Intersectional Stigma's Consequences on Transgender Students' Mental Health, Motivation, and Academic Performance

Abstract

This study examines a complex connection among intersectional stigma and the academic performance of transgender pupils in Pakistan. The research highlights the additional difficulties that transgender students encounter at the university level due to numerous types of stigma, including gender-based, religious-based, and class-based prejudice. The presence of intersectional stigma, which refers to the combined effects of many social classifications, has a considerable negative influence on the mental health, motivation, and involvement of these students in their educational endeavors. The study employs Kimberlé Crenshaw's intersectionality theory to demonstrate how several types of oppression, rooted in social identities such as race, socioeconomic class, and disability, overlap with gender identity. The study utilizes a qualitative approach with a grounded theory design, conducting semi-structured interviews with transgender students enrolled at both public and private universities in Islamabad. This method offers a comprehensive comprehension of the impact of intersectional stigma on academic performance, social marginalization, and absence of support systems. The results indicate that the combination of intersectional stigmas leads to substantial obstacles in achieving academic success and well-being, resulting in discrimination, exclusion, and insufficient assistance from institutions. These challenges have a detrimental impact on mental well-being, drive, self-worth, and overall scholastic achievement. The report asserts that it is imperative to tackle structural problems such as discriminatory regulations, inadequate teacher training, and limited resources in order to cultivate an inclusive and supportive university atmosphere. By implementing gender-neutral facilities, encouraging tolerance and acceptance, and offering dedicated support services, the academic and emotional experiences of transgender students can be improved, allowing them to reach their maximum potential.