Evaluación de las políticas universitarias españolas de cambio de nombre o sexo
Resumen
La mayoría de las universidades públicas españolas cuentan con protocolos para el cambio de nombre por motivos de identidad de género, amparados en normativas nacionales. Este estudio analiza los procedimientos de las 50 universidades públicas, de las cuales 43 disponen de algún protocolo común o registral. Sin embargo, existen diferencias significativas en cuanto al tiempo de tramitación, los requisitos, el acceso a la información y las personas beneficiarias. Además, también se han observado ciertas carencias de dichos protocolos, como la limitada inclusión de las personas de género no binarie y la escasa difusión de los protocolos. Pese a que la creación de estos protocolos ha supuesto una mejora en la calidad de vida de las personas con una identidad de género no normativa, se debe seguir trabajando en la revisión y mejora de los mismos para conseguir procedimientos realmente inclusivos y comprehensivos con todas las realidades.
Palabras clave
Cambio de nombre, Universidades, Identidad de género, Políticas públicasCitas
Allen, Louisa; Cowie, Lucy, & Fenaughty, John. (2020). Safe but not safe: LGBTTIQA+ students’ experiences of a university campus. Higher Education Research & Development, 39(6), 1075–1090. https://doi.org/10.1080/07294360.2019.1706453
Anderssen, Norman; Sivertsen, Børge; Lønning, Kari Jussie, & Malterud, Kirsti. (2020). Life satisfaction and mental health among transgender students in Norway. BMC Public Health, 20, 138. https://doi.org/10.1186/s12889-020-8228-5
Beemyn, Genny, & Brauer, Dot. (2015). Trans-inclusive college records: Meeting the needs of an increasingly diverse US student population. Transgender Studies Quarterly, 2(3), 478–487. https://doi.org/10.1215/23289252-2926455
Bender-Baird, Kyla. (2016). Peeing under surveillance: Bathrooms, gender policing, and hate violence. Gender, Place & Culture, 23(7), 983–988. https://doi.org/10.1080/0966369X.2015.1073699
Biglia, Barbara, & Cagliero, Sara. (2019). Abordajes y ‘respuestas’ de las universidades catalanas frente a las violencias LGTBIQ+ fóbicas. Quaderns de Psicologia, 21(2), e1532. https://doi.org/10.5565/rev/qpsicologia.1532
Brauer, Dot. (2017a). Complexities of supporting transgender students’ use of self-identified first names and pronouns. College and University, 92(3), 2–13. https://www.proquest.com/scholarly-journals/complexities-supporting-transgender-students-use/docview/1935357594/se-2
Brauer, Dot. (2017b). Hiding in plain sight: How binary gender assumptions complicate efforts to meet transgender students’ name and pronoun needs [Tesis de doctorado, University of Vermont]. ProQuest One Academic. https://www.proquest.com/dissertations-theses/hiding-plain-sight-how-binary-gender-assumptions/docview/1892125759/se-2
Braun, Virginia, & Clarke, Victoria. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Duran, Antonio, & Nicolazzo, Z. (2017). Exploring the ways trans* collegians navigate academic, romantic, and social relationships. Journal of College Student Development, 58(4), 526–544. https://doi.org/10.1353/csd.2017.0041
Foucault, Michel. (1977). Discipline and punish: The birth of the prison. Vintage Books.
Gallardo-Nieto, Elena María; Gómez, Aitor; Gairal-Casadó, Regina, & Ramis-Salas, María del Mar. (2021). Sexual orientation, gender identity and gender expression-based violence in Catalan universities: qualitative findings from university students and staff. Archives of Public Health, 79, 16. https://doi.org/10.1186/s13690-021-00532-4
Goldberg, Abbie E.; Beemyn, Genny, & Smith, JuliAnna Z. (2019). What is needed, what is valued: Trans students’ perspectives on trans-inclusive policies and practices in higher education. Journal of Educational & Psychological Consultation, 29(1), 27–67. https://doi.org/10.1080/10474412.2018.1480376
Goldberg, Abbie E., & Kuvalanka, Katherine A. (2018). Navigating identity development and community belonging when “there are only two boxes to check”: An exploratory study of nonbinary trans college students. Journal of LGBT Youth, 15(2), 106–131. https://doi.org/10.1080/19361653.2018.1429979
Gómez, Mer. (2022). La rebelión de las hienas. Relatos corporales de las personas intersex. Bellaterra.
Gorrotxategi, Maitane Picaza; Ozamiz-Etxebarria, Naiara; Jiménez-Etxebarria, Eneritz, & Cornelius-White, Jeffrey H. D. (2020). Improvement in gender and transgender knowledge in university students through the creative factory methodology. Frontiers in Psychology, 11, 367. https://doi.org/10.3389/fpsyg.2020.00367
Hendricks, Michael L., & Testa, Rylan J. (2012). A conceptual framework for clinical work with transgender and gender nonconforming clients: An adaptation of the minority stress model. Professional Psychology: Research and Practice, 43(5), 460–467. https://doi.org/10.1037/a0029597
Hunter, Jessica; Butler, Catherine, & Cooper, Kate. (2021). Gender minority stress in trans and gender diverse adolescents and young people. Clinical Child Psychology and Psychiatry, 26(4), 1182–1195. https://doi.org/10.1177/13591045211033187
Kanamori, Yasuko, & Xu, Yonghong J. (2022). Factors associated with transphobia: A structural equation modeling approach. Journal of Homosexuality, 69(4), 716–740. https://doi.org/10.1080/00918369.2020.1851959
Ley 3/2007, de 15 de marzo, reguladora de la rectificación registral de la mención relativa al sexo de las personas. (2007). Boletín Oficial del Estado. https://www.boe.es/eli/es/l/2007/03/15/3
Ley 3/2022, de 25 de febrero, de convivencia universitaria. (2022a). Boletín Oficial del Estado. https://www.boe.es/eli/es/l/2022/02/24/3
Ley 17/2022, de 5 de septiembre, por la que se modifica la Ley 14/2011, de 1 de junio, de la Ciencia, la Tecnología y la Innovación. (2022b). Boletín Oficial del Estado. https://www.boe.es/eli/es/l/2022/09/05/17/con
Ley 2/2023, de 22 de marzo, del Sistema Universitario. (2023a). Boletín Oficial del Estado. https://www.boe.es/eli/es/lo/2023/03/22/2/con
Ley 4/2023, de 28 de febrero, para la igualdad real y efectiva de las personas trans y para la garantía de los derechos de las personas LGTBI. (2023b). Boletín Oficial del Estado. https://www.boe.es/eli/es/l/2023/02/28/4
Lieberth, Mitch R. (2020). What’s in a name: Lived experiences of transgender college students using a preferred name policy [Tesis de doctorado, Cleveland State University]. ETD Archive. https://engagedscholarship.csuohio.edu/etdarchive/1180/
Lipson, Sarah Ketchen; Raifman, Julia; Abelson, Sara, & Reisner, Sari L. (2019). Gender minority mental health in the U.S.: Results of a national survey on college campuses. American Journal of Preventive Medicine, 57(3), 293–301. https://doi.org/10.1016/j.amepre.2019.04.025
Magalhães, Mariana; Aparicio-García, Marta E., & García-Nieto, Isidro. (2020). Transition trajectories: Contexts, difficulties and consequences reported by young transgender and non-binary Spaniards. International Journal of Environmental Research and Public Health, 17(18), 6859. https://doi.org/10.3390/ijerph17186859
Mas Grau, Jordi. (2022). From self-management to depathologisation: the evolution of transgender health care and rights in Spain between 1970 and 2020. Culture, Health & Sexuality, 24(8), 1094–1106. https://doi.org/10.1080/13691058.2021.1919317
McEntarfer, Heather Killelea, & Iovannone, Jeffry. (2022). Faculty perceptions of chosen name policies and non-binary pronouns. Teaching in Higher Education, 27(5), 632–647. https://doi.org/10.1080/13562517.2020.1729722
Mikulak, Magdalena. (2021). For whom is ignorance bliss? Ignorance, its functions and transformative potential in trans health. Journal of Gender Studies, 30(7), 819–829. https://doi.org/10.1080/09589236.2021.1880884
Missé, Miquel. (2018). A la conquista del cuerpo equivocado. Egalés.
Morales-Rodríguez, Francisco Manuel. (2021). Effectiveness of a program to improve attention towards affective-sexual, bodily and gender diversity in university students. European Journal of Investigation in Health, Psychology and Education, 11(4), 1205–1220. https://doi.org/10.3390/ejihpe11040088
Nadal, Kevin L.; Skolnik, Avy, & Wong, Yinglee. (2012). Interpersonal and systemic microaggressions toward transgender people: Implications for counseling. Journal of LGBT Issues in Counseling, 6(1), 55–82. https://doi.org/10.1080/15538605.2012.648583
Pascale, Amanda Blakewood, & DeVita, James M. (2024). Transgender college students’ mental health: Comparing transgender students to their cisgender peers. Journal of American College Health, 72(1), 135–141. https://doi.org/10.1080/07448481.2021.2024212
Pichardo Galán, José Ignacio, & Puche Cabezas, Luis. (2019). Universidad y diversidad sexogenérica: Barreras, innovaciones y retos de futuro. Methaodos. Revista de Ciencias Sociales, 7(1), 10–26. http://dx.doi.org/10.17502/m.rcs.v7i1.287
Pitcher, Erich N.; Camacho, Trace P.; Renn, Kristen A., & Woodford, Michael R. (2018). Affirming policies, programs, and supportive services: Using an organizational perspective to understand LGBTQ+ college student success. Journal of Diversity in Higher Education, 11(2), 117–132. https://doi.org/10.1037/dhe0000048
Platero, Lucas. (2009). Transexualidad y agenda política: una historia de (dis)continuidades y patologización. Política y Sociedad, 46(1), 105–126.
Pusch, Rob S. (2005). Objects of curiosity: Transgender college students’ perceptions of the reactions of others. Journal of Gay & Lesbian Issues in Education, 3(1), 46–61. https://doi.org/10.1300/J367v03n01_06
Red de Universidades por la Diversidad. (s. f.). Reglamento de la Red de Universidades por la Diversidad. https://ouad.unizar.es/sites/ouad/files/archivos/reglamento-rud.pdf
Regan, Lynne. (2023). A mixed methods investigation into the experiences of transgender students in higher education in the UK. Bulletin of Applied Transgender Studies, 2(3-4), 195–222. https://doi.org/10.57814/8n20-g959
Russell, Stephen T.; Pollitt, Amanda M.; Li, Gu, & Grossman, Arnold H. (2018). Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. Journal of Adolescent Health, 63(4), 503–505. https://doi.org/10.1016/j.jadohealth.2018.02.003
Seelman, Kristie L. (2016). Transgender adults’ access to college bathrooms and housing and the relationship to suicidality. Journal of Homosexuality, 63(10), 1378–1399. https://doi.org/10.1080/00918369.2016.1157998
Seelman, Kristie L. (2019). From “My absolute worst nightmare” to “I couldn’t ask for anything more”: Trans individuals’ interactions with college administrators, professors, and others representing institutional power. En Genny Beemyn (Ed.), Trans People in Higher Education (pp. 253–278). State University of New York Press. https://doi.org/10.2307/jj.18252872.18
Siegel, Derek P. (2019). Transgender experiences and transphobia in higher education. Sociology Compass, 13(10), e12734. https://doi.org/10.1111/soc4.12734
Publicado
Cómo citar
Descargas
Datos de los fondos
-
Agencia Estatal de Investigación
Números de la subvención PID2022-1385130B-I00
Derechos de autor 2026 Juan E. Nebot-Garcia, Miguel Ángel López-Sáez, Lucas Platero Méndez

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.