Exploring Levels of Student Acceptance Toward the Nonbinary Identity

Exploring Levels of Student Acceptance Toward the Nonbinary Identity



Casey Marie Mullin


Presentation: 10:30 a.m.-11:30 a.m., St. Joseph's Hall 025



With the nonbinary identity receiving increased exposure in the media, as well as outspoken scrutiny, research is needed to fill current gaps in knowledge on public perceptions and reasons behind those perceptions. Nonbinary individuals are those who do not adhere to or identify with the traditional gender binary of male and female. As a result of their deviation from societal gender norms, this identity tends to endure an abundance of criticism. This research study examines undergraduate students at the faith-based University of Dayton to determine their perceptions toward the nonbinary identity. Due to a reinforcing of the traditional gender binary by many religious practices, evaluating students exposed to a faith-based curriculum can shed light on the influences of religion and religious teachings on personal perspectives. Furthermore, the influences of educational teachings are gauged by surveying students of various majors and grade levels. Data were gathered via an online Qualtrics survey distributed to a convenient sample of undergraduate University of Dayton students. Results explore student attitudes toward the nonbinary identity, as well as the influences of a religious campus climate, year in school, and academic teachings.

Publication Date


Project Designation

Capstone Project

Primary Advisor

Anya M. Galli Robertson, Leslie H. Picca

Primary Advisor's Department

Sociology, Anthropology, and Social Work


Stander Symposium project, College of Arts and Sciences

United Nations Sustainable Development Goals

Reduced Inequalities

Exploring Levels of Student Acceptance Toward the Nonbinary Identity