Little research has explored the experiences of transgender or gender-nonconforming (TGNC) students in higher education. Further, only 1 study has included the perspectives of TGNC graduate students (McKinney, 2005), and the experiences of students who identify with nonbinary gender identities (e.g., genderqueer, agender) are scarce in the literature (Nicolazzo, 2016a, 2016b). This study aims to address these gaps. Ninety-one graduate students completed an online survey aimed at understanding the perspectives of TGNC students in higher education. Of these 91 students, 27 (30%) identified as binary trans (e.g., trans man, trans woman) and 64 (70%) identified as nonbinary trans (e.g., genderqueer). Most respondents had concerns about their physical or emotional safety that impacted their gender presentation on campus (e.g., students presented as more masculine or feminine than they would prefer, to avoid negative treatment). Misgendering by peers, faculty, and advisors was a common stressor, the nature and meaning of which differed somewhat for nonbinary and binary identified students. Interactions with faculty advisors were identified as salient contexts for experiencing affirmation versus invalidation of one’s gender identity. Findings highlight the need for institutions of higher education to better anticipate, support, and meet the needs of TGNC graduate students.

中文翻译：

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跨性别研究生在高等教育中的经历：一项混合方法的探索性研究。

很少有研究探讨跨性别或性别不合格 (TGNC) 学生在高等教育中的经历。此外，只有 1 项研究包含了 TGNC 研究生的观点（McKinney，2005），并且文献中很少有认同非二元性别身份（例如，性别酷儿、性别）的学生的经历（Nicolazzo，2016a，2016b）。本研究旨在解决这些差距。91 名研究生完成了一项旨在了解 TGNC 学生在高等教育中的观点的在线调查。在这 91 名学生中，27 名 (30%) 被认定为二元跨性别（例如，跨性别男人、跨性别女性）和 64 (70%) 被认定为非二元跨性别（例如，性别酷儿）。大多数受访者担心他们的身体或情感安全会影响他们在校园里的性别表现（例如，学生表现得比他们希望的更男性化或女性化，以避免消极对待）。同龄人、教师和顾问的性别错误是一种常见的压力源，其性质和含义对于非二元和二元识别的学生有所不同。与教师顾问的互动被确定为经历确认与否定一个人的性别认同的重要背景。调查结果强调了高等教育机构需要更好地预测、支持和满足 TGNC 研究生的需求。与教师顾问的互动被确定为经历确认与否定一个人的性别认同的重要背景。调查结果强调了高等教育机构需要更好地预测、支持和满足 TGNC 研究生的需求。与教师顾问的互动被确定为经历确认与否定一个人的性别认同的重要背景。调查结果强调了高等教育机构需要更好地预测、支持和满足 TGNC 研究生的需求。