An exploration of the lived experiences of non-binary students at institutions of higher education

Abstract

As gender identities continue to evolve and diversify, it is crucial to understand how institutional structures such as higher education institutions (HEIs) influence the experiences of non-binary individuals who use and identify themselves as part of these spaces. Existing research reflects how HEIs can be sites of discrimination and marginalisation for non-binary students and that they have fewer resources and support services that accommodate their non-conforming identities. The purpose of this study is thus to explore the lived experiences of gender non-binary students at HEIs. This study aims to address a critical gap in the literature and to contribute significantly to knowledge regarding non-binary experiences in higher education in the context of South Africa, which is a largely under-researched area. This study adopted an interpretative phenomenological approach, guided by the qualitative research framework and utilised semi-structured interviews as a data collection method, conducted with a sample of fourteen (n =14) participants. Non-probability and snowball sampling methods were used to purposively include non-binary students at HEIs.