Being/Becoming Invisible: Trans and/or Nonbinary Gender Expression and Academic Experiences
DOI:
https://doi.org/10.33423/0gndpg73Keywords:
higher education, Genderism, Cisnormativity, Gender Expression, Trans, Nonbinary, Invisibility, Education, LeadershipAbstract
Drawing on findings from a recent study, this paper examines how genderism and cisnormativity shape identity development and academic experiences of Trans and/or Nonbinary undergraduates. Centering participants’ narratives on gender expressions and perceptions by others, the study revealed persistent invisibility of gender identity based on genderist and cisnormative expectations. Academic experiences and development diverged between students who passed and wanted to be perceived as Cisgender and those who could not or chose not to do so. The paper concludes with recommendations for educators and institutions to better support Trans and/or Nonbinary students’ academic success.
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