Being/Becoming Invisible: Trans and/or Nonbinary Gender Expression and Academic Experiences.
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| Title: | Being/Becoming Invisible: Trans and/or Nonbinary Gender Expression and Academic Experiences. |
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| Authors: | Anan, Baramee Peper1, Soles, Brooke2 |
| Source: | Journal of Higher Education Theory & Practice. 2026, Vol. 26 Issue 3, p11-33. 23p. |
| Subject Terms: | *Higher education, *Educational background, Genderism, Gender expression, Identity (Psychology), Cisgender people, Transgender people, Nonbinary people |
| Abstract: | Drawing on findings from a recent study, this paper examines how genderism and cisnormativity shape identity development and academic experiences of Trans and/or Nonbinary undergraduates. Centering participants' narratives on gender expressions and perceptions by others, the study revealed persistent invisibility of gender identity based on genderist and cisnormative expectations. Academic experiences and development diverged between students who passed and wanted to be perceived as Cisgender and those who could not or chose not to do so. The paper concludes with recommendations for educators and institutions to better support Trans and/or Nonbinary students' academic success. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195890534 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Being/Becoming Invisible: Trans and/or Nonbinary Gender Expression and Academic Experiences. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Anan%2C+Baramee+Peper%22">Anan, Baramee Peper</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Soles%2C+Brooke%22">Soles, Brooke</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Theory+%26+Practice%22">Journal of Higher Education Theory & Practice</searchLink>. 2026, Vol. 26 Issue 3, p11-33. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+background%22">Educational background</searchLink><br /><searchLink fieldCode="DE" term="%22Genderism%22">Genderism</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+expression%22">Gender expression</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cisgender+people%22">Cisgender people</searchLink><br /><searchLink fieldCode="DE" term="%22Transgender+people%22">Transgender people</searchLink><br /><searchLink fieldCode="DE" term="%22Nonbinary+people%22">Nonbinary people</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Drawing on findings from a recent study, this paper examines how genderism and cisnormativity shape identity development and academic experiences of Trans and/or Nonbinary undergraduates. Centering participants' narratives on gender expressions and perceptions by others, the study revealed persistent invisibility of gender identity based on genderist and cisnormative expectations. Academic experiences and development diverged between students who passed and wanted to be perceived as Cisgender and those who could not or chose not to do so. The paper concludes with recommendations for educators and institutions to better support Trans and/or Nonbinary students' academic success. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195890534 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 11 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Educational background Type: general – SubjectFull: Genderism Type: general – SubjectFull: Gender expression Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: Cisgender people Type: general – SubjectFull: Transgender people Type: general – SubjectFull: Nonbinary people Type: general Titles: – TitleFull: Being/Becoming Invisible: Trans and/or Nonbinary Gender Expression and Academic Experiences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Anan, Baramee Peper – PersonEntity: Name: NameFull: Soles, Brooke IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21583595 Numbering: – Type: volume Value: 26 – Type: issue Value: 3 Titles: – TitleFull: Journal of Higher Education Theory & Practice Type: main |
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