ArticlePloS one2025
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.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Who Agrees to Review a Manuscript inEcology and evolution · 2026Article
- Perceived safety and trust shape transgender and gender diverse participation in exercise science: a consensual qualitative research study.Frontiers in sports and active living · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
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 program and deciding whether to share their trans identities in their institutions. Participants also encountered cisnormative institutional structures, including program applications and information technology systems, which enforced usage of their legal name and gender marker data in the academy. These results highlight disparities between institutional rhetoric regarding LGBTQ+ inclusion and tangible support for trans graduate students. From grappling with the absence of supportive policies to advocating for institutional change, participants confronted systemic barriers that impeded their academic and personal growth. This study underscores the imperative for transparent and proactive support structures within STEM academic departments to foster an environment where trans individuals can thrive.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.