Behind Closed Doors: The Untold Challenges of Transgender and Nonbinary Graduate Students in Chemistry

Abstract

Transgender, nonbinary, two spirit, and gender-expansive students are marginalized in higher education and have significantly different college experiences than their cisgender peers. Using in-depth interviews modeled after Sista Circle methodology and applying reflexive thematic analysis, this qualitative research illuminates the nuanced experiences of transgender students navigating academia in chemistry graduate programs. Counterstories revealed tensions between participants’ identities as transgender people and as chemists, where STEM professional culture encouraged the participants to cover and separate their transness from their graduate studies. The results highlight disparities between institutional rhetoric and tangible support for transgender graduate students. From grappling with the absence of inclusive policies to the burdens of advocating for institutional change, participants confronted systemic barriers that impeded their academic and personal growth. This study underscores the imperative for transparent and proactive support structures within academic departments to foster an environment where transgender and nonbinary individuals can thrive. As the political landscape intensifies with escalating threats to transgender rights, this research serves as a clarion call for academia to confront and ameliorate the challenges faced by marginalized populations in STEM fields.