Limited data exist that quantify the experiences of transgender and gender non-binary students in STEM, but a growing body of opinion pieces and grassroots organizaitons have developed in the past few years which speak to the lived experiecnes of trans and non-binary scientists. Science does not happen in a vacuum that is impervious to transphobia: persistent cultural norms in the scientific community have led to sobering outcomes for trans students, including discomfort with coming out, high levels of workplace anxiety, and ultimately a large departure from the field. Fortunately, trans visibility and activism is growing every day and developing an informed, supportive culture in graduate education can empower trans students to thrive as their authentic selves. This presentation will serve as a primer on some of the broad issues that members of the transgender and gender non-binary communities face, as well as make reccomendations on how to cultivate a trans affirming and supportive culture in classrooms and research laboratories. Michelle Nolan (any/all pronouns), the Chemical Sciences Librarian at the University of Florida, and Isaac Blythe (they/them pronouns), a current Ph.D. student at the University of Michigan, will also share their personal perspectives on what a trans-supportive mentoring relationship would look like in chemistry graduate education.

What trans students need: ethical and supportive mentoring of transgender and non-binary graduate students

ACS Fall 2020 Virtual Meeting

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