Focusing on North American and European countries, previous studies have documented how heteronormativity operates in higher education institutions, but little is known about the degree to which these results reflect the Western context and the ways in which campus heteronormativity operates in other countries. To help answer these questions, the…

In the United States, anti-queer mobilization (e.g. demonstrations, propaganda, political attacks) has increased in recent years. Although campus climate data from the past decades for queer-spectrum individuals show promising trends, these students still navigate numerous academic, social, and health challenges in the college. Given students'…

We collected narratives from five undergraduates who identified as either in the process of or had formerly transitioned from one gender to another while enrolled in a postsecondary institution. We used a narrative life story protocol to explore the greater context of participants as individuals. Participant stories focused on: the importance of…

As architects and designers, we face design challenges that are rooted in the built condition. In our collaboration with student activities professionals, the effective use of space to service, engage, and welcome the campus community is at the forefront of design and planning discussions. We must consider the social implications of our physical…

Victimization is a common experience encountered by sexual and gender minorities across domains of life, including academic institutions. The present study aims to explore the forms and consequences of victimization experienced by LGBTQIA+ students, along with the coping strategies adopted by them to deal with such experiences. To address these…

The present study explored LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other non heterosexual/cisgender identities) engineering students' navigation of engineering educational contexts and reported the impacts of the engineering educational culture on LGBTQ+ students' well-being. Drawing from a sample of ten LGBTQ+ university students…

In this paper we examine how those who design and facilitate LGBTQ+ social justice educational interventions (SJEIs), commonly known as Safe Zone or Ally Workshops, as part of their institutional role described the content and outcomes of those workshops. We provide insights about types, components, and approaches of these LGBTQ+ SJEIs. Then,…

Heightened awareness and attention to campus diversity and racial climates are evident in higher education by increased student activism and social movements in reaction to perceptions of adverse and unwelcoming campus environments (Biemiller, 2018; Whitford, 2019). There is growing attention to how students perceive belonging and mattering on…

The holistic needs of Queer and Trans Latine students have been habitually excluded from prominent discussion in US higher education. This paper positions itself as an urgent addition to the literature on Hispanic Serving Institutions (HSI) and emerging HSI (eHSI) institutional identity to consider the needs of Queer and Trans Latine students…

This phenomenological study explored current perceptions of the personal safety of gender and sexual minority (GSM) college students in college campus settings through the application of queer theory. By collecting the personal experiences, perspectives, and feelings of GSM college students, the study identified coherent themes and suggested…

Using Ahmed's (2012) scholarship on diversity work and institutional life as a conceptual framework, we examine how LGBTQ+ social justice educational intervention (SJEI) facilitators described the challenges of their role. We found LGBTQ+ SJEI facilitators descriptions of their role revealed institutional dynamics that undermine purported support…

As the historically "traditional" college student body begins to include more marginalized and minoritized populations, institutions of higher education need to be cognizant of making all students feel welcomed, appreciated, and included. Doing so necessitates an understanding of dynamics surrounding gender, power, and privilege.…

Using data from a narrative study investigating the experiences of 20 gender and sexuality center (GSC) practitioners, this study examined how professionals described the racialized nature of institutions and its influence on their engagement with anti-racist practices. Findings revealed how participants perceived the foundations of GSC work as…

This dissertation used grounded theory methodology to explore the experiences of gender-diverse students in postgraduate education. Thus, the question was asked, "What are the co-curricular and curricular experiences of TGNC students in graduate and professional education programs, and how do they experience a gender-affirming climate for…

In this manuscript, we engage mentorship as a form of care, reciprocity, survival, and thriving for queer and trans people within academic spaces. In particular, we conceptualize the term "queertorship", which involves a practice of one-to-one and collective guidance and support offered by queer and trans Latinx/a/o (QTL) people to and…