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The number of studies on lesbian, gay, and bisexual (LGB) students has grown over the past years. Nevertheless, a small amount of research exists examining the lives of our trans* collegians. This article adds to this scholarship by exploring the nature of trans* students' relationships within collegiate environments. Specifically, this study elucidates the different discourses on gender identity that influence students forming academic, romantic, and social partnerships on campuses. Findings reveal how participants resist societal expectations of educating others on their gender identity. Implications of this research illuminate how student affairs professionals assist trans* students in creating relationships, as well as highlighting the responsibility of staff/faculty in higher education.