THE ROLE OF COLLEGES IN SUPPORTING QUEER AND TRANS STUDENTS OF COLOR
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| Format: | Recurso digital |
| Sprache: | Englisch |
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Zenodo
2024
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| _version_ | 1866901137153589248 |
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| author | Perez, Roger Jr. |
| author_facet | Perez, Roger Jr. |
| contents | <p>This qualitative, phenomenological study was conducted to gain understanding of the experiences of queer and trans students of color and how the community college supported them. The study investigated students’ experiences across campus in various spaces, and practices that most effectively supported them in feeling safe and a sense of belonging. Twelve queer or trans students of color attending the same community college shared their experiences in individual interviews. Theories of intersectionality from Crenshaw and sense of belonging from Hurtado and Carter and Strayhorn informed the study’s findings. Queer and trans students of color yearned for opportunities and spaces where they could explore their identities and see representation across campus, mostly through programming that showcased intersectional identities and inclusive best practices in the classroom. A clear implication drawn from this study is that improvement is needed in creation and promotion of services and resources designed for LGBTQ+ students. Participants advocated for promotion, visibility, and representation to benefit the campus climate for queer and trans students of color. Updated policies and best practices that do not oppress LGBTQ+ students are needed, especially in the social and political landscape experienced by participants in this study.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_12520617 |
| institution | Zenodo |
| language | eng |
| publishDate | 2024 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | THE ROLE OF COLLEGES IN SUPPORTING QUEER AND TRANS STUDENTS OF COLOR Perez, Roger Jr. LGBTQ+ queer trans students of color intersectionality sense of belonging <p>This qualitative, phenomenological study was conducted to gain understanding of the experiences of queer and trans students of color and how the community college supported them. The study investigated students’ experiences across campus in various spaces, and practices that most effectively supported them in feeling safe and a sense of belonging. Twelve queer or trans students of color attending the same community college shared their experiences in individual interviews. Theories of intersectionality from Crenshaw and sense of belonging from Hurtado and Carter and Strayhorn informed the study’s findings. Queer and trans students of color yearned for opportunities and spaces where they could explore their identities and see representation across campus, mostly through programming that showcased intersectional identities and inclusive best practices in the classroom. A clear implication drawn from this study is that improvement is needed in creation and promotion of services and resources designed for LGBTQ+ students. Participants advocated for promotion, visibility, and representation to benefit the campus climate for queer and trans students of color. Updated policies and best practices that do not oppress LGBTQ+ students are needed, especially in the social and political landscape experienced by participants in this study.</p> |
| title | THE ROLE OF COLLEGES IN SUPPORTING QUEER AND TRANS STUDENTS OF COLOR |
| topic | LGBTQ+ queer trans students of color intersectionality sense of belonging |
| url | https://doi.org/10.5281/zenodo.12520617 |