Recent literature has found a co-occurrence of trans and autistic identities, leading to greater analysis of how these intersecting identities affect all aspects of one's life. Relationships and social well-being are integral aspects of happy, healthy lives. Intersecting forms of marginalization contribute to exacerbated experiences of minority stress (Meyer, 2003). This project fills current gaps in literature by asking what effects the identities of autistic, trans young adults have on their social relationships, centering participant's experiences through phenomenological, qualitative interviews. This research combats frequent infantilization of autistic adults, harmful pathologization of both autistic and trans identities, and evaluates common experiences shared among participants. In 7 interviews with participants ranging from age 18 to 34, the primary themes found in this project were emotional labor, solidarity with shared identities, ease in accommodations, and stigmatizing assumptions. These themes were explored in relationships with family, friends, intimate partners, and community settings. Relationships with family and strangers most frequently required emotional labor or involved stigmatizing assumptions. Relationships with friends and intimate partners were often with people who shared 1 or both identities, and participants experienced ease in accommodations most often in these relationships. This research highlights the importance of shared identities in combating negative effects of minority stress, as well as in developing resilience against future stressors. These findings may have applications for future research into program interventions and social capital as a moderator of minority stress.

Since the late 1990s sexuality and gender expression have been documented as driving factors of migration among Queer individuals fleeing Central America (La Fountain-Stokes 2007). Lesbian, Gay Bisexual, Transgender, and Queer (LGBTQ+) individuals coming from Central America experience the negative repercussions of machismo, violence, gangs, homophobia, and human violations throughout their trajectory to the United States. Research on Queer people has centered on their identity development in their migration process. There is little research on the childhood repercussions and long-term effects of migrating to the U.S. as a Queer person. This study involves qualitative interviews with six Queer Central American immigrants who reflect on their childhood, adulthood, and the development of their Queer identity. After interviews, Testimonios will be developed with an emphasis on the long-term impact on their identity and mental health being. Testimonios allow for an in-depth investigation into an individual’s experience, intentionally capturing issues impactful to a specific population (Blackmer et al 2012). Testimonios is an effective methodology as Queer individuals migrating from Central America do not get to vocalize their stories. This will highlight the unique experiences this population holds and the facilitators and barriers of their identity development. My hypothesis is I will get to learn about so many experiences, each story being unique on what they have gained from their obstacles and about themselves.

This qualitative study examines the long-term effects of learning English as a second language (L2) on the sense of belonging among Spanish-English bilingual Latinos in Nebraska. It explores how bilingualism influences participants’ identity while maintaining their heritage language and integrating into the larger English-speaking community. Belonging is defined as the subjective feeling of being accepted, valued, and included within a group or community (Mahar et al., 2013; Allen et al., 2021). Identity refers to the understanding and perception of oneself within personal, social, and cultural frameworks (Fincham, 2003; Warner, 2015; Birukou et al., 2013). The study’s corpus includes 10 sociolinguistic interviews in Spanish with generation 1.5 immigrants, who are individuals born abroad who arrived in the U.S. before age 15 and received most of their education there (Rumbaut, 1991; Moreno-Fernández and Lamas, 2023). It uses a two-instrument questionnaire: Instrument one collects demographic and sociolinguistic information to verify eligibility and language learning history; Instrument two explores comfort with Spanish and English, cultural and speech community affiliations, and perceived language proficiency. These instruments are employed to determine how learning English as an L2 impacts feelings of belongingness, the functional separation of English and Spanish impacts sense of identity, and whether participants report a change in their perception of belongingness according to language choice, interlocutor, and social setting.

This study examines the creation of gender-neutral pronouns in English, Mandarin Chinese, and Vietnamese, each of which features unique pronominal systems. Pronouns have previously been considered a closed class of words. However, in contemporary society, pronouns are increasingly evolving to accommodate greater inclusivity, reflecting the demand for acknowledgment of diverse gender identities. This research investigates the socio-linguistic motivations behind this shift towards openness, hypothesizing that pronouns are transitioning from merely highlighting one's societal role to more accurately reflecting individual identity and self-perception. The study employs a qualitative methodology that includes comprehensive literature reviews and surveys of native speakers. By exploring the mechanisms and motivations behind the creation of gender-neutral pronouns in these languages, the research seeks to uncover patterns and trends that highlight the broader implications of this linguistic evolution. The expected outcomes of this research aim to enhance our understanding of the emergence and usage of nonbinary pronouns within English, Mandarin Chinese, and Vietnamese. This insight is anticipated to have significant impacts on various academic fields, including linguistics, gender studies, and social sciences. Furthermore, the findings have the potential to influence language policies and educational materials, promoting greater inclusivity and reflecting the diverse gender identities and expressions of individuals.