Transgender students’ resilience in compulsory cisnormative university environments

Abstract

Despite South Africa's progressive constitutional protections, transgender students continue to experience systemic discrimination, exclusion, and microaggressions within university spaces. This paper explores the realities of students with transgender identities and how they navigate life in these cisnormative learning environments. Using a qualitative approach, the researcher purposively sampled five self-identified transgender students from four South African universities. An Arts-Based Approach was employed to collect data. Participants shared their experiences through draw-and-tell method. After data collection, a qualitative content analysis method was then applied to analyse the collected data. The findings reveal that participants navigate cisnormative learning environments by employing self-preservation strategies such as self-isolation and prioritising emotional well-being. Social belonging and peer solidarity also play a crucial role in fostering resilience, as transgender students find empowerment through LGBTQI+ support groups, policy advocacy, and legal awareness. Applying self-efficacy theory, the article highlights that mastery experiences, such as overcoming discrimination through activism, reinforce self-confidence and agency. Vicarious experiences, such as observing peers challenge transphobic practices, strengthen belief in their ability to advocate for social change. Social persuasion from mentors, allies, and institutional support structures further motivates transgender students to persist despite adversity. These findings demonstrate the need for policy reforms that foster inclusivity, including gender-affirming policies, and sensitisation programmes for university staff. By focusing on transgender students' agency, this article contributes to broader discussions on equity and inclusion in higher education.