2025 ASEE Annual Conference & Exposition

This practice full paper study explores how nonbinary graduate students in engineering and other STEM fields access identity-specific social capital through their professional social networks at in their academic career and workplace. We use the term “nonbinary” to refer to any individual who does not identify within the gender binary (e.g., men and women), and “trans*” as a blanket term for identities under the transgender umbrella (e.g., transgender, nonbinary, gender non-conforming, agender, genderfluid).
Nonbinary graduate students face unique challenges in navigating binary and cisnormative STEM academic and professional environments. Despite the pursuit of diversity, equity, and inclusion initiatives in STEM education, nonbinary individuals continue to experience marginalization which can negatively impact their degree progress and career development. Using a conceptual framework that combines Lin’s network theory of social capital and Devor’s transgender identity formation framework (a trans*-specific theory from public health and sociology focusing on witnessing and mirroring individuals), we investigate the gender-specific supports that nonbinary students access through their social and professional networks from both cisgender allies and their queer, transgender, and nonbinary peers. Upon further exploration of the data, we decided to conduct additional analyses using Dolan and Garvey’s nonbinary identity development model, focusing on how nonbinary students navigate ambiguity and worldmaking.
We analyzed interviews from six nonbinary STEM graduate students—collected as part of a larger study—located across the U.S. to understand how they are supported in their educational and career development. We qualitatively analyzed the transcripts using Saldaña’s process coding and emergent coding techniques to conduct a thematic analysis. We coded the data for the process (i.e., witnessing, mirroring, instrumental, and expressive social capital), the alters involved (e.g., mentor, peer, manager, PI), and their identity development (i.e., navigating ambiguity and worldmaking). Emergent codes were used to help characterize the role of the individual in providing support to the nonbinary student.
Our findings demonstrate how cisgender professors, faculty, peers, and supervisors can positively or negatively impact nonbinary students’ wellbeing and persistence in STEM based on their actions, and how faculty, collegiate peers, and friends can advocate on behalf of and empathetically support these students. Based on these findings, we propose recommendations for gender-specific supports aimed at promoting the professional formation of nonbinary engineering graduate students. These include creating opportunities for queer student-led advocacy, fostering connections and support between queer, trans* and nonbinary students, enhancing visibility and representation of nonbinary individuals through affirming supports, and fostering allyship among peers and faculty. This research underscores the importance of tailored support systems in promoting the persistence and wellbeing of nonbinary graduate students in STEM. By addressing the unique challenges they face, we can better support their academic and professional trajectories, ensuring a more inclusive and diverse STEM community.