Araştırma Makalesi
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Gender Reassignment with The Opinions of Faculty of Health Sciences Students

Yıl 2023, Cilt: 6 Sayı: 1, 123 - 139, 31.05.2023
https://doi.org/10.33708/ktc.1234022

Öz

This research is a descriptive study designed to determine the opinions of faculty of health sciences students on the concept of gender and its change. The sample of the study consisted of 623 students studying at the Faculty of Health Sciences of a public university. The data are collected using the questionnaire form created by the researchers and face-to-face interview method. Data analysis is performed using the Statistical Package for Social Science (SPSS) Windows 22.0 program. Variables related to socio-demographic characteristics are shown by number and percentage distribution. The effect of categorical variables, which are thought to affect their views on gender change, is evaluated by chi-square analysis, and p<0.05 is considered significant. It is determined that 47.7% of the students are congenital, 83.0% could change the gender, and 16.5% has a family or relative who changed gender, and 78.7% of them are prejudiced against people who have had changed their gender. 63.9% of the students state that pregnancy could not occur after gender reassignment and 65.3% state that it is not possible to give birth. 89.0% of midwife students state that they want to provide midwifery care for transgender individuals, and 86.7% state that they want to give birth to transgender individuals. The rate of students who want to include a course on midwifery care specific to transgender people in the midwifery curriculum is determined as 82.5%. It has been determined that students with a sex-changed relative in the family have a statistically significant effect on the idea that gender is congenital (p=0.02), pregnancy and parenting after sex change disrupt the social order (p=0.04), individual prenatal and postnatal midwifery care should be given after sex change (p=0.03). The results of the research reveal that the health sciences faculty and especially midwifery students need to overcome the lack of information and support related to care specific to the needs of transgender individuals. Students generally have a positive outlook on caring for transgender individuals, but this is not sufficient for students to provide professional care.

Kaynakça

  • Akkaş, İ. (2019). Cinsiyet ve Toplumsal Cinsiyet Kavramları Çerçevesinde Ortaya Çıkan Toplumsal Cinsiyet Ayrımcılığı. Ekev Akademi Dergisi, ICOAEF Özel Sayısı, 97-118.
  • Brandt, G., Stobrawe, J., Korte, S., Prüll, L., Laskowski, N. M., Halbeisen, G., & Paslakis, G. (2022). Medical Students’ Perspectives on LGBTQI+ Healthcare and Education in Germany: Results of a Nationwide Online Survey. International Journal of Environmental Research and Public Health, 19(16), 10010.
  • Brink, M., Timmer, A., Dunne, P. (2018). Trans and intersex equality rights in Europe: a comparative analysis, European Commission, Directorate-General for Justice and Consumers. Publications Office. British Library. Erişim Adresi: https://www.bl.uk/collection-items/unhealthy-attitudes-the-treatment-of-lgbt-people-within-health-and-social-care-services adresinden 10/12/2022 tarihinde ulaşılmıştır.
  • Brown, M., McCann, E., Donohue, G., Martin, C. H., & McCormick, F. (2021). LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study. International Journal of Environmental Research and Public Health, 18(21), 11366.
  • Carabez, R., Pellegrini, M., Mankovitz, A., Eliason, M., Ciano, M., & Scott, M. (2015). "Never in All My Years... ": Nurses' Education About LGBT Health. Journal of professional nursing: official journal of the American Association of Colleges of Nursing, 31(4), 323–329.
  • Çulha, Y., Turan, N., Özdemir Aydın, G., Kaya, H., & Özsaban, A. (2019). Improving the Health Care of Transsexual Individuals. Journal of Academic Research in Nursing, 5(2),149-155. https://doi.org/10.5222/jaren.2019.63497
  • Dorsen, C., & Van Devanter, N. (2016). Open Arms, Conflicted Hearts: Nurse-Practitioner's Attitudes Towards Working With Lesbian, Gay And Bisexual Patients. Journal of clinical nursing, 25(23-24), 3716–3727.
  • Gupta, S., Imborek, K. L., & Krasowski, M. D. (2016). Challenges in Transgender Healthcare: The Pathology Perspective. Laboratory medicine, 47(3), 180–188.
  • Hammond, C. (2014). Exploring same sex couples’ experiences of maternity care. British Journal of Midwifery, 22(7), 495–500.
  • Harding E, Wait S, Scrutton J. (2015). The state of play in person-centred care: A pragmatic review of how person-centred care is defined, applied and measured.Report summary [Internet]. Erişim Adresi: Available from: https://www.healthpolicypartnership.com/app/uploads/The-state-of-play-in-person-centred-care-summary.pdf adresinden 15/12/2022 tarihinde ulaşılmıştır.
  • Hodges, T., Seibenhener, S., & Young, D. (2021). Incorporating Health Care Concepts Addressing The Needs Of The Lesbian, Gay, Bisexual, And Transgender Population İn An Associate Of Science İn Nursing Curriculum: Are Faculty Prepared? Teaching and Learning in Nursing, 16(2), 116–120.
  • Hoffkling, A., Obedin-Maliver, J., & Sevelius, J. (2017). From erasure to opportunity: a qualitative study of the experiences of transgender men around pregnancy and recommendations for providers. BMC Pregnancy and Childbirth, 17(S2),332.
  • Keskin, N., Yapca, G., & Tamam, L. (2015). Transsexualism: Clinical Features and Legal Issues. Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry, 1. https://doi.org/10.5455/cap.20150208051330
  • Kilicaslan, J., & Petrakis, M. (2019). Heteronormative models of health-care delivery: investigating staff knowledge and confidence to meet the needs of LGBTIQ+ people. Social work in health care, 58(6), 612–632.
  • Küçükkaya, B. (2019). Hemşirelik Bölümü Öğrencilerinin Lezbiyen, Gey, Biseksüel, Transgender ve İnterseks (LGBTİ) Bireylere İlişkin Tutumları . Sürekli Tıp Eğitimi Dergisi, 27(6), 373-383.
  • Lee, E., Taylor, J., & Raitt, F. (2011). 'It's not me, it's them': How lesbian women make sense of negative experiences of maternity care: a hermeneutic study. Journal of advanced nursing, 67(5), 982–990.
  • Light, A. D., Obedin-Maliver, J., Sevelius, J. M., & Kerns, J. L. (2014). Transgender men who experienced pregnancy after female-to-male gender transitioning. Obstetrics and gynecology, 124(6), 1120–1127.
  • Lim, F., Johnson, M., & Eliason, M. (2015). A National Survey of Faculty Knowledge, Experience, and Readiness for Teaching Lesbian, Gay, Bisexual, and Transgender Health in Baccalaureate Nursing Programs. Nursing Education Perspectives, 36(3), 144–152.
  • Macapagal, K., Bhatia, R., & Greene, G. J. (2016). Differences in Healthcare Access, Use, and Experiences Within a Community Sample of Racially Diverse Lesbian, Gay, Bisexual, Transgender, and Questioning Emerging Adults. LGBT health, 3(6), 434–442.
  • MacDonald, T., Noel-Weiss, J., West, D., Walks, M., Biener, M., Kibbe, A., & Myler, E. (2016). Transmasculine individuals’ experiences with lactation, chestfeeding, and gender identity: a qualitative study. BMC Pregnancy and Childbirth, 16(1).
  • Makadon, H. J., Mayer, K. H., Potter, J., & Goldhammer, H. (2015). Fenway Guide to Lesbian, Gay, Bisexual, And Transgender Health, 2nd Edition (2nd ed.). American College of Physicians.
  • McCann, E., & Brown, M. (2018). The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review. Nurse education today, 64, 204–214.
  • Mete, A. & Özerdoğan, N. (2019). Ebelik Bölümü Öğrencilerinin Lezbiyen, Gay, Biseksüel, Transseksüel (LGBT) Hakkında Bilgi, Görüş ve Tutumlarının Değerlendirilmesi . Sürekli Tıp Eğitimi Dergisi, 28(3), 163-171.
  • Muntinga, M. E., Krajenbrink, V. Q., Peerdeman, S. M., Croiset, G., & Verdonk, P. (2016). Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation. Advances in health sciences education : theory and practice, 21(3), 541–559.
  • Obedin-Maliver, J., & Makadon, H. J. (2015). Transgender men and pregnancy. Obstetric Medicine, 9(1), 4–8. Özpulat, F., Bulut, F. Y., & Kör, M. (2017). Üniversite Öğrencilerinin LGBT Bireyler Hakkındaki Görüşleri. International Journal of New Trends in Social Sciences. 1(1),23-32.
  • Royal College of Nursing (2020). Fair care for trans and non-binary people. Erişim Adresi: www.rcn.org.uk/professional-development/publications/rcn-fair-care-trans-non-binaryuk-pub-009430 adresinden 11/12/2022 tarihinde ulaşılmıştır.
  • Sadıç, E. & Beydağ, K. D. (2018). Hemşirelik Öğrencilerinin Lezbiyen Ve Geylere Yönelik Tutumları Ve Etkileyen Faktörler . Hemşirelik Bilimi Dergisi, 1(2),5-13.
  • Sekoni, A. O., Gale, N. K., Manga-Atangana, B., Bhadhuri, A., & Jolly, K. (2017). The effects of educational curricula and training on LGBT-specific health issues for healthcare students and professionals: a mixed-method systematic review. Journal of the International AIDS Society, 20(1), 21624.
  • Sherman, A. D. F., Cimino, A. N., Clark, K. D., Smith, K., Klepper, M., & Bower, K. M. (2021). LGBTQ+ health education for nurses: An innovative approach to improving nursing curricula. Nurse education today, 97, 104698.
  • Somerville, C., (2015). Unhealthy attitudes: the Treatment of LGBT People within health and social care services. Stonewall. London 1.
  • Şah, U. (2012). Eşcinselliğe, Biseksüelliğe ve Transseksüelliğe İlişkin Tanımlamaların Homofobi ve LGBT Bireylerle Tanışıklık Düzeyi ile İlişkisi . Psikoloji Çalışmaları, 32(2),23-48.
  • The American College of Nurse-Midwives (2021). Health Care for Transgender and Gender Non-Binary People. Erişim Adresi: https://www.midwife.org/acnm/files/acnmlibrarydata/uploadfilename/000000000326/ACNM--PS--Care%20for%20TGNB%20People-%20Final_1.pdf adresinden 10/12/2022 tarihinde ulaşılmıştır.
  • Toprak, S., Kapoğlu, A. A., & Tüzün, B. (2021). Cinsiyet Hoşnutsuzluğu Olan Bireylerin Cinsiyet Değiştirme Sürecinin Hukuki Boyutu. Journal of Istanbul Faculty of Medicine, 84(S-1),31–34. https://dergipark.org.tr/tr/pub/iuitfd/issue/62299/936937
  • Walker, K., Arbour, M., & Waryold, J. (2016). Educational Strategies to Help Students Provide Respectful Sexual and Reproductive Health Care for Lesbian, Gay, Bisexual, and Transgender Persons. Journal of midwifery & women's health, 61(6),737–743.
  • Yüksel, R., Arslantaş, H., Eskin, M., & Kızılkaya, M. (2020). The Factors Affecting The Attitudes of Nursing Students Towards Homosexual Individuals. Yeni Symposium, (0),1

Sağlık Bilimleri Fakültesi Öğrencileri Görüşleriyle Cinsiyet Değişikliği

Yıl 2023, Cilt: 6 Sayı: 1, 123 - 139, 31.05.2023
https://doi.org/10.33708/ktc.1234022

Öz

Bu araştırma sağlık bilimleri fakültesi öğrencilerinin cinsiyet kavramı ve değişikliğine yönelik görüşlerini belirlemek amacıyla tasarlanmış, tanımlayıcı tipte bir araştırmadır. Araştırmanın örneklemini bir kamu üniversitesinin Sağlık Bilimleri Fakültesinde öğrenimine devam eden 623 öğrenci oluşturmuştur. Veri, araştırmacılar tarafından oluşturulan anket formu ile yüz yüze görüşme yöntemi kullanılarak toplanmıştır. Veri çözümlemesi Statistical Package for Social Science (SPSS) Windows 22.0 programı kullanılarak yapılmıştır. Sosyo- demografik özelliklere ilişkin değişkenler, sayı ve yüzde dağılımı ile gösterilmiştir. Cinsiyet değişikliğine yönelik görüşlerini etkileyebileceği düşünülen kategorik özellikteki değişkenlerin etkisi Ki-kare çözümlemesi ile değerlendirilmiş, p<0.05 anlamlı kabul edilmiştir. Öğrencilerin %47.7’si cinsiyetin doğuştan olduğunu, %83.0’ı ise cinsiyetin değişebileceğini, %16.5’inin aile ya da akrabada cinsiyet değiştiren birey olduğu, %78.7’sinin de cinsiyet değiştiren bireylere karşı önyargılı oldukları belirlenmiştir. Öğrencilerin %63.9’u cinsiyet değişikliği sonrası gebeliğin olamayacağını ve %65.3’ü doğum yapabilmenin mümkün olmadığını belirtmiştir. Ebe öğrencilerin %89.0’ı cinsiyet değiştiren bireylere yönelik ebelik bakımı vermek istediklerini, %86.7’si de cinsiyet değiştiren bireylerin doğumunu yaptırmak istediklerini belirtmişlerdir. Ebelik müfredatında cinsiyet değiştiren bireylere özgü ebelik bakımına ilişkin derse yer verilmesini isteyen öğrencilerin oranı ise %82.5’dir. Ailesinde cinsiyet değiştiren yakını olanların, cinsiyet doğuştandır (p=0.02), cinsiyet değişikliği sonrası gebelik ve ebeveynliğin toplumsal düzeni bozar (p=0.04), cinsiyet değişikliği sonrası bireysel prenatal - postnatal ebelik bakımı verilmesi gerekir (p=0.03) şeklinde düşünmelerini istatistiksel anlamlı olarak etkilediği belirlenmiştir. Araştırma sonuçları sağlık bilimleri fakültesi ve özellikle ebelik öğrencilerinin, cinsiyet değiştiren bireylerin gereksinimlerine özgü bakımla ilişkili bilgi ve destek eksikliklerinin giderilmesi gerektiğini ortaya koymaktadır. Öğrenciler genellikle cinsiyet değiştiren bireylerin bakımını üstlenmede olumlu bir bakış açısına sahiptirler, ancak bu durum öğrencilerin profesyonel bir bakım vermeleri için yeterli değildir.

Kaynakça

  • Akkaş, İ. (2019). Cinsiyet ve Toplumsal Cinsiyet Kavramları Çerçevesinde Ortaya Çıkan Toplumsal Cinsiyet Ayrımcılığı. Ekev Akademi Dergisi, ICOAEF Özel Sayısı, 97-118.
  • Brandt, G., Stobrawe, J., Korte, S., Prüll, L., Laskowski, N. M., Halbeisen, G., & Paslakis, G. (2022). Medical Students’ Perspectives on LGBTQI+ Healthcare and Education in Germany: Results of a Nationwide Online Survey. International Journal of Environmental Research and Public Health, 19(16), 10010.
  • Brink, M., Timmer, A., Dunne, P. (2018). Trans and intersex equality rights in Europe: a comparative analysis, European Commission, Directorate-General for Justice and Consumers. Publications Office. British Library. Erişim Adresi: https://www.bl.uk/collection-items/unhealthy-attitudes-the-treatment-of-lgbt-people-within-health-and-social-care-services adresinden 10/12/2022 tarihinde ulaşılmıştır.
  • Brown, M., McCann, E., Donohue, G., Martin, C. H., & McCormick, F. (2021). LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study. International Journal of Environmental Research and Public Health, 18(21), 11366.
  • Carabez, R., Pellegrini, M., Mankovitz, A., Eliason, M., Ciano, M., & Scott, M. (2015). "Never in All My Years... ": Nurses' Education About LGBT Health. Journal of professional nursing: official journal of the American Association of Colleges of Nursing, 31(4), 323–329.
  • Çulha, Y., Turan, N., Özdemir Aydın, G., Kaya, H., & Özsaban, A. (2019). Improving the Health Care of Transsexual Individuals. Journal of Academic Research in Nursing, 5(2),149-155. https://doi.org/10.5222/jaren.2019.63497
  • Dorsen, C., & Van Devanter, N. (2016). Open Arms, Conflicted Hearts: Nurse-Practitioner's Attitudes Towards Working With Lesbian, Gay And Bisexual Patients. Journal of clinical nursing, 25(23-24), 3716–3727.
  • Gupta, S., Imborek, K. L., & Krasowski, M. D. (2016). Challenges in Transgender Healthcare: The Pathology Perspective. Laboratory medicine, 47(3), 180–188.
  • Hammond, C. (2014). Exploring same sex couples’ experiences of maternity care. British Journal of Midwifery, 22(7), 495–500.
  • Harding E, Wait S, Scrutton J. (2015). The state of play in person-centred care: A pragmatic review of how person-centred care is defined, applied and measured.Report summary [Internet]. Erişim Adresi: Available from: https://www.healthpolicypartnership.com/app/uploads/The-state-of-play-in-person-centred-care-summary.pdf adresinden 15/12/2022 tarihinde ulaşılmıştır.
  • Hodges, T., Seibenhener, S., & Young, D. (2021). Incorporating Health Care Concepts Addressing The Needs Of The Lesbian, Gay, Bisexual, And Transgender Population İn An Associate Of Science İn Nursing Curriculum: Are Faculty Prepared? Teaching and Learning in Nursing, 16(2), 116–120.
  • Hoffkling, A., Obedin-Maliver, J., & Sevelius, J. (2017). From erasure to opportunity: a qualitative study of the experiences of transgender men around pregnancy and recommendations for providers. BMC Pregnancy and Childbirth, 17(S2),332.
  • Keskin, N., Yapca, G., & Tamam, L. (2015). Transsexualism: Clinical Features and Legal Issues. Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry, 1. https://doi.org/10.5455/cap.20150208051330
  • Kilicaslan, J., & Petrakis, M. (2019). Heteronormative models of health-care delivery: investigating staff knowledge and confidence to meet the needs of LGBTIQ+ people. Social work in health care, 58(6), 612–632.
  • Küçükkaya, B. (2019). Hemşirelik Bölümü Öğrencilerinin Lezbiyen, Gey, Biseksüel, Transgender ve İnterseks (LGBTİ) Bireylere İlişkin Tutumları . Sürekli Tıp Eğitimi Dergisi, 27(6), 373-383.
  • Lee, E., Taylor, J., & Raitt, F. (2011). 'It's not me, it's them': How lesbian women make sense of negative experiences of maternity care: a hermeneutic study. Journal of advanced nursing, 67(5), 982–990.
  • Light, A. D., Obedin-Maliver, J., Sevelius, J. M., & Kerns, J. L. (2014). Transgender men who experienced pregnancy after female-to-male gender transitioning. Obstetrics and gynecology, 124(6), 1120–1127.
  • Lim, F., Johnson, M., & Eliason, M. (2015). A National Survey of Faculty Knowledge, Experience, and Readiness for Teaching Lesbian, Gay, Bisexual, and Transgender Health in Baccalaureate Nursing Programs. Nursing Education Perspectives, 36(3), 144–152.
  • Macapagal, K., Bhatia, R., & Greene, G. J. (2016). Differences in Healthcare Access, Use, and Experiences Within a Community Sample of Racially Diverse Lesbian, Gay, Bisexual, Transgender, and Questioning Emerging Adults. LGBT health, 3(6), 434–442.
  • MacDonald, T., Noel-Weiss, J., West, D., Walks, M., Biener, M., Kibbe, A., & Myler, E. (2016). Transmasculine individuals’ experiences with lactation, chestfeeding, and gender identity: a qualitative study. BMC Pregnancy and Childbirth, 16(1).
  • Makadon, H. J., Mayer, K. H., Potter, J., & Goldhammer, H. (2015). Fenway Guide to Lesbian, Gay, Bisexual, And Transgender Health, 2nd Edition (2nd ed.). American College of Physicians.
  • McCann, E., & Brown, M. (2018). The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review. Nurse education today, 64, 204–214.
  • Mete, A. & Özerdoğan, N. (2019). Ebelik Bölümü Öğrencilerinin Lezbiyen, Gay, Biseksüel, Transseksüel (LGBT) Hakkında Bilgi, Görüş ve Tutumlarının Değerlendirilmesi . Sürekli Tıp Eğitimi Dergisi, 28(3), 163-171.
  • Muntinga, M. E., Krajenbrink, V. Q., Peerdeman, S. M., Croiset, G., & Verdonk, P. (2016). Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation. Advances in health sciences education : theory and practice, 21(3), 541–559.
  • Obedin-Maliver, J., & Makadon, H. J. (2015). Transgender men and pregnancy. Obstetric Medicine, 9(1), 4–8. Özpulat, F., Bulut, F. Y., & Kör, M. (2017). Üniversite Öğrencilerinin LGBT Bireyler Hakkındaki Görüşleri. International Journal of New Trends in Social Sciences. 1(1),23-32.
  • Royal College of Nursing (2020). Fair care for trans and non-binary people. Erişim Adresi: www.rcn.org.uk/professional-development/publications/rcn-fair-care-trans-non-binaryuk-pub-009430 adresinden 11/12/2022 tarihinde ulaşılmıştır.
  • Sadıç, E. & Beydağ, K. D. (2018). Hemşirelik Öğrencilerinin Lezbiyen Ve Geylere Yönelik Tutumları Ve Etkileyen Faktörler . Hemşirelik Bilimi Dergisi, 1(2),5-13.
  • Sekoni, A. O., Gale, N. K., Manga-Atangana, B., Bhadhuri, A., & Jolly, K. (2017). The effects of educational curricula and training on LGBT-specific health issues for healthcare students and professionals: a mixed-method systematic review. Journal of the International AIDS Society, 20(1), 21624.
  • Sherman, A. D. F., Cimino, A. N., Clark, K. D., Smith, K., Klepper, M., & Bower, K. M. (2021). LGBTQ+ health education for nurses: An innovative approach to improving nursing curricula. Nurse education today, 97, 104698.
  • Somerville, C., (2015). Unhealthy attitudes: the Treatment of LGBT People within health and social care services. Stonewall. London 1.
  • Şah, U. (2012). Eşcinselliğe, Biseksüelliğe ve Transseksüelliğe İlişkin Tanımlamaların Homofobi ve LGBT Bireylerle Tanışıklık Düzeyi ile İlişkisi . Psikoloji Çalışmaları, 32(2),23-48.
  • The American College of Nurse-Midwives (2021). Health Care for Transgender and Gender Non-Binary People. Erişim Adresi: https://www.midwife.org/acnm/files/acnmlibrarydata/uploadfilename/000000000326/ACNM--PS--Care%20for%20TGNB%20People-%20Final_1.pdf adresinden 10/12/2022 tarihinde ulaşılmıştır.
  • Toprak, S., Kapoğlu, A. A., & Tüzün, B. (2021). Cinsiyet Hoşnutsuzluğu Olan Bireylerin Cinsiyet Değiştirme Sürecinin Hukuki Boyutu. Journal of Istanbul Faculty of Medicine, 84(S-1),31–34. https://dergipark.org.tr/tr/pub/iuitfd/issue/62299/936937
  • Walker, K., Arbour, M., & Waryold, J. (2016). Educational Strategies to Help Students Provide Respectful Sexual and Reproductive Health Care for Lesbian, Gay, Bisexual, and Transgender Persons. Journal of midwifery & women's health, 61(6),737–743.
  • Yüksel, R., Arslantaş, H., Eskin, M., & Kızılkaya, M. (2020). The Factors Affecting The Attitudes of Nursing Students Towards Homosexual Individuals. Yeni Symposium, (0),1
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Kadın Araştırmaları
Bölüm Makaleler
Yazarlar

Zehra Baykal Akmeşe 0000-0002-4753-2421

Buse Alış 0000-0002-3895-2870

Erken Görünüm Tarihi 30 Mayıs 2023
Yayımlanma Tarihi 31 Mayıs 2023
Gönderilme Tarihi 13 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1

Kaynak Göster

APA Baykal Akmeşe, Z., & Alış, B. (2023). Sağlık Bilimleri Fakültesi Öğrencileri Görüşleriyle Cinsiyet Değişikliği. Akdeniz Kadın Çalışmaları Ve Toplumsal Cinsiyet Dergisi, 6(1), 123-139. https://doi.org/10.33708/ktc.1234022

Dergide yayımlanan tüm çalışmalar, kamu ve tüzel kişilerce, gerekli atıflar verilmek koşuluyla kullanıma açık olup dergide yayımlanmış çalışmaların tüm sorumluluğu yazarlarına aittir.