A Qualitative Thematic Analysis of Mentors and Role Models Among Transgender and Nonbinary Youth

• In Event: Cross-Cutting Research on Risk and Resilience Factors Among LGBTQIA+ Individuals

Abstract

Objective: Positive role models (i.e., individuals youth seek to emulate) and mentors (i.e., individuals providing guidance) are influential to the well-being of sexual and gender diverse individuals (Cottle et al., 2024; Edwards et al., 2022). However, few studies specific to transgender and nonbinary youth (TNBY) exist. TNBY perspectives on role models and mentors may provide novel insights into the impact such figures might have in supporting gender identity and expression and aiding TNBY in navigating unique stressors within cisnormative contexts (Hendricks & Testa, 2012; Katz-Wise et al., 2018). This study seeks to illuminate the role of mentors/role models in the lives of TNBY, attending to characteristics (e.g., relationships to youth, occupation) of these figures and barriers to identifying role models and establishing mentoring relationships.

Theoretical Framework: We drew on the Transgender Resilience Intervention Model (TRIM; Matsuno & Israel, 2018) to understand how interpersonal-level constructs (i.e., role models, mentors) might contribute to TNBY’s resilience (i.e., a process incorporating individual and contextual factors that lead TNBY to navigate adversity successfully). TRIM is an expansion of minority stress theory (Brooks, 1981; Meyer, 2003), a seminal theory of how specific stressors contribute to health disparities experienced by historically marginalized populations.

Methods: As part of a larger study TNBY responded to an online survey, where they were provided with a prompt about role models/mentors and asked: “Would you say you have role models and/or mentors in your life? If so, please tell us about these individuals. If not, what, if any, barriers have you encountered in identifying role models and/or connecting with mentors?” Participants were also asked whether they had anything else to share, with responses included in the analysis to contextualize perspectives. Responses from 114 TNBY (Mage=18.0, SD=1.1) were analyzed using qualitative thematic analysis (Braun & Clarke, 2006; Naeem et al., 2023). After gaining familiarity with the data and selecting keywords, a hybrid approach of deductive (TRIM-derived) and inductive coding was conducted. We developed themes and created a conceptual diagram. Analytic memos documented researcher positionality and reflections on the rich complexity of narratives.

Data Sources: Open-ended survey responses came from Wave 5 (December 2022 – January 2023) of Project AVANT, an ongoing longitudinal cohort study of the experiences and well-being of TNBY across the United States.

Findings: Most TNBY reported having a role model and/or mentor. Preliminary themes generated were: (1) available figures (e.g., peers, family, educators) as understanding and supportive in light of stressors, (2) shared social identities/experiences as facilitative to identifying role models and mentors, (3) creative professionals (e.g., musicians, artists) and change agents (e.g., activists) as models for identity exploration and formation and overcoming challenges, and (4) barriers to establishing mentoring relationships including a lack of knowledge of available mentors, time constraints, and physical/emotional safety concerns experienced by TNBY. Further analysis will refine themes and create a conceptual model.

Significance: Findings underscore the centrality of cultivating community connections with accepting individuals. Thus, schools and community-based organizations might create formal mentoring programs which connect TNBY with supportive and accessible mentors holding shared identities.

Authors

• Katharine Parodi, Boston University

• Melissa K. Holt, Boston University

• Mario Crown, Boston University

• Sharada Krishnan, Boston University

• Andra Preda, Boston University