Marginalized Identities Research Articles

The struggle for pedagogical recognition in higher education: short stories of tension and triumph in the professional identity construction of an English for Academic Purposes (EAP) practitioner in Hong Kong

AbstractA considerable body of work now exists on the role that identity plays in understanding teachers and teaching. Developing and sustaining teacher identities in higher education can, however, be challenging given the subordinate positioning of teaching in some educational contexts. Despite the growth of English for Academic Purposes (EAP) programmes in many parts of the world, recent research suggests that EAP practitioners are especially vulnerable to being assigned marginalized identities within the academy. Therefore, this paper reports the results of a study which used a short story approach to investigate the tensions and triumphs one EAP practitioner in Hong Kong experienced in constructing her language teacher identities (LTIs). Findings suggest that her identity tensions and struggles take place across space and time and play out at different scales, including classrooms, educational institutions, and within broader societal discourses. However, the short stories presented in this paper speak not only of tension and struggle, but also of determination and resilience to construct LTIs in the academy. Consequently, the results of this study can help to raise awareness amongst stakeholders, including policy makers, leaders of higher education institutions, and language teaching practitioners, of how they can support and sustain the construction of LTIs within the academy. Implications for professional learning for language teaching practitioners and suggestions for future research are considered.

"Figuring out your place at a school like this:" Intersectionality and sense of belonging among STEM and non-STEM college students.

Students' sense of belonging in college-an individual's feelings of contentment, mattering, importance, and "finding one's place" in a social setting-can influence choice of major and career trajectory. We contribute to the belongingness literature through a mixed methods intersectional study of students attending a STEM-focused public university we call Meadow State University (MSU). We assess the potential for students' intersecting social identities to differentially influence their experiences with intersectional oppression-subjection to multiple systems of oppression due to simultaneous membership in more than one marginalized group-that, in turn, may influence their college pathways. In addition, we explore whether intersectional differences affect sense of belonging differently in STEM and non-STEM majors. We employ a mixed-methods approach, informed by critical quantitative methods and in-depth interviews. We utilize quantitative institutional data measuring college satisfaction, expressed as "willingness to return" to the same university, for over 3,000 students during two academic years (2013-14 and 2016-17). Survey data explores college satisfaction as an indicator of intersectional differences in student experiences. Then, we analyze 37 in-depth interviews, collected between 2014-2016 at the same institution, to further contextualize the intersectional variation suggested by survey results. Willingness to return is influenced by major, as well as academic, social, and campus belonging. Moreover, the extent to which these factors affected outcomes additionally varied by race/ethnicity, gender, family income, other background factors, and the ways these factors may intersect. Important components of academic belonging included faculty-student interactions, perceptions of academic support, and a privileging of STEM degree programs and students over non-STEM students and their degree programs at MSU. Faculty responsiveness and high impact practices like internships played an important role, particularly in STEM programs. Taken together, our findings demonstrate that, particularly for students of color and those subject to intersectional oppression due to multiple marginalized identities, satisfaction with academics did not always outweigh deficiencies in other areas of campus life shaping belongingness. Our mixed-methods approach contributes insights into how and why students' background, individual choices, and institutional practices concurrently-and intersectionally-influence their ability to form a sense of belonging on campus. Structural changes are required to end practices that support intersecting systems of oppression by favoring White, upper-income men as the "default" STEM students in the U.S. Our research supports growing evidence that institutions must actively build models of inclusion for underrepresented and marginalized groups that address inequitable and unjust practices, providing transformative mentoring and educational guidance that attends to intersectional oppression, in order to effectively support the next generation of women and scholars of color.

Constructed Pathways: How Multiply-Marginalized Students Navigate Food Insecurity at Selective Universities

Studies about collegiate food insecurity show its prevalence as a national issue that disproportionately affects students from marginalized groups. This study further contextualizes this work, examining the ways that multiply-marginalized students navigate systems of privilege and opportunity at selective, normatively affluent universities to meet food needs and pursue personal goals. Findings from this multi-institutional qualitative study highlight asset-based approaches by which students leverage institutional interest in their marginal identities as navigational strategies. Conclusions point to the value of “student pathways navigation” as a conceptual and analytic approach to understanding how students manage collegiate environments.

Recognition experiences of women of color in chemistry: an intersectional study

Much research on women of color in STEM has treated women of color as a collective, giving little attention to the nuanced differences in the experiences of the women within this larger group. Research on women of color in STEM has also given insufficient attention to disciplinary differences, and has often applied unidimensional, rather than intersectional approaches, to examining the experiences of these women. This study takes a nuanced approach to examining the recognition experiences of four undergraduate women of color in chemistry, and how those experiences are shaped by the intersection of their multiple marginalized identities, using an intersectional lens. Interpretive phenomenological analysis is used to center the women's voices and focus on capturing both the convergences and divergences in their experiences. Our findings illustrate the value of using an intersectional approach, and provide explicit examples of how recognition, especially negative recognition, manifests itself in these women's experiences. The findings have implications for how institutions and disciplines can support women of color to persist in science disciplines, as well as implications for research.

ADVANCE CARE PLANNING ACROSS SOCIODEMOGRAPHIC CHARACTERISTICS AND COGNITION LEVELS

Abstract Older adults from underrepresented and minority groups have higher rates of chronic disease and cognitive impairment and lower rates of advance care planning and comfort care at the end of life. This study examined advance care planning in U.S. older adults across different sociodemographic characteristics and cognition levels. Secondary data analyses were conducted using the 2014 Health and Retirement Study. Logistic regression models were run with each outcome variable (having living will, durable power of attorney for healthcare [DPOAH], and both the living will and DPOAH) stratified by cognition (dementia/impaired cognition versus normal cognition). Prediction variables included race, ethnicity, rurality, marital status, gender, education, age, everyday discrimination, social support, and loneliness. Of the 17,698 respondents, 77.8% had normal cognition and 22.2% had a diagnosis of dementia or impaired cognition. Black and Hispanic participants and younger individuals with lower levels of education were less likely to have a living will or both DPOAH and living will in place. Race and ethnicity were significant predictors of DPOAH among the normal cognition group but not in the dementia group. Rurality significantly predicted having a living will and both DPOAH/living will for the normal cognition group but not the dementia/impaired cognition group. This study provides evidence of the need to understand advance care planning disparities among older adults with multiple marginalized identities and different cognition levels. The findings are important for examining advance care planning regarding what matters to diverse older adults as they age and confront health and cognition decline.

Intersectional Microaggressions, Sexual Identity Concealment, and Mental Health of Young Black Sexual Minority Men and Transgender Women.

Previous research has demonstrated associations between experiences of microaggressions and negative mental and physical health outcomes, and national organizations such as the Centers for Disease Control and Prevention have acknowledged racism as a public health issue. Individuals with multiple marginalized identities, such as young Black men who have sex with men and transgender women, are commonly affected by discrimination and stigma, contributing to health disparities. One possible path by which microaggressions are linked to negative health outcomes for these groups is their impact on individuals' decisions to conceal their sexual identity, in some cases leading to increased stress and use of maladaptive coping strategies.We surveyed 280 young Black male (86%) and transgender or non-binary (14%) individuals between the ages of 16-25years old (M = 21.68, SD = 2.73)who reported being recently sexually active with men abouttheir experiences with intersectional microaggressions, concealment of their sexual identity, psychologicaldistress, and substance use before and during sexual activity.Structural equation modeling revealed that experiences of microaggressions were associated with greater sexual identity concealment, and concealment partially mediated the relationship between microaggressions and psychological distress. While microaggressions were associated with greater substance use, sexual identity concealment did not mediate this relationship. Findings have implications for addressing health disparities among this population.

Communication is key: at-risk families’ perspectives on follow-up in New Jersey’s early hearing detection and intervention program

ABSTRACT Babies whose families possess multiple marginalized identities are at-risk for being late or lost to follow-up although there is a universal effort to screen and treat hearing loss in babies as part of state Early Hearing Detection and Intervention (EHDI) programs. Lack of timely follow-up puts young children at risk for delays in language acquisition, social skills, cognitive development, and school success. This qualitative study explored barriers to follow-up audiological care in at-risk families in New Jersey. Using thematic analysis, this research uncovered two major findings: 1) communication normalizes failed screenings, and 2) parents need clearer and more in-depth information. Health care social workers are well-suited to address these challenges due to their training in integrated social work practice, which can help them understand the complex interplay between individuals and their environments. In doing so social workers can improve access to needed services and promote health equity.

Diversity of sociodemographic backgrounds and healthcare utilization in cognitively impaired older adults

AbstractBackgroundWith increasing life expectancy, cognitive impairments have become an important public health issue worldwide and in the U.S. Socioeconomically‐disadvantaged populations, including racial/ethnic minorities, are more vulnerable as they have higher rates of underlying conditions and cognitive impairments, such as Alzheimer’s disease and related dementia. With progressive impairments in cognition, behavior, and functionality, patients, families, and healthcare systems face challenges associated with healthcare, including increased costs of care for emergency department visits, hospitalizations, and revisit rates. Our purpose was to examine the relationships between sociodemographic variables and healthcare utilization in older adults with cognitive impairment.MethodThe Health and Retirement Study (HRS), Rand data (2014), were used to understand sociodemographic predictors of healthcare utilization (hospital stay days, nursing home days, home care days, and numbers of doctor’s visits). Due to the skewness of the data, we grouped each category for the length of healthcare utilization into never, short, medium, and long. Only those persons with dementia or impaired cognition were included.ResultOf the 3,924 older adults from the HRS sample, 22% had a diagnosis of dementia and 78% had impaired cognition. Ethnicity, education, and age were significantly associated with the length of hospital stay. Hispanics and those with lower education and younger were less likely to use long hospital stays than others. Ethnicity, marital status, gender, and age were predictors of nursing home length of stay. Blacks, Hispanics, men, and married and younger respondents were less likely to stay long in nursing homes. Blacks and younger respondents were less likely to have long home care utilization. Race, ethnicity, rurality, gender, education, and age were predictors of doctor’s visits. Blacks, Hispanics, rural residents, men, those with lower education, and younger had fewer doctor’s visits. Race, ethnicity, and education were consistent predictors across utilization types.ConclusionThis study provides evidence of the need to understand how older adults with cognitive impairments and multiple marginalized identities (i.e., age, gender, race, ethnicity) can access and use healthcare. This study is important to provide the groundwork for further studies to explore the intersectionality of healthcare utilization and socioeconomic status in patients with cognitive impairments.

Returning to Spiritual Sense: Cruciform Power and Queer Identities in Analytic Theology

In recent theological scholarship, there has been a wave of interest in the tradition of spiritual sense and marginal social identities within analytic and philosophical theology. In this article, I explore the theologies of spiritual sense in analytic theology (AT) to highlight part of the reason for the predominance of cisgender heterosexual voices in the field. Many feminist voices in AT express a common concern for a lack of integration between the mind, the body, and spiritual sense, which has enshrined the post-enlightenment cisgender heterosexual ‘man of reason’. Through an exploration of these feminist voices (Sarah Coakley and Michelle Panchuk), I argue that the field does not simply need more diverse voices but also voices of spiritual sense that undo a straight cisgender elitism. This elitism has kept the field from widely examining the anthropological questions of sexuality and gender, ethics, and theodicean dilemmas of desire and faith. By opening analytic philosophical approaches to spiritual sense, the field releases noetic control that has two consequential outcomes. Firstly, the field revalorizes pneumatology and ethics. Secondly, as a consequence of this, the field can see those who were previously unseen and heard, and, therefore, AT can develop into a sensing and thinking discipline capable of perceiving the queer or other in its midst. Spiritual sense and its priority for bodily and cruciform realities of suffering and desire can move the field from homogeneity to embracing the diverse ethical concerns of sexuality, gender, and race, and subaltern or queer subjectivities which are yet to be represented well in its midst. Using a distinctly neo-Augustinian approach, I argue that Augustine’s philosophy of the amor dei, with its emphasis on analytic clarity and inner spiritual sense, can redeem the eyes of AT’s heart.

Queer Eye: The Urgency Of Self-Representation In The Study Of Coming-In Processes And Self-Acceptance Of Nonbinary Transgender Individuals

The non-binary Trans identity is one of the marginal identities beginning to be recognized worldwide. Research articles and academic resources available on non-binarynonbinary Trans identities write about various aspects of the internal and external processes of self-acceptance of non-binary Trans individuals, including gender dysphoria, transphobic internalization, gender deconstruction, and environmental cisnormativity, with various concepts and theories that raise disparities and unanswered questions. In this literature review, the authors collected and critically analyzed 16 documents to fill theoretical gaps regarding research into non-binary Trans identities. It was found that research on non-binary Trans identities has gained popularity in the past decade. However, of the available sources of research articles, few studies have used queer theory to analyze experiences of non-binarynonbinary Trans identities

Broaching Client Identities: Integrating a Critical Consciousness Lens in Counselling Practice

Cultural competence and, to a lesser extent, cultural safety for developing culturally responsive practice have been the dominant paradigms in the helping professions in Aotearoa New Zealand. This article focuses on a paradigm shift toward critical and structural consciousness in a masters-level counselling curriculum. Authors in this study undertook a qualitative inquiry in exploring counselling students’ experiences of a critically conscious curriculum, culminating in their application of the skill of broaching as a strategy for discussing client intersectional identities and structural and systemic issues. The students described experiences of discomfort, challenge, and transformative learning. Unique and nuanced challenges of learning broaching are delineated by the students. Findings suggest that learners must have complex understandings of critically conscious concepts and local dominant norms to effectively explore intersectional and marginalised identities with clients. Direction for educators and supervisors in ways to anticipate common challenges and to better train and supervise beginning counsellors in broaching are included.

Alcohol and inflammation: Examining differences at the intersection of sexual identity and race/ethnicity

Sexual minorities (SMs; e.g., lesbian, gay, bisexual, and other non-heterosexual individuals) are more likely to be current alcohol drinkers than their heterosexual peers while separately experiencing elevated inflammation. Yet, little research has assessed the association between alcohol use and inflammation among subgroups of SMs, let alone potential differences among people with multiple marginal identities (e.g., race/ethnicity and sexual identity).Data came from the National Health and Nutrition Survey 2015–2016. Survey-weighted multivariable linear regression analysis was used to assess the relationship between alcohol use categories, heavy episodic drinking, and log-CRP (C-reactive protein). Models were stratified by sexual identity to determine whether associations between alcohol use and inflammation or between race/ethnicity and inflammation differed by sexual identity.Among 3220 participants, 1000 (36.8%) reported light alcohol use, 870 (32.0%) reported moderate use, and 483 (17.8%) reported heavy use. Mean raw CRP was 4.1 mg/L (SD = 8.1). The association between race/ethnicity and CRP differed in stratified relative to non-stratified models with key differences in CRP among individuals with multiple marginalized identities. We also observed that while the “classic” J-shaped relationship between alcohol use and systemic inflammation persists among heterosexuals in this sample, it does not hold among subgroups of sexual minorities. In particular, bisexuals who report heavy alcohol use, compared to non-users, experience significantly elevated CRP. Finally, we did not observe any association between heavy episodic drinking and CRP among subgroups of sexual minorities.Future studies assessing alcohol and biomarker data need to strive to include subgroups of sexual minorities and people with multiple marginal identities to better target behavioral and biomedical interventions aimed at reducing health disparities.

Intersectionality of demographic characteristics in self-reported anorexia nervosa, bulimia nervosa, and probable eating disorders among college students.

To investigate associations between identity intersectionality, with a primary focus on minority identity, and probable eating disorders (EDs) within the US college student population. Data consisting of n = 414,299 college students' responses to the American College Health Association's National College Health Assessment between fall 2015 and spring 2019 were utilized for this study. Overall and stratified adjusted odds ratios (aORs) were used to assess the association between different facets of identity (i.e., race/ethnicity, gender identity, and sexual orientation) and probable EDs. Among all, in our analytic sample, 7.15% reported a probable ED. Interactions between all three identity variables were significant, and thus stratified odds ratios were evaluated. Transgender men were significantly more likely to report probable ED than cisgender male peers within the following racial/ethnic groups: non-Hispanic White (aOR: 3.33; 95% CI: 2.79, 3.96; p < .0001), non-Hispanic Black (aOR: 3.29; 95% CI: 1.72, 6.28; p = .0003), Hispanic (aOR: 2.31; 95% CI: 1.55, 3.43; p < .0001), Asian or Pacific Islander (aOR: 2.19; 95% CI: 1.45, 3.30; p = .0002), Biracial or Multicultural (aOR: 3.36; 95% CI: 2.17, 5.22; p < .0001), and other (aOR: 4.19; 95% CI: 2.25, 7.79; p < .0001). This study underscores the importance of increasing our understanding of interactions between marginalized identities and the ways in which minority identity informs ED risk. The impact of multiple marginalized identities on ED outcomes is not well understood. Our study expands on previous ACHA-NCHA studies by addressing identity intersectionality, looking at more than one identity at a time (i.e., specifically race/ethnicity, gender identity, and sexual orientation). Our results contribute unique risk profiles for students who identify with multiple marginalized groups. Further, they indicate that that these associations vary based on the compounded effect of the demographic factors considered.

THE ROLE AND IMPORTANCE OF AVIATION FUEL IN THE HEALTH-SEEKING BEHAVIOR OF CHILD MIGRANTS LIVING ALONG THE UGANDA–KENYA BORDER AT BUSIA

This study aimed to understand the health-seeking behaviors of the child migrants, commonly known as Chokola, who live along the Uganda–Kenya border at the town of Busia. The study used qualitative data collection methods: in-depth interviews, life-histories, focus group discussions, and key informant interviews. At the border, Chokola are accorded a marginal status and identity, limiting their health rights. Chokola face many health challenges, some of which arise from risky sexual behaviors and practices. Their health problems include gonorrhea, HIV, malaria, and cholera. The Chokola in our study exhibited specific health-seeking behaviors, with sniffing aviation fuel being the most pronounced. Although this practice was intended to alleviate common ailments and discomfort, it was also reported to have side effects ranging from loss of appetite to early death. Sniffing aviation fuel as a health-seeking behavior is a construction of individuals. Chokola constructions of the efficacy of aviation fuel are inculcated during socialization and are supported by a shared belief in the fuel as a panacea. Scientific views regarding the risks of side effects are irrelevant to them. In terms of access to health services, Chokola are vulnerable and require affirmative action and targeted interventions.

‘Learning so much…’: exploring the student perspective on the impact of attending optional LD workshops

Lack of confidence, in particular with regards to writing, study and information literacy skills (Bailey et al., 2007) has been identified as a key barrier to students’ transition, and subsequent attainment, in higher education. This is particularly relevant for students with ‘marginal learner identities’ (McIntosh and Barden, 2019, p.4), such as those with disabilities, or from minority ethnic and/or socioeconomically disadvantaged backgrounds. Learning Development (LD) professionals are often engaged in supporting learners to negotiate such barriers, with one of the most common interventions being self-selecting, small to medium-size group workshops. This presentation explored the student perspective on the impact of attending a programme of co-curricular workshops at a UK university with a significant intake of students whose learner identities may be categorised as ‘marginal’. Whilst the core topics of the programme fall within the more established domains of LD (Gibbs, 2009), several workshops also cover related disciplinary areas (Samuels, 2013), such as information literacy and Maths and Statistics. The presentation relied on quantitative and qualitative feedback data collected via an online survey, emailed to all participants who registered for a workshop. Key impacts identified include enhanced understanding of skill or topic, improved confidence, and benefiting from a supportive environment. Main barriers to learning refer to challenges in accessing the sessions, timing in relation to student journey and approaches to delivery. Throughout the presentation, participants were invited to compare and contrast these findings to potential insights gathered in their own contexts. They were also encouraged to reflect on how these data can be used to more clearly articulate the role of LD within institutional teaching and learning strategies.

Addressing Power, Privilege, and Oppression in Rehabilitation Counselors’ Multicultural Education: A Multilevel Approach

Rehabilitation counselor education must provide students with effective multicultural training to ensure optimal consumer outcomes at different levels; however, the current focus on multicultural competencies is not enough to prepare students to meet the needs of individuals with multiple marginalized identities. Issues related to power, oppression, and privilege need to be addressed through an intersectional decolonization lens. Thus, the article aims to examine current rehabilitation literature and incorporate cultural humility, intersectionality, and decolonization into multicultural training in the rehabilitation field with a multilevel approach. Recommendations are provided at department and program, and individual levels.

Asian American &amp; Pacific Islander SGM Emerging Adult Mental Health: Current Trends and Next Steps

Abstract Background Asian American and Pacific Islander (AAPI) sexual and gender minority (SGM) young and emerging adults are an especially high-risk group to consider in mental health research, holding multiple marginalized identities &amp; report discrimination based on race/ethnicity &amp; immigration status at double the rate of overall SGM youth. There is a need for extensive national studies that capture the experience of AAPI SGM youth to comprehensively elucidate the mental health burden on this often-overlooked population in the COVID-19 era. This study aims to describe the national landscape of AAPI SGM university student mental health &amp; treatment usage. Methods We data from the Healthy Minds Study, conducted between September 2021-May 2022 (n = 89,255) across 133 campuses in the United States. We used bivariate analyses &amp; cross-sectional logistic regression models to evaluate mental health symptoms, risk/protective factors, &amp; treatment utilization across AAPI SGM students. Results Preliminary findings indicate that 78% of AAPI SGM respondents report the presence of one or more positive screens for depression, anxiety, eating disorder, suicidal ideation, or non-suicidal self-injury. Among these students, approximately 57% report utilizing therapy or psychotropic medication. Experiences of discrimination &amp; financial stress were the strongest correlates of mental health symptoms. Self-reported experiences of discrimination based on race, culture, &amp; sexual orientation were associated with higher odds of treatment utilization for AAPI SGM domestic students but not for international students. Conclusions The data underscore the need to consider the adequacy of current approaches in supporting AAPI SGM mental health, as well as unique ways to foster protective institutional &amp; intrapersonal factors &amp; increase investments to culturally responsive, gender-affirming treatment &amp; prevention programs that address mental health disparities already looming in minoritized communities.

Afropolitanism, Marginal Identity and Culture Shock in Tendai Huchu’s the Maestro, the Magistrate and the Mathematician

Noting the dynamics of cultural interference on migrants, there is a conscious concern towards the sustainability of true African cultural values and identity by African migrants living in the diaspora, as their hybridized African cultural disposition, appears quite superficial. Evidently, with the presence of a stronger force, influence or interference, there is bound to be domination and monopolization of the smaller units or margins. Thereby, eradicating or totally altering a people’s cultural history, as their afropolitan manifestations, of maintaining their individual Africaness in these western societies or spaces slowly succumbs and fades off. Given the overwhelming nature of the higher force and having been treated or regarded as the marginal or invisible identity, by denying them their rights and privileges. Hence, it becomes natural, for their prodigies to align and identify with the stronger force, in furtherance, losing them to the western foreign cultures and tradition. Thus, Huchu’s novel, The Maestro, The Magistrate and The Mathematician, seeks to address the danger involved in migrating and getting hybridized. So, within the purview of cultural coexistence, superiority and dominance, Homi Bhabha’s Hybridity theory, therefore helps to interrogate and highlight the unspoken pains and hurt of being in the third space of the hybridized.

Resistance in Supervision: A Qualitative Study of Training Experiences Among Multiethnic Women

Psychology trainees operate in high stress environments and supervisees with multiple marginalized identities, such as multiethnic women, must also navigate and/or resist discrimination. Resistance as a tool against oppression (positive resistance) is an emerging concept in psychology. Consensual qualitative research method was used to explore the ways multiethnic women engage in resistance during the supervision process. The central research question was, “How do multiethnic women engage in resistance to gender- and ethnicity-based inequities during supervision?” Participants ( N = 12) identified as multiethnic women who were in, or had recently graduated from, clinical or counseling psychology programs. Participants sat for a 60–90 minute interview. Analyses of the interview transcripts yielded the primary domain, Resistance, and three subdomains: Motivation for Resistance, Capability for Engagement, and Forms of Resistance. Implications for supervision with women are discussed, including ways that supervisors may encourage and respond to positive resistance in the training of diverse future psychologists.

"It’s like a happy little affirmation circle": a grounded theory study of nonbinary peoples’ internal processes for navigating binary gender norms

Background: Nonbinary people experience marginalization through discrimination, rejection, microaggressions, and stigma as a result of not always conforming to societal gender norms embedded in the gender binary. There is limited research about how nonbinary Black, Indigenous, and People of Color (BIPOC) living in the United States navigate societally enforced binary gender norms, which is especially important to understand given how racism and Euro-colonization have enforced the gender binary. Better understanding the internal strategies nonbinary people use to cope, embody affirmation, and regulate emotions in response to marginalizing experiences could increase understanding of how to best prevent and address the health disparities experienced by nonbinary people. Aim: Drawing on the practices of interrogating norms central to queer theory with a sensitization to racism and settler colonialism, this study aimed to identify a framework to understand nonbinary peoples’ processes of navigating gender norms internally through their lived experiences with an awareness of how context impacts these processes. Method: This qualitative interview study utilized construcitivist grounded theory methodology, guided by queer theory. Twenty-one nonbinary individuals were interviewed over Zoom with 15 being BIPOC. Results: Participants navigated binary gender norms internally by self-defining affirmative nonbinary ways of being, noticing affirmation in a chosen community that allowed them to experience existing authentically outside of binary gender norms, and internally connecting to an embodied, authentic sense of gender within themselves and in community with other nonbinary people. These internal processes were influenced by two contextual factors: societal and cultural expectations of gender; and the contextual impacts of holding multiple marginalized identities. Discussion: Understanding the contexts of the gender binary, racism, and cissexism that impact nonbinary people on a daily basis is crucial for mental health professionals, researchers, policy makers, and creators of gender inclusive education and support programs to support and affirm nonbinary people.