Abstract
Students with transgender identities enrol in institutions of higher learning in pursuit of quality
education. After 1994, the South African government introduced the constitution that aimed
at including every citizen in all government institutions. However, this study exposes that the
inclusion of students with transgender identities is not yet attainable in the South African
higher education system. The study notes that institutions of higher learning are
cisnormative and heteronormative in nature. Students with transgender expressions
experience discrimination, marginalisation, othering and exclusion. These exclusion
practices cause distal and proximal stressors for these students. Therefore, obtaining quality
education becomes a challenge for them. The study explored the realities and experiences
of eight students with transgender identities in institutions of higher learning (four universities
and two colleges). I utilised a qualitative approach with an interpretive paradigm. The study
adopted two theoretical frameworks, practice theory and minority stress theory. These
theories were utilised to guide the researcher throughout the study. Arts-based data
collection tools were used to collect data. Qualitative content analysis was used to analyse
the artworks and transcripts (data) from the participants. Thereafter, three themes emerged
from the data. The first theme showed that exclusion practices in institutions of higher
learning cause fears, doubts and distress. The second theme highlighted that students with
transgender identities are not accommodated in institutions of higher learning because they
face systematic exclusion in these institutions. Students with transgender identities are seen
as people who deviate from heteronormativity. Therefore, the system fails to recognise their
existence. The final theme revealed that the participants are resilient through adversity. They
adopt strategies to survive minority stressors that they encounter as students. The study
concludes by identifying exclusion practices that the participants are experiencing in their
respective institutions. Thus, more inclusive education policies should be developed in
institutions of higher learning to embrace gender diversity in these institutions of higher
learning.
Keywords: transgender expression, cisnormativity, heteronormativity, systemic exclusion,
excluding practices, resilience