Transgender and Gender Non-Conforming College Students’ Challenges, Supports, and Successes: An Interpretative Phenomenological Analysis

Jennifer R. Curry; Imre Csaszar; Tiffany Shierling

doi:10.20429/gcpa.2023.390104

Transgender and Gender Non-Conforming College Students’ Challenges, Supports, and Successes: An Interpretative Phenomenological Analysis

Jennifer R. Curry, Imre Csaszar, Tiffany Shierling

Student Affairs

Research output: Contribution to journal › Article › peer-review

Abstract

We report findings from an interpretative phenomenological analysis (IPA) study of transgender and gender non-conforming (TGNC) college students' perceptions of their on-campus experiences. Participants reported their lived experiences of campus culture at PWIs Deep South. The data was viewed through a minority stress theory framework. Four major themes emerged: (1) supports for students; (2) barriers for students; (3) undergoing personal change; and (4) influencing systemic change.

Original language	American English
Pages (from-to)	69-93
Number of pages	24
Journal	Georgia Journal of College Student Affairs
Volume	39
Issue number	1
DOIs	https://doi.org/10.20429/gcpa.2023.390104
State	Published - 2023

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10.20429/gcpa.2023.390104License: CC BY-NC-ND

http://spiral.lynn.edu/facpubs/1260

Cite this

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Transgender and Gender Non-Conforming College Students’ Challenges, Supports, and Successes: An Interpretative Phenomenological Analysis

Abstract

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