Digital Commons Network^™

The Intersection Of Lgbtq+ Identity And Disability: A Need For School Based Support, Jospeh A. Hogan

Excelsior: Leadership in Teaching and Learning

Grounded in intersectional theory, this article explores the experience of LGBTQ+ students with disabilities. LGBTQ+ students with disabilities experience higher levels of bullying, harassment, suicidal ideation and other challenges in school. Post-school outcomes also reveal negative realities. Schools need to ensure that support is provided to students living at the intersection of LGBTQ+ identity and disability. Implications for school leaders, educational professionals, and educator preparation programs are discussed with recommendations for improving outcomes.

"We Hear You, We See You, And We Are With You." An Analysis Of Npc Sorority Chapter Social Media Messages, Michael A. Goodman, Georgianna Martin, Aaron George

Journal of Sorority and Fraternity Life Research and Practice

In this critical discourse analysis, we examined the most popular non-video-based social media platforms of 33 National Panhellenic Conference (NPC) sorority chapters. This study includes chapters at or approaching 25% “racially/ethnically diverse” membership, a term, and status determined by NPC and campus-based advisors. We analyzed posts from 2019-2022 and how, if at all, these sororities espoused diversity, equity, and/or inclusion (DEI) in their posts. Notable findings involve a spike in DEI posts during June 2020 and a signal of support for lesbian, gay, bisexual, transgender, and queer(+) identities and issues.

Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney

Journal of Educational Research and Practice

Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how …

Decentering Pain & Centering Joy: Adding Transgender Stories To The Academy, Logan H. Melo

The Vermont Connection

As it stands, transgender stories are often framed through the cisgender gaze and by the pain transgender people experience from societal expectations. Being Transgender is not about and should not be equated to the pain and dysphoria that one may experience. Being transgender is about the joy of discovering yourself and beginning to feel comfortable within your own body. This paper reviews Queer theory and its gaps when it comes to transgender identity; as well as transgender studies and the reframing of transgender identity. This paper also reviews literature that focus on transgender joy and reframing transgender identity within a …

“What We Do Have, We Can Polish”: Towards Quare Placemaking In Lgbtq+ Student Affairs, K. Elyse Ellis

The Vermont Connection

Both Queer studies and Black studies have come a long way in the last decade of higher education scholarship. Even so, there is still a gap in the literature of dual-marginalized students, particularly Black Queer students. Drawing from multiple critical theories, this literature review looks at how secondary marginalization takes place in single-identity campus centers, and how Black Queer students co-create spaces for themselves in response to this violence. How do single-identity centers on campuses harm Quare students? How does centering blackness in Quare communities impact student experiences? What can we learn from Quare social life, and how can student …

Beyond June: (Re)Visiting Sorority/Fraternity Messages About Lgbtq+ Identities And Issues From 2020 - 2021, Michael A. Goodman, Aaron George, Sarah Simi Cohen, Lorae V. Bonamy-Lohve

Journal of Sorority and Fraternity Life Research and Practice

In this critical discourse analysis (CDA), we examine 140 inter/national social sorority and fraternity organizations and their messages– and lack thereof–regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ+) identities and issues. Just 1.24% (507) of total posts (40,778) during 2020-2021 were about LGBTQ+ identities and issues. Despite the immense increase in LGBTQ+ recognition for most sororities and fraternities during Pride Month (June), CDA allowed us a criticality of these messages, both within and outside of Pride Month. Recommendations include being explicit about “LGBTQ+” framing, and also call for continued research to understand how organizations and members engage online.

What's In An Ally? Closing Gaps In Lgbtq+ Support, Laura Gentner

Journal of Research, Assessment, and Practice in Higher Education

This study will explore the relationship between LGBTQ+ identifying students’ expectations of and experiences with allies, and their perceptions of campus climate. LGBTQ+ ally training programs and visibility of LGBTQ+ allies contribute to both campus climate and LGBTQ+ students’ perceptions of that climate, leading to more positive and healthy college experiences. However, it is not clear that current practice in training and educating allies truly reflects the needs of LGBTQ+ identifying students.

While research is available for the design and implementation of ally training programs, there is little to no research on what LGBTQ+ identifying students expect of allies, nor …