The Relationship between Perceptions of Gender-Related Campus Climate and Feelings of Belonging Among Transgender and Non-Binary College Students

Background and Purpose: College students who have a sense of belonging are more likely to complete their degrees, have higher academic achievement, have increased motivation and confidence, and enjoy college more compared to those who report lower belonging scores. Emerging evidence suggests that transgender and non-binary students generally experience lower belongingness compared to their cisgender peers, at least in part due to the gender-related campus climate. Yet, little is known about which aspects of campus climate are most likely to influence feelings of belonging among this group. To help fill this gap, we examined the extent to which several comprehensive campus climate measures are associated with feelings of belonging among transgender and non-binary college students.

Methods: Data for this study come from a LGBTQ+ campus climate survey conducted at a large midwestern university in 2023 (N=517). For this analysis, we limited our sample to transgender and non-binary respondents (N=119). We examined correlations between diverse campus climate measures (DEI policies, trans* campus climate, gender identity microaggression experiences, perceived social support, and LGBTQ+ representation in course content) and feelings of belonging (for example, “I feel like I belong at [university]”) among transgender and non-binary students. We then used hierarchical linear regression to examine these relationships when gender identity, race/ethnicity, housing status, and disability status were controlled. Demographic variables were included in model 1, and campus climate variables were added in model 2.

Results: Most respondents lived on campus (63.9%). Over half of participants (53.8%) were non-binary, 26.1% were transgender non-binary, and 20.2% were transgender. 30.3% identified as a person with a disability and 10.9% identified as a person of color. Bivariate analyses indicated that belongingness was positively associated with better trans* campus climate (p<.001), more LGBTQ+ representation in course content (p=.009), positive perceptions of DEI policies (p<.001), and higher social support (p<.001) and negatively associated with gender identity microaggression experiences (p=.003). In Model 1, students living on campus reported higher levels of belongingness compared to those living off campus when other factors were controlled. In Model 2, only positive perceptions of trans* campus climate were associated with higher levels of belonging (p=.005).

Conclusions and Implications: We found that two factors – trans* campus climate and housing situation – predicted feelings of belonging among transgender and non-binary college students at one public university. Trans* campus climate, including perceptions of gender-related stigma and negative beliefs, perceived inequities in campus service access, and respect and acceptance from students, instructors, staff, administrators, and campus security, was associated with belonging once policy and institutional factors, microaggression experiences, and other factors were controlled. These findings indicate the importance of ensuring positive, supportive experiences on campus among transgender and non-binary students as a potential way to improve belongingness, even more so than policies or an absence of negative experiences. In addition, ways to increase feelings of belonging among students living off campus should also be explored.