Trans Voices in Academia: Affirmative Policies and Pathways to Equity and Belonging

Background: Trans and nonbinary (TNB) individuals face significant disparities in health and education compared to their cisgender counterparts. These disparities, exacerbated by discrimination and a lack of inclusive policies, result in lower academic performance, higher dropout rates, and delayed graduations. The effectiveness of trans-affirming policies seems to depend on systemic integration, alignment with anti-discrimination efforts, and ongoing staff training to address the needs of an evolving community. This study explores the experiences, expectations, and opinions of TNB students concerning affirmative policies at two Italian universities. Methods: Semi-structured interviews were conducted with 25 TNB students (Mage = 22.8; 8 trans men, 5 trans women, and 12 nonbinary individuals) aiming to investigate experiences and opinions concerning the following policies: Alias Career (i.e., the possibility of being affirmed in one’s chosen name and gender), Safe Zone training (a program designed for educators and staff to enhance awareness on LGBTQIA+ issues), and gender-neutral bathrooms. We employed a reflexive thematic analysis to process the collected data. Results and Conclusions: We identified five main themes: (a) policy as the possibility of self-determination, (b) policy as a risk of discrimination, (c) perception of awareness gaps, (d) affirmative and disconnecting feelings. These themes reflect the complexities of navigating institutional settings as a TNB student and highlight areas of progress as well as opportunities for further improvement. This research underscores the need for universities to commit to sustained institutional efforts that promote equity and belonging. Affirmative policies, alongside increased awareness and education on gender diversity, can enhance the social climate, reduce exclusionary practices, and foster a sense of belonging and safety. By addressing these issues, universities can support all students' academic success and well-being. The study also aims to guide improvements in existing policies and inspire new measures to create inclusive academic environments.