Transgender and Gender-Nonconforming Student Experiences in Christian Higher Education: A Qualitative Exploration

ABSTRACT

Religion and spirituality are important in the lives of many transgender and gender-nonconforming (TGNC) individuals. Although TGNC students can make unique contributions to Christian colleges and universities (CCUs), many individuals who identify as both religious and TGNC report rejection from nonaffirming religious communities that view TGNC identities and expression as sinful or psychologically disordered. Additionally, previous research has suggested that TGNC college students experience disproportionately high rates of verbal and sexual harassment, threats, physical assault, and anti-TGNC messaging on college campuses. In order to better understand the experiences of TGNC students who attended nonaffirming CCUs, semistructured interviews were conducted with seven TGNC students and alumni regarding their gender identity, religion, spirituality, campus experiences, and perceptions of campus climate. Data analysis was completed using guidelines consistent with Interpretative Phenomenological Analysis (Shaw, 2010). Findings revealed four major themes: (a) invisibility of TGNC individuals and identities on campus, (b) rejection within the college environment, (c) ambivalence and psychological conflict about integrating religion, spirituality, and gender identity, and (d) resilience and the importance of campus support systems. Recommendations for creating greater inclusion of TGNC students on CCU campuses are presented. This study also explores clinical considerations for mental health professionals and student services personnel employed at CCUs.

Acknowledgments

We wish to thank the participants for their willingness to share their stories. We thank Jos Charles and Don Mueller for their helpful feedback on developing questions in the semistructured interview. We thank H. Adam Ackley for reviewing the manuscript and offering helpful feedback as a consultant. We also wish to thank Janet Peters, Sabrina Soares, Jennifer Losardo, and Ashley Fish for assistance with data collection.

Funding

This study was funded by grants from the Rhode Island College (RIC) Association, the RIC Alumni Association, and a faculty development award from Adler University.