Limited research has explored the experiences of nonbinary college students. Using a national sample of college students from the American College Health Association-National College Health Assessment (ACHA-NCHA), we compared experiences of college students in terms of their campus safety, mental health, and involvement in extracurricular activities. Results reveal complexities of nonbinary students' experiences. Nonbinary students reported feeling less safe on and around campus and were more likely to be verbally threatened, stalked, and sexually assaulted than their peers. In terms of mental health indicators, nonbinary students reported significantly worse outcomes than their peers. Nonbinary students were also significantly less likely to be involved in extracurricular activities. Among nonbinary students, Black nonbinary students reported less safety, higher stress, and greater suicidality than White nonbinary students, and multiracial nonbinary students were more likely to be stalked than their White nonbinary peers. In terms of campus involvement, multiracial nonbinary students were more likely to volunteer than White nonbinary students. On the whole, this study suggests that nonbinary college students' experiences differ from their peers' in terms of greater reports of victimization, poorer mental health, and less involvement on campus, with important racial differences. Those who work with college students should ensure that their services support and affirm nonbinary identities and should work to push back on superficial changes that do not address the racist, cis-heteropatriarchal conditions that give rise to such outcomes.

ObjectiveThis study aims to identify types of gender‐identity‐specific social support provided by parents that helps transgender and gender‐expansive (TGE) youth of color thrive.BackgroundTGE youth of color benefit from parental social support, though less is known about supportive practices that specifically affirm marginalized gender identities—gender‐identity‐specific social support. Guided by a counter‐storytelling framework that highlights the voices of TGE youth of color, this study investigates how TGE youth of color perceive such support from parents.MethodData were collected via semistructured interviews with 18 youth (14–25 years, Mage = 20.28) who identified as TGE and as persons of color. Transcripts were analyzed using a modified thematic coding approach to identify themes related to youth perceptions of parental support of their gender identities.ResultsFindings revealed four major themes related to parental provision of gender‐identity‐specific social support: self‐work, support of gender‐atypical behavior during early development, current affirmational and instrumental support, and family cohesion. Participants discussed parental gender‐identity‐specific support as a valued source of strength.ConclusionTGE youth well‐being can be enhanced by facilitating parents' provision of gender‐identity‐specific social support.ImplicationsSpecific insight into sources of resilience and strength for TGE youth of color are offered for researchers and practitioners.

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