INCLUSION OF TRANSGENDERS IN ACADEMIC SPACES: PERSPECTIVE OF STAKEHOLDERS OF HIGHER EDUCATIONAL INSTITUTIONS (HEIs)

Even though policies have been formulated, transgender students continue to be discriminated, marginalized, and identified as a subaltern group. In such a situation, it becomes crucial to examine the reasons behind their condition. In this context, the perspectives of stakeholders within institutions, primarily non-transgender individuals, play a vital role in sustaining or challenging these inequalities. So, the aim of this study is to investigate the perception of stakeholders, specifically faculty and non-transgender students (NTS) of Higher educational Institutions (HEIs) towards transgender students. A narrative method was adopted, and through purposive sampling, 45 non-transgender students (NTS) and 23 faculty members were selected from higher educational institutions from the Presidency Division of West Bengal. In-depth data were collected using a semi-structured interview schedule to understand their perceptions, and the qualitative data were analyzed thematically. The findings revealed mixed responses from both faculty and students. Although a few non-transgender students and faculty viewed transgender individuals simply as human beings and accepted their gender expression, most participants upheld the gender binary system by aligning with politically conservative ideologies. They provided various justifications (spiritual, religious, biological, or economic) for not accepting the different gender expressions of transgender students. However, all of them emphasized the need for discussion and orientation programs on this topic within institutions.