ItemIntercultural wonderment and study abroad(2015) Engberg, M.E.; Jourian, T.J.Although many findings related to study abroad point to the myriad benefits of such experiences, these studies focus more exclusively on direct effects (Engberg, 2013; Vande Berg, Connor-Linton, & Paige, 2009), overlooking a number of process-oriented variables that mediate the development of different outcomes associated with study abroad (Pascarella & Terenzini, 2005). Further, more recent publications have questioned whether study abroad experiences are ubiquitous in their benefits to all students (Salisbury, An, & Pascarella, 2013; Twombly, Salisbury, Tumanut, & Klute, 2012), suggesting a more nuanced approach is needed in identifying which aspects of the study abroad experience (e.g., program design, pedagogy, interactions with the host country) are most influential in predicting student learning and developmental outcomes. In this study, we introduce and examine the role of intercultural wonderment in fostering students’ development of a global perspective during a one semester study abroad experience. Intercultural wonderment encapsulates the underlying curiosity in individuals to seek out new and different experiences while studying abroad and involves a willingness and capacity to deal with discomfort and disequilibrium. ItemTrans*forming authentic leadership: A conceptual framework(2014) Jourian, T.J.This conceptual framework examines how the evolving literature on authentic leadership and development can be problematized and further clarified by looking at the identity development of trans* and genderqueer students. It begins by examining the components and factors of authentic leadership, and its strengths and weaknesses. As a newly emerging leadership model, and one that is gaining attention within the fields of leadership and higher education, there are opportunities to refine and bolster it to make it applicable and useful for the leadership development of a diversity of student populations from the onset. With that in mind, this paper considers the developmental milestones of trans* individuals, specifically those who identify as genderqueer, and how some of those milestones and experiences, as well as other people’s interpretations of them, might complicate how we define and understand authenticity. The question posed here is if authentic expression of self and relational transparency are key components of authentic leadership, ones that need to be validated by leaders as well as followers, then how might binarist constructions of gender influence cisgender and gender-conforming followers to reject genderqueer people’s authentic self-expression and thus them as leaders? The conceptual framework offered provides higher education and student affairs administrators a lens through which to support the authentic leadership development of trans* and genderqueer students. ItemExploring gender through education abroad programs: A graduate student case study(2015) Squire, D.D.; Williams, T.E.; Cartwright, M.; Jourian, T.J.; Monter, M.; Weatherford, A.This case study explores how graduate students who attended a short-term education abroad program understood gender as a result of participation in the trip. Findings reveal that students’ understandings of gender are influenced by in and out of class contexts. Implications for faculty and education abroad practitioners are shared to deepen and contextualize understanding and development of student participants. ItemTrans* leadership(2017) Jourian, T.J.; Simmons, S.; Tillapaugh, D.; Haber-Curran, P.Focusing on emerging literature on trans∗ and gender-nonconforming students and their leadership, this chapter outlines the ways trans∗ students are engaged in leadership in educational institutions and outside of them and discusses implications for staff and faculty regarding how to support and engage these students and their leadership. Item“Fun and carefree like my polka dot bowtie”: Disidentifications of trans*masculine students of color(2017) Jourian, T.J.; Johnson, J.M.; Javier, G.C.Men and masculinities studies in higher education, as well as emergent scholarship on the experiences of trans* college students, have been expanding in recent years. Both strands have significant gaps that in combination reify the gender binary, hegemonic masculinity, and singular non-intersectional narratives that leave trans*masculine students of color largely absent from our literature and our consciousness as higher education scholars and practitioners. A phenomenological study investigated how trans*masculine college students understand, define and adopt a masculine identity, and how their various and salient intersecting identities inform their masculinities. Out of 19 total participants in the study, 11 identified as trans*masculine people of color. This chapter highlights their stories and experiences of resilience, resistance, and reconstructions of racialized (trans*)masculinities. ItemEvolving nature of sexual orientation and gender identity(2015) Jourian, T.J.; Stewart, D.L.; Renn, K.A.; Brazelton, G.B.This chapter discusses the historical and evolving terminology, constructs, and ideologies that inform the language used by those who are lesbian, gay, bisexual, and same-gender loving, who may identify as queer, as well as those who are members of trans* communities from multiple and intersectional perspectives.