What do we know about the T in the LGBT+? A scoping review of trans students across queer- and trans-spectrum research in post-compulsory education

In 2017, the authors published a systematic review of international research on transgender students in post-compulsory education. Their findings were synthesised into three main descriptive and analytical themes to; understand the differences and complexities of gender and its related concepts within education settings; situate the importance of creating awareness and building capacity to specifically address transgender issues and; highlight emerging innovations and questions for further theory and research (Hafford-Letchfield, Pezzella, Cole and Manning, 2017). Whilst our main target group was transgender and gender non-conforming students in post-compulsory education, the majority of studies (n=51) from the initial search were inclusive of lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI). In this paper, we have returned to these LGBTQI inclusive papers and conducted a separate scoping review to reappraise what can be learned about transgender students included under the LGBTQI umbrella. This paper reports on findings from a review which explored the following research questions:
(1)What can be learned about transgender students included under the LGBTQI umbrella specifically to consider between-group differences among transgender, non-transgender, LGB college students. (2) What commonalities do transgender students have with students under the LGBTQI umbrella (3) What does the literature contribute to challenges and new directions in policy, research and practice with queer-spectrum and trans-spectrum college student populations including fluidity and social constructed categories of sexuality and gender? (4) How far are trans students positioned and the benefits and losses that might be present, for example the inclusion or exclusion in LGBTQI research.
A systematic approach to scoping and conducting a review of published empirical studies was used to establish the type and range of knowledge based on a clear protocol (Rutter et al., 2013) and using PICo lateral searching techniques (Population, phenomenon of Interest, Context) (Joanna Briggs Institute, 2011). Participants will be invited to debate some of the findings from the review and we will identify key priorities for further research.