An Exploration of the Impact of Minority Stress on Gender Non-Binary College Students and Their Academic Confidence

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dc.contributorFlanders, Corey
dc.contributorDouglas, Amber
dc.contributorRhoads, Jacob
dc.contributor.advisorFlanders, Corey
dc.contributor.authorHumphrey, Jaime
dc.date.accessioned2018-06-28T13:48:46Z
dc.date.available2018-06-28T13:48:46Z
dc.date.gradyear2018en_US
dc.date.issued2018-06-28
dc.description.abstractThis research sought to explore the academic impact of peer victimization and minority stress on gender non-binary students through the lens of the Minority Stress Framework and Social Learning Theory. I compared gender non-binary student’s experiences at coed institutions with those who attend Historically Women’s Colleges to see if there was a difference in level of discrimination, and whether peer-related minority stress negatively impacted academic performance through the mediator of stress. One hundred and six participants from the five-college consortium, who identified as gender non-binary completed an online survey. The findings indicate that students who identify as non-binary in coed institutions report greater peer-related minority stress than their non-binary counterparts in Historically Women’s Colleges; peer-related minority stress is associated with increased stress, which is negatively associated to students’ academic confidence.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.identifier.urihttp://hdl.handle.net/10166/4650
dc.language.isoen_USen_US
dc.rights.restrictedpublicen_US
dc.subjectgender identity, gender expression, gender non-binary, gender non-conforming, peer victimization, minority stressen_US
dc.titleAn Exploration of the Impact of Minority Stress on Gender Non-Binary College Students and Their Academic Confidenceen_US
dc.typeThesis
mhc.degreeUndergraduateen_US
mhc.institutionMount Holyoke College

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