Female-to-Male Transgender People’s Experiences in Australia: Education findings Dr Tiffany Jones AUSTRALIA EVIDENCE Background Description (cont.) Recommendations There have also been significant developments around the classification of gender identity-based diagnoses, education and healthcare policy, and recognition of gender in documentation. However, there has been a lack of research on transgender people both overseas and in Australia, and existing studies were typically conducted in medical environments, subsumed Female-to-Male (FtM) transgender people into broader populations or focused on Male-to-Female people. Female-to-Male (FtM) Transgender People’s Experiences in Australia: A National Study is the first national report on FtM Australians. This group have been less “visible” in Australian culture in the past, compared to other trans* groups. However, this is changing with a range of FtM individuals featured in recent TV shows, increased local networking and media on changes to Australia’s laws around gender recognition. The book answers the lack of social trans* research; existing studies were typically conducted in medical environments, focused on broader trans* groups or solely on MtF people. The participants came from all states of Australia, but were slightly more concentrated in Victoria and in urban areas than the broader population. They represented a range of culturally and linguistically diverse backgrounds. Overall, 97% of the participants were allocated a female sexat birth, 3 % intersex. Recommendations to make school safer for FtM transgender students: Policies providing protections around gender identity /expression; Anti-transphobia and inclusive puberty education; Trans-friendly counselling; Unisex uniform and bathroom options; and Warmth towards transgender students. Results 69% had received a diagnosis of depression and anxiety, and 80% had thought about self-harm or suicide, over two thirds had self-harmed and over one third had attempted suicide. 69% had one or more post-secondary qualifications. This was a higher portion than the general Australian population, and general transgender populations represented in the Australian research literature. 4 % had not completed secondary school and had only had a primary school education—twice the portion of the general Australian population. FtMs were twice as likely to leave school before Yr10 than other Australians. The data suggested that both schools and workplaces were tougher contexts for FtM transgender people (due to a lack of protective policies against transphobia, a lack of unisex uniforms and bathrooms, and discrimination). It is likely that transphobic discrimination means that some FtM transgender people drop out of school or seek apprenticeships earlier; yet, on the other hand, transphobic attitudes in the workforce might be keeping FtM people in post-secondary education (universities, TAFEs and other institutions which have fewer gendered requirements than some schools or jobs) for longer. “There is always some kind of anti-bullying policy. At high school, I’m unsure exactly what was in place. At uni there is definitely a policy that protects trans people”. FtM person , 24 years “No school taught us about LGBT things. It was a very hush hush kind of thing. No information was made available even discreetly in the form of pamphlets and library books. The school system just pretends that everyone is straight”. FtM transgender person 21 years Description Description The study combined data from an anonymous online survey of 273 FtM transgender people aged 16 to 64 (average age 30.5 years), with an anonymous online discussion-board blog allowing participants to engage more deeply in our questions. This design allowed participants to give feedback on, and co-create the topics and questions—to increase their ownership of the project and how they were to be presented. Participants were recruited through a range of recruitment techniques, including paid advertising, support groups and services, Facebook posts, e-lists, media interviews and so on. Jones, T., et al. (2015). Female-to-Male (FtM) Transgender People's Experiences in Australia. Cham, Heidelberg, New York, Dordrecht and London, Springer. Contact Other publications Dr. Tiffany Jones University of New England Email: tiffany.jones@une.edu.au Jones, T. 2014. Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students. Springer: Cham, Heidelberg, New York, Dordrecht and London. Jones, T., Gray, E. and Harris, A. 2014. GLBTIQ teachers in Australian education policy: protections, suspicions, and restrictions. Sex Education: Sexuality, Society and Learning. Vol 14, No. 3. Jones, T., and Hillier, L. 2014. The Erasure of Bisexual Students in Australian Education Policy and Practice. Journal of Bisexuality. 14 (1). Jones, T. 2014. Comparing rural and urban education contexts for GLBTIQ students. Australian and International Journal of Rural Education. Accepted 12 March 2014. Jones, T. (2013). Understanding Education Policy. Dordrecht: Springer. Jones, T. and Hillier L. 2013. Comparing Trans-Spectrum and Same-sex-Attracted Youth in Australia: Increased Risks, Increased Activisms. Journal of LGBT Youth, Vol. 10, No. 4. Jones, T. 2013. How sex education research methodologies frame GLBTIQ students. Sex Education: Sexuality, Society and Learning, Vol 13, No. 6. Jones, T. and Hillier L. 2012. Sexuality education school policy for GLBTIQ students. Sex Education: Sexuality, Society and Learning, Vol. 12, No. 4. Hillier, L., Jones, T., Monagle, M. et al. 2010. Writing themselves in 3: the third national study on the sexual health and wellbeing of same sex attracted and gender questioning young people. Melbourne, La Trobe University.