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We utilized a transformative case study design to examine queer and trans (QT) education policies and college enrollment for 10 states along the political spectrum. Our data included both policy legislation and empirical data from the U.S. Department of Education, all from 2016, to examine this critical moment in U.S. politics. Our lived experiences as QT people and educators ourselves inform our empirical work as a mechanism for more just and equitable policy. Our critical orientation toward education research and policy demands that we produce scholarship that is relevant to progressive legislative priorities, especially considering the dearth of empiricism in education policy concerning QT students. Results from our transformative case study portray a complex context for QT students concerning enrollment and civil rights.
Garvey et al. (Sun,) studied this question.