The challenges of transgender and nonbinary graduate students in chemistry: A qualitative study on trans identity, science culture, and institutional support using reflexive thematic analysis.

ABSTRACT: Transgender, nonbinary, two spirit, and gender-expansive students (herein trans students) are marginalized in higher education and have significantly different college experiences than their cisgender peers. Using in-depth interviews modeled after Sista Circles methodology and applying reflexive thematic analysis, this qualitative research illuminates the nuanced experiences of trans students navigating chemistry PhD programs (N = 10). The participants' counterstories revealed tensions between their identities as trans people and their identities as chemists, where STEM professional culture encouraged the participants to cover and separate their transness from their graduate education. The data demonstrated that these students navigated a complicated process when choosing a graduate progra

SUBMITTER: Nolan MM 

PROVIDER: S-EPMC11970692 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature