PHD, Kent State University, 2025, College of Nursing

Nonbinary and gender diverse (NBGD) people are individuals whose gender identity is different than their sex assigned at birth and is between, outside, or beyond the gender binary. NBGD people are a disparate population that experiences stigmatization, discrimination, and poor mental and physical health at much higher rates than the general population and their binary transgender peers. Approximately 1.2 million lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) adults living in the United States (US) identify as nonbinary or gender diverse. Nursing science has failed to explore the health of, or disparities experienced by, NBGD people. Few studies have examined the experiences of NBGD people separate from binary transgender individuals. This constructivist interpretative phenomenological analysis study sought to address this gap by exploring how NBGD individuals understand and experience health. Seven NBGD adults assigned female at birth completed two semi-structured interviews and were asked to journal between interviews. The open-ended interview questions inquired about the participants' definitions of health, factors that impact their health, and how they see their future health. The Body Keeps the Score emerged as the predominant way the participants experience health with gender and trauma as the two most significant factors. Highlighted in their gender experiences was the unique intersection of cisgenderism, transgenderism, sexism, and the invisibility of NBGD identities. The pervasiveness of traumas underscored the need to expand on Minority Stress Theory by considering non-gender related traumas and other intersectional experiences that impact NBGD individuals' health. Implications for nursing practice include acknowledgement and validation of diverse gender identities, more inclusive healthcare nomenclature and environments, and trauma-informed care that recognizes the varied and often hidden traumas that people carry.

Committee: Pamela Stephenson Ph.D. (Committee Chair); Amy Petrinec Ph.D. (Committee Member); Versie Johnson-Mallard Ph.D. (Committee Member); Mollie Merryman Ph.D. (Committee Member) Subjects: Gender; Gender Studies; Health; Health Care; Health Sciences; Mental Health; Nursing

Specialist in Education, Miami University, 2018, School Psychology

Transgender/gender diverse students report experiences of feeling unsafe in school due to their gender identity and expression (Greytak, Kosciw, & Boesen, 2013). School support personnel (e.g., school psychologists, counselors, and social workers) are well positioned to collaborate with stakeholders to promote a safe and supportive environment for these students. Through in-depth, semi-structured interviews with support personnel in an urban Midwestern school district, researchers gained insight on participants' perceptions of work with transgender/gender diverse students. Findings suggest that 5 out of 7 participants who perceived themselves as prepared to provide support services to transgender/gender diverse students actively supported their students, worked with them to navigate family situations and sex-segregated facilities, and have attended specific professional development. Despite participants' perceived preparedness, they face challenges such as navigating systems-level policies. Findings suggest that more professional development is warranted to improve how school support personnel address transgender/gender diverse students' needs.

Committee: Erin Harper (Committee Chair); Amity Noltemeyer (Committee Member); Katherine Kuvalanka (Committee Member) Subjects: Education; Educational Psychology; School Counseling