Kaleidoscope Views: Using the Theoretical Borderlands to Understand the Experiences of Gay Cis-Men

Self Cite

Using a content analysis approach, this study examined how scholarship on lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQϩ) people in higher education used theories to advance knowledge about these communities between 2009 and 2018. Guided by the concept of thinking with theory, the article explores the varying relationships that scholars developed between data and theoretical/ epistemological traditions. In particular, the research project had a specific focus on how scholars mobilized critical and poststructural frameworks to shape literature on LGBTQϩ people. Findings revealed several important trends. Namely, there was a significant omission and lack of naming of epistemological foundations in research on LGBTQϩ people. Additionally, studies employing critical and poststructural frameworks increased during this period of time. Although the epistemologies represented in scholarship grew, few articles explicitly mentioned how their chosen theories/ epistemologies informed every aspect of their study design. Implications for future research and practice are offered.

Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The theoretical engagements of scholarship on LGBTQ+ people in higher education: A look at research published between 2009 and 2018.

Durán¹,

Jackson²,

Lange³

2022

Self Cite

“…Nuances of contemporary stigma narratives are also demonstrated in research on LGBQ Students of Color (Duran, 2019; Lange & Moore, 2017) and immigrant LGBQ students (Cisneros, 2019). LGBQ Students of Color and immigrant LGBQ students who attend white-dominant institutions experience social isolation even within LGBQ student groups because those groups are often dominated by native-born white students (Duran, 2019; Lange & Moore, 2017).…”

Section: Lgbq Students’ Self-reported Experiences Of Peer Harassmentmentioning

confidence: 92%

LGBQ college students’ divergent narratives of peer harassment in the southeastern U.S.

Ueno¹,

D'Amours²,

Nix³

et al. 2023

Recent studies showed a considerable amount of individual variations in lesbian, gay, bisexual, and queer (LGBQ) college students' reporting of peer harassment experiences. This result is often interpreted as an indication that LGBQ students differ in their chance of experiencing peer harassment, but it may also reflect students' varying interpretations of peer behaviors. To examine this possibility, we analyzed data from indepth interviews with 45 LGBQ students by using narrative construction as a theoretical framework. The analysis showed that LGBQ students constructed largely two types of narratives regarding heterosexual peers' behaviors, which we call stigma narratives and post-closet narratives. Those who told stigma narratives described heterosexual peers' behaviors critically and believed that those behaviors reflected the institutional oppression of LGBQ students. Those who told post-closet narratives did not see these types of peer behaviors as problematic and sometimes interpreted them as heterosexual peers' friendliness and an indication of inclusive campus climate. The results suggest that college assessments of peer harassment and campus climate require close attention to LGBQ students' efforts to construct coherent narratives.

“…For example, Lange and Moore (2017) wrote about competing counterspaces that were at odds with one another. One participant in their study talked about having to be a certain kind of gay person and a certain kind of Chinese person to belong to the Chinese student organization (Lange & Moore, 2017). Another talked about anti-Blackness in the theater department, a space where their gay identity was more safe (Lange & Moore, 2017).…”

Section: Relevant Literature and Contextmentioning

confidence: 99%

“…Therefore, sexual identity is often referred to as a hidden identity (Stewart & Howard-Hamilton, 2015), and students’ performativity of their sexuality and gender shifts within gay-affirming and nongay-affirming spaces (Tillapaugh, 2013). For example, Lange and Moore (2017) wrote about competing counterspaces that were at odds with one another. One participant in their study talked about having to be a certain kind of gay person and a certain kind of Chinese person to belong to the Chinese student organization (Lange & Moore, 2017).…”

Section: Relevant Literature and Contextmentioning

confidence: 99%

Openly gay undergraduate men in student government: Out, visible, and elected.

Goodman¹

2022

This hermeneutic phenomenological study explores the lived experiences of eight openly gay undergraduate men involved in elected student government. While all of the men in this study identified with coming out, there were differences in their experiences with being out. As themes illuminated visibility, internalized homophobia, expectations of working harder than their peers, and a sentiment that they "just so happen to be gay," this study affirms the idea that there is not one single story of what it means to be gay or elected (or gay and elected).