Student Spotlight – Collin Gould

Collin Gould is double-majoring in Gender & Women’s Studies and Psychology.

1. Why did you choose GWS?
   During my undergraduate studies at the University of Wisconsin–Madison, I chose to major in Gender and Women’s studies because of its ties to feminist and queer theory. My freshman year of college, I enrolled in SOC 200: Introduction to LGBTQ+ Studies. In this course, I learned about the ways in which systems, structures, and institutions can shape the lives and experiences of LGBTQ+ individuals. This led me to declare my major in GWS so that I could continue exploring the intersections of identity, power, and equity.
   
2. Has GWS changed your approach to your involvement (on or off campus) during college? If so, how?
   Continuing my undergraduate studies, GWS changed the way that I think about the purpose of the university. I believe that empirical research has an ethical obligation to collaborate with and reflect the needs of communities it is intended to serve. This philosophy led me to focus on how systematic barriers and restrictive school policies impact LGBTQ+ youth. During my junior year of college, I took GEN&WS: Trans & Nonbinary Lit/Culture, where I learned about the representation of TNB individuals in media and literature. For my final paper in this course, I investigated how TNB adolescents are represented in K-12 school environments. Working on this project, I noticed a gap in institutional support and resource development for TNB youth. It’s clear from the research that having access to gender-diverse books and self-expressive tools is so important for building empathy and breaking down societal barriers in schools. I also learned that using identity maps and other visual aids can help children explore and express their identity without being confined to categories. When children have access to age-appropriate support and tools, it can empower them to navigate identity on their own terms.
   
3. How has GWS shaped your future plans?
   During my senior year of college, I joined the Trans CARE Collaborative as an undergraduate research assistant under Dr. Stephanie Budge. Being apart of the collaborative shaped my future goals and showed me the type of scholar I hope to become. This fall, I am applying to graduate school to pursue my Master’s or PhD in counseling psychology, focusing on school-based interventions that support TNB youth. My goal is to collaborate with educators and community members to build more inclusive and affirming school environments. I hope to build a career that integrates research, clinical practice, and teaching. As a future therapist, my goal is to provide LGBTQ+-affirming mental health care within my community. I also aspire to teach courses in areas such as gender and psychology, mentor future clinicians and researchers, and continue developing research alongside LGBTQ+ communities.