leave trans*masculine students of color largely absent from our literature and our consciousness as higher education scholars and practitioners. A phenomenological study investigated how trans*masculine college students understand, define and adopt a masculine identity, and how their various and salient intersecting identities inform their masculinities. Out of 19 total participants in the study, 11 identified as trans*masculine people of color. This chapter highlights their stories and experiences of resilience, resistance, and reconstructions of racialized (trans*)masculinities.
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Critical Perspectives on Gender and Student Leadership, 2017
Focusing on emerging literature on trans and gender-nonconforming students and their leadership, ... more Focusing on emerging literature on trans and gender-nonconforming students and their leadership, this chapter outlines the ways trans students are engaged in leadership in educational institutions and outside of them and discusses implications for staff and faculty regarding how to support and engage these students and their leadership.
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Gender and Sexual Diversity in U.S. Higher Education: Contexts and Opportunities for LGBTQ Colleg Students, 2015
This chapter discusses the historical and evolving terminology, constructs, and ideologies that i... more This chapter discusses the historical and evolving terminology, constructs, and ideologies that inform the language used by those who are lesbian, gay, bisexual, and same-gender loving, who may identify as queer, as well as those who are members of trans* communities from multiple and intersectional perspectives.
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Additional Publications by T.J. Jourian
Journal of Critical Scholarship on Higher Education and Student Affairs, 2015
Now more than ever, those acting to deconstruct these oppressive systems rely on critical and new... more Now more than ever, those acting to deconstruct these oppressive systems rely on critical and new perspectives, insight, community-based solutions, creative opportunities, and complex ways of thinking about the future of education.
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The Strategic Guide to Shaping Your Student Affairs Career, 2014
Contributing story in chapter on The Job Hunt and Extending Your Experiences
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Books by T.J. Jourian
New Directions for Student Services, 2018
This chapter explores the various ways that practitioners in
LGBTQ centers can use gender-aware p... more This chapter explores the various ways that practitioners in
LGBTQ centers can use gender-aware practices to attend to issues
that arise within their centers and campus-wide that stem from a
societal culture so profoundly influenced by masculinities.
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Peer Reviewed Articles by T.J. Jourian
The question posed here is if authentic expression of self and relational transparency are key components of authentic leadership, ones that need to be validated by leaders as well as followers, then how might binarist constructions of gender influence cisgender and gender-conforming followers to reject genderqueer people’s authentic self-expression and thus them as leaders? The conceptual framework offered provides higher education and student affairs administrators a lens through which to support the authentic leadership development of trans* and genderqueer students.
Book Chapters by T.J. Jourian
Additional Publications by T.J. Jourian
Books by T.J. Jourian
LGBTQ centers can use gender-aware practices to attend to issues
that arise within their centers and campus-wide that stem from a
societal culture so profoundly influenced by masculinities.
The question posed here is if authentic expression of self and relational transparency are key components of authentic leadership, ones that need to be validated by leaders as well as followers, then how might binarist constructions of gender influence cisgender and gender-conforming followers to reject genderqueer people’s authentic self-expression and thus them as leaders? The conceptual framework offered provides higher education and student affairs administrators a lens through which to support the authentic leadership development of trans* and genderqueer students.
LGBTQ centers can use gender-aware practices to attend to issues
that arise within their centers and campus-wide that stem from a
societal culture so profoundly influenced by masculinities.