Queer Integrative Marginalization: LGBTQ Student Integration Strategies at an Elite University

Chica, Christina Marie

doi:10.1177/2378023119839590

Cited by 5 publications

(7 citation statements)

References 47 publications

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“…In contrast to these recent studies highlighting the continuing prevalence of stigma narratives, other studies have documented the emergence of optimistic narratives (Chica, 2019;Fine, 2011;Taulke-Johnson, 2010). In these narratives, LGBQ students emphasize that they are accepted by their heterosexual peers and that they do not feel ashamed or make conscious efforts to sustain their pride.…”

Section: Post-closet Narrativesmentioning

confidence: 90%

“…Researchers have noted this distinction although they do not always use the phrases, stigma and post-closet (Anderson, 2011;Chica, 2019;Forbes & Ueno, 2020). Below we discuss each type of narrative and its variants.…”

Section: Narrating (Potential) Harassmentmentioning

confidence: 99%

“…Recent studies showed that LGBQ people today construct mainly two types of narratives to make sense of experiences on college campus and in broader society (Anderson, 2011; Chica, 2019; Forbes & Ueno, 2020). Stigma narratives emphasize LGBQ people’s oppression by heterosexual people, and post-closet narratives underscore their acceptance and inclusion by heterosexual people.…”

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

confidence: 99%

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

Ueno¹,

D'Amours²,

Nix³

et al. 2023

Journal of Diversity in Higher Education

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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.

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Section: Post-closet Narrativesmentioning

confidence: 90%

Section: Narrating (Potential) Harassmentmentioning

confidence: 99%

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

confidence: 99%

See 1 more Smart Citation

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

Ueno¹,

D'Amours²,

Nix³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…The embodiment of one's identity as a member of the queer community alters the lived experiences of queer students, and only through understanding the perception of queer students' lived experiences can we attempt to understand the ways through which marginalized identities alter the processes of mentorship (Collins 1991(Collins , 2005. Queer students, like other structurally disadvantaged groups, often employ coping strategies to 'fit' the institution of higher education (Chica 2019).…”

Section: The Queer Communitymentioning

confidence: 99%

Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

Graham

2019

Social Sciences

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Sociological research has illuminated the importance of mentoring relationships, especially in regard to education. The literature has also shown that mentoring can help disadvantaged students access social and cultural capital that aids their academic achievement. Furthermore, mentoring relationships are more successful between mentees and mentors of the same race, class, or gender. However, there is little research about queer students' experiences with mentoring relationships in regard to education. In an effort to expand the literature on mentoring relationships and queer students I conducted ten in-depth interviews with queer identified undergraduate students at a large university in the Southeast United States. Using these interviews, I examined respondents' perception of their social exclusion, coping through resiliency, and prosocial behavior through mentoring others. I found that being openly queer posed an identity-based risk for students' ability to access mentoring relationships, in turn this risk increased their perception of resiliency and prosocial behavior.

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“…Despite these rapid gains, LGBTQ people in the United States still face significant challenges. On U.S. college and university campuses, for example, LGBTQ students face problems ranging from formal discrimination (Coley 2018b) to microaggressions, bullying, and harassment (Chica 2019; Craig et al 2017; Hughes 2019). These problems, in turn, contribute to higher rates of depression and suicidal ideation among LGBTQ college students (Craig et al 2017; Wolff et al 2016; Woodford, Kulick, and Atteberry 2015; Woodford, Weber, et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Creating Safe Spaces: Opportunities, Resources, and LGBTQ Student Groups at U.S. Colleges and Universities

Coley

Das

2020

Socius

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Research shows that lesbian, gay, bisexual, transgender, and queer (LGBTQ) student groups facilitate LGBTQ students’ personal development. Nevertheless, we know little about the prevalence of LGBTQ student groups and why some colleges and universities are home to LGBTQ student groups while others are not. Drawing on our original database of officially recognized LGBTQ student groups across all four-year, not-for-profit U.S. colleges and universities, we first show that LGBTQ student groups can be found at 62 percent of U.S. colleges and universities. Guided by social movement theory, and employing logistic regression analyses, we then show that LGBTQ groups are more likely to be present in favorable political contexts (Democratic-leaning states), favorable educational sectors (public and secular schools), and schools that have the human and organizational resources necessary to support them. The study advances scholarship on LGBTQ issues in higher education and holds important practical implications for students working to promote LGBTQ inclusion in U.S. schools.

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Queer Integrative Marginalization: LGBTQ Student Integration Strategies at an Elite University

Cited by 5 publications

References 47 publications

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

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

Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

Creating Safe Spaces: Opportunities, Resources, and LGBTQ Student Groups at U.S. Colleges and Universities

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