Institutional Conditions of Transgender Student Inclusion in Pakistani Higher Education

Abstract

Students' access to or utilization of university provision is a determinant of institutional inclusion; formal institutional provision exists. This article is based on a case study conducted as a part of an MPhil study at Abdul Wali Khan University, Mardan, Pakistan, which highlights the aspects of administrative recognition, facilities and support and accountability based on the findings reported. Snowball sampling resulted in 7 students selected for this parent-study, interviews, focus group discussions and observations. Reported experiences appear as a targeted interpretation of the institutional findings, distinguishing them from the claims, which have to be verified with document. Participants noted restrictive classifications, limited access to safe facilities, lack of knowledge about support and lack of confidence in accountability. Absence is reported at the institutional level with the presence of a Counselling Centre reported, faculty awareness activity reported and individual advocacy reported. The main interpretation was that there might be some helpful individuals that access might be dependent on, as there were not clear formal routes or easy access routes. The article adopts this strand of thinking to present the so-called framework of recognition, access, support and redress transitioned into responsibilities and indicators for future assessments. Its input is a differentiation between provision and perceived usability and verified absence that can guide an institutional enquiry. This framework is not an assessed intervention and analysis is restricted by single case and incomplete source records and a lack of policy or facilities audit.