Abstract
This qualitative, multiple case study examined the factors that affect classroom experiences of trans* college students in the United States pursuing associate, bachelor’s, master’s, or doctoral degrees. Participants included 19 students with a variety of trans identities attending various institutions across the United States. I conducted initial interviews with each participant at the beginning of the spring 2021 semester, collected monthly written reflections throughout the semester, and conducted a final interview with each participant at the end of the term. This study was conducted during the COVID-19 pandemic, and thus, interviews were conducted virtually. I used open coding to analyze the interview transcripts and reflections, then identified categories and themes. Analysis revealed five themes: Navigating gender identity, the power of language, the trans* tax, the (mis)education of sex and gender, and community. I interpreted the findings using Bronfenbrenner’s (1976) ecological systems theory and queer theory. This study provides many recommendations to stakeholders, including instructors, institutions of higher education, students, families, and more.