The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This article examines the experiences of gender-variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student–faculty interactions using a large-scale, multi-institution quantitative data set collected from the 2014 administration of the National Survey of Student Engagement. Although high-impact practice participation was similar for gender-variant and cisgender students, positive student–faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender-variant students. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.

中文翻译：

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针对不同性别学生的高影响力实践和师生互动。

大量关于学生成功和大学参与度的研究都集中在对大多数学生群体的叙述上，而这种叙述并没有考虑到跨社会身份的独特经历。本文使用收集的大规模、多机构定量数据集，研究了性别差异学生（即，既不认同男性也不认同女性的学生）在参与高影响实践和师生互动方面的经历。来自 2014 年全国学生参与调查的管理。尽管性别差异和顺性别学生的高影响实践参与度相似，但发现积极的师生互动是增加性别差异学生高影响实践参与的重要预测因素。这项研究的结果也可能表明，对于不同性别的学生来说，某些主要领域的气候更为寒冷。这些发现的意义集中在调查作为高影响实践参与的中介因素的主要选择，并倡导在调查、机构数据和高等教育研究中纳入不同的性别认同。