New York Journal of Student Affairs
Document Type
Article
Abstract
This study explores the collegiate experiences of genderqueer and nonbinary students, frequently marginalized in higher education research. While scholarship on transgender students has expanded, it often centers on binary identities, thereby excluding those who identify outside the man-woman dichotomy. This research responds to that gap by asking: What are the experiences of nonbinary students in college? Drawing on in-depth interviews with six genderqueer and nonbinary undergraduate students, the study amplifies their voices to challenge dominant gender norms and essentialist narratives within academic spaces. Participants shared experiences of systemic erasure, invalidation, and microaggressions, as well as the resilience and strategies they employ to navigate campus life. By centering genderqueer and nonbinary perspectives, this study contributes to a more inclusive understanding of gender diversity in higher education and calls for institutional practices that affirm and support all gender identities. It also emphasizes the need to disrupt genderism and reimagine inclusive campus environments.
Recommended Citation
Clark-Taylor, A., Hicks, A., & Johnson, H. (2026). Collegiate Experiences of Genderqueer and Nonbinary Youth. New York Journal of Student Affairs, 26(1). Retrieved from https://commons.library.stonybrook.edu/nyjsa/vol26/iss1/2
Included in
Higher Education Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Student Counseling and Personnel Services Commons