Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
The Need For Liberatory Understandings Of Queer And Trans Identity Development: A Critical Review Of Identity Development Models, Max Cordes Galbraith
The Need For Liberatory Understandings Of Queer And Trans Identity Development: A Critical Review Of Identity Development Models, Max Cordes Galbraith
The Vermont Connection
Canonical identity development models applied to queer and trans students' experiences are insufficient, hierarchical, and antithetical to a contemporary understanding of queerness and transness. In this article, I critique four canonical sexual identity and gender & gender identity development models and explore how these models erase queer and trans students’ identities and experiences, using my own experiences as a source for critique. Then, I uplift implications for queer and trans-centered theory and for supporting queer and trans students.
Institutionalized Erasure: The Influence Of Binarism On Nonbinary College Students, Max Cordes Galbraith
Institutionalized Erasure: The Influence Of Binarism On Nonbinary College Students, Max Cordes Galbraith
The Vermont Connection
The narratives and experiences of nonbinary people and nonbinary college students are still infrequent in scholarship and are viewed as abnormal, niche experiences. Normative ideals are further enforced by the severe lack of nonbinary scholars and researchers. In this paper, I name the challenges of normativity and use the existing literature to explore current obstacles to nonbinary students’ senses of liberation, safety, and belonging at their institutions of higher education. I use normativity, specifically transnormativity, and binarism frameworks to explore barriers to nonbinary students’ liberation and full engagement in higher education, and the uniqueness of nonbinary students’ experiences compared to …