“Where are My People At?”: A Community Cultural Wealth Analysis of How Lesbian, Gay, and Bisexual Community College Students of Color Access Community and Support
“…Similarly, Doran and Singh () defined the term on the first page stating, “The term “Latinx” is a relatively new term and is used here instead of Latina/o or Hispanic in order to acknowledge gender diversity within this population (Molina, )” (p. 478). Whitehead's () justification of the term Latinx appears as a note located after the text of the article and just before the footnotes. In it, the author explained: Queer communities have used the term “Latinx” to refer to Latin American communities in ways that resist the masculine‐centricity embedded in “Latino” and binary assumptions about gender embedded in “Latino/a” and Latin@ (Salinas & Lozano, ).…”
This chapter provides a primer on the evolution of terminology used to classify the Latinx/a/o population in the United States, the origins of the term “Latinx,” and an analysis of how community colleges currently use the term.
“…Similarly, Doran and Singh () defined the term on the first page stating, “The term “Latinx” is a relatively new term and is used here instead of Latina/o or Hispanic in order to acknowledge gender diversity within this population (Molina, )” (p. 478). Whitehead's () justification of the term Latinx appears as a note located after the text of the article and just before the footnotes. In it, the author explained: Queer communities have used the term “Latinx” to refer to Latin American communities in ways that resist the masculine‐centricity embedded in “Latino” and binary assumptions about gender embedded in “Latino/a” and Latin@ (Salinas & Lozano, ).…”
This chapter provides a primer on the evolution of terminology used to classify the Latinx/a/o population in the United States, the origins of the term “Latinx,” and an analysis of how community colleges currently use the term.
“…Most of the literature that has discussed LGBTQ topics within higher education tends to focus on 4‐year institutions (Sanlo & Espinoza, 2012; Whitehead, 2019; Zamani‐Gallaher & Choudhuri, 2016). In fact, little research has specifically centered LGBTQ students within the community college setting (Taylor, 2015; Taylor et al., 2018; Teut et al., 2019).…”
Section: Lgbtq Students In Community Collegesmentioning
confidence: 99%
“…Moreover, even within the community college literature that does discuss LGBTQ topics and individuals, there is limited research on LGBTQ students of color and how they experience and navigate their community colleges environment (Whitehead, 2019; Zamani‐Gallaher & Choudhuri, 2016). Whitehead (2019) found that LGBTQ students of color experienced both alienation and marginalization on their community college campus and cited little representation of their identities within curriculum and/or programming. As Zamani‐Gallaher and Choudhuri (2016) wrote, LGBTQ students’ social identities do not exist in a vacuum; rather, LGBTQ individuals have intersecting identities that influence their experiences on college campuses.…”
Section: Lgbtq Students In Community Collegesmentioning
While limited, research centering LGBTQ students and experiences at the community college indicate students experience microaggressions, feelings of isolation, and a lack of curricular inclusivity at their community college institutions. With a lack of clarity around nondiscrimination policies at the federal level, coupled with a lack of nondiscrimination policies at the state level, institutions are often left without proper guidance regarding inclusive nondiscrimination policies for LGBTQ individuals. Given these constraints, it is critical community colleges explore how they can support LGBTQ students and provide them key resources. This article provides an overview of research on LGBTQ student experiences, resources, and promising practices within the community college context. In addition, this article will discuss the implications that federal and state policy has on the inclusion (and exclusion) of LGBTQ students, and finally discuss ways for community colleges to engage in inclusive practices. Focus on low-cost/no-cost practices is emphasized. Community colleges have long been sites of inclusion for many diverse groups of students. Because these institutions offer open-access, accessible, and affordable education, community colleges enroll many historically marginalized groups (Greene, Marti, & McClenney, 2008;Maxwell & Shammas, 2007). Yet, to date, little research exists that examines the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) community college students (Taylor, 2015;Taylor, Dockendorff, & Inselman, 2018;Zamani-Gallaher & Choudhuri, 2016). Scant research exists in part because most institutions do not collect data on LGBTQ students, making it difficult to ascertain how many LGBTQ students enroll in community colleges and what their experiences are when on campus (Trimble, 2019.).While there is limited research available, literature does point to a "chilly" campus climate for LGBTQ students at community colleges. Literature has indicated that LGBTQ community college students have reported feeling isolated, unsupported, and as having experienced microaggressions in and out of the classroom (Garvey,
“…Several researchers have examined college student retention for Black students at community colleges (e.g., Derby & Watson, 2007;Wood, 2012Wood, , 2014Wood & Harris, 2015) and the collegiate experiences of queer and transgender students at community colleges (e.g., Garvey, Taylor, & Rankin, 2015;Ottenritter, 2012;Sanlo & Espinoza, 2012;ZamaniGallaher & Choudhuri, 2011, 2016, including work on racially minoritized queer students at a community college (Whitehead, 2019). For example, Sanlo and Espinoza (2012) provided a list of topic areas to examine and address, including discrimination, health outcomes, and resiliency, as well as to enhance college student retention for queer and transgender students at community colleges.…”
Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that erase queer and transgender experiences from Black student retention discourses and (b) address the ways scholars erase Black racial identity from broader queer and transgender student retention research. Centering the case of Joshua, a Black queer cisgender male-identified college student, the authors highlight research, practice, and policy implications that consider social class, institutional type, multilevel intervention strategies, and intersectionality in Black queer and transgender college student retention discourse.
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