Transgender and Gender Non-Conforming College Students’ Challenges, Supports, and Successes: An Interpretative Phenomenological Analysis

Abstract

We report findings from an interpretative phenomenological analysis (IPA) study of transgender and gender non-conforming (TGNC) college students' perceptions of their on-campus experiences. Participants reported their lived experiences of campus culture at PWIs Deep South. The data was viewed through a minority stress theory framework. Four major themes emerged: (1) supports for students; (2) barriers for students; (3) undergoing personal change; and (4) influencing systemic change.