Uses and benefits of social networks for trans identity management: Keys to understanding the identity development of students in higher education

The use of social media among trans people to explore their identity and seek support is growing; however, the Spanish educational literature still presents serious gaps in the understanding of this phenomenon. The main objective of this study is to analyze the use and management of trans identity in social networks of higher education students. 29 trans people have been interviewed to learn about their personal and interpersonal behaviors and customs on virtual platforms. The results confirm that these people make strategic use of online spaces. They carefully select the platforms and establish behaviors adjusted to their possibilities to guarantee experiences that successfully respond to their identity needs: 1) They create several profiles on the same platform (Facebook, Instagram, etc.) or maintain different accounts on various social networks; 2) They make different presentations of their identity in each account or, sometimes, they use a specific profile to present their trans identity; 3) They carefully study and choose the content they share or publish, including their network of contacts. The conclusions show that the protection strategies employed by trans users do not refer solely and exclusively to the presentation of their non-normative identity, but include a series of movements associated with the content and the characteristics of the network. In this sense, they also underline the need to familiarize educational agents with this issue and offer some implications.

For more information:

Cepa-Rodríguez, E., & Martxueta-Pérez, A. (2024). Uses and benefits of social networks for trans identity management: Keys to understanding the identity development of students in higher education / Usos y beneficios de las redes sociales para gestionar la identidad trans: Claves para comprender el desarrollo identitario del alumnado de educación superior. Journal of Educational Research / Revista de Investigación Educativa, 42(1), 115-129.