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“The book you hold provides some insight and direction into how
postsecondary educators, scholars, and students might understand this
moment in the history of LGBTQIA students in higher education. This
book both helps explain this paradoxical moment in LGBTQIA student
experiences in higher education and helps move the research and prac-
tice further into a new moment.”
—From the Foreword by Kristen A. Renn,
Michigan State University, USA

“I encourage you to… re-engage what you think you know about
LGBTQIA students and the topics of sexuality and gender in general.
The chapters in this book offer great opportunities to do so.”
—From the Afterword by Dafina-Lazarus Stewart,
Colorado State University, USA
RETHINKING LGBTQIA
STUDENTS AND
COLLEGIATE CONTEXTS
Identity, Policies, and Campus
Climate

Edited by Eboni M. Zamani-Gallaher,

Devika Dibya Choudhuri, and
Jason L. Taylor
First published 2020
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2020 Taylor & Francis
The right of Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, and Jason
L. Taylor to be identified as the authors of the editorial material, and of the
authors for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this title has been requested

ISBN: 978-1-138-33143-3 (hbk)

ISBN: 978-1-138-33146-4 (pbk)
ISBN: 978-0-429-44729-7 (ebk)

Typeset in Bembo
by Taylor & Francis Books
CONTENTS

Foreword vii
Kristen A. Renn
Preface: Reflecting on Identity, Reframing Policies, and
Reshaping Higher Education x
Eboni M. Zamani-Gallaher
Acknowledgements xviii

PART I
Rethinking LGBTQIA Identity 1
1 Multiplicity of LGBTQ+ Identities, Intersections, and
Complexities 3
Devika Dibya Choudhuri and Kate Curley
2 How Intersex Identities Shape Sex and Gender: What’s at
Stake in Postsecondary Education? 17
Kari J. Dockendorff
3 Gender, Kinship, and Student Services: A Dialogue Centering
Trans Narratives in Higher Education 27
Jason C. Garvey, Benjamin C. Kennedy, Soren Dews, and
Rachel Greene
4 Exploring the Experiences of LGBTQIA+ Collegians with
Disabilities: Maybe I Exist 45
Amanda A. Bell
vi Contents

PART II
Rethinking Contexts 59
5 Assessing the Classroom “Space” for LTBTQ+ Students 61
Jason L. Taylor
6 Asexual Student Invisibility and Erasure in Higher Education:
“I Thought I Was The Only One” 78
Amanda L. Mollet and Brian Lackman
7 Revealing the Potential for Historically Black Colleges and
Universities to be Liberatory Environments for Queer
Students: (Re)Centering the Narrative 99
Steve D. Mobley, Trinice McNally, and Gretchen T. Moore
8 LGBTQ+ Matters and the Community College: Policy and
Program Considerations for Students, Faculty, and Staff 120
Melvin Whitehead and Needham Yancey Gulley

PART III
Rethinking Policies and Possibilities 135
9 Challenging Complicity and Institutional Racism: The Role
of Critical White Queer Academics 137
Paul W. Eaton
10 Trickle Up Policy-Building: Envisioning Possibilities for
Trans*formative Change in Postsecondary Education 153
Kari Dockendorff, Megan Nanney, and Z Nicolazzo
11 Trans QuantCrit: An Invitation to a ThirdSpace for Higher
Education Quantitative Researchers 169
Kate Curley
12 Ending Allies through the Eradication of the Ally (Industrial)
Complex 186
Dian D. Squire

Afterword 204
D-L Stewart
Contributors 208
Index 216
FOREWORD

It is a pivotal moment for LGBTQIA college students, the educators who work
with them, and the scholars who conduct write about them. In the 1980s and
1990s, student activists paved the way for increased visibility, LGBT campus
resource centers, and more inclusive policies (Marine, 2011). Related movements
off campus have contributed to substantial advances in public policy including non-
discrimination laws, hate crimes protection, and marriage equality. Campus climate
and societal attitudes about LGBTQIA people have improved over time as well
(Garvey, Sanders, & Flint, 2017; Smith, Son, & Kim, 2014). Overall, the experi-
ence of LGBTQIA college students is likely to be better now than it was 30 years
ago. Yet, progress has not been uniform across all institutions, regions, or identity
groups within the LGBTQIA student population. Homophobia, transphobia,
racism, sexism, ableism, and other forms of oppression, discrimination, and violence
act differently across the diversity of LGBTQIA college students. For some
LGBTQIA students, it might as well still be 1990 – or 1950. Paradoxically, college
is both better than ever and as bad as, in some cases worse, than it has ever been for
LGBTQIA college students.
How did higher education get to this place? Ten years ago, I summarized the
state and status of LGBT research in higher education and concluded that there
was a solid foundation of campus climate literature, narrative exposition of a
variety of LGBT student experiences, and theoretical explorations of sexual
orientation identity development (Renn, 2010). The visibility and campus cli-
mate literatures were essential in providing support for campus activists, educators,
and leaders to establish the kinds of LGBTQIA-friendly policies, programs, and
services that now exist on many campuses. Many a “blue ribbon report” on
LGBT campus climate ended with a recommendation to establish an LGBT
campus resource center, for example (Marine, 2011), and provision of other
viii Foreword

forms of support evolved out of student visibility actions and national campaigns
to improve campus climate. Following the emergence of this work in the 1990s
and early 2000s, media, social media, and digital information sources have accel-
erated changes in public opinion about LGBT rights (Ayoub & Garretson, 2017),
which in turn advance campus efforts to improve climate.
In 2010, I also called for additional research with and about diverse populations
within LGBTQIA communities of students minoritized by sexual orientation and
gender identity. Following a trend in research on college student identities and
experiences, personal narratives and studies of intersecting identities have explo-
ded and brought into focus the richness, complexity, contradictions, and cultural
wealth of LGBTQIA students’ lives (for a review of some of this literature, see
Duran, 2018). Certainly there is evidence of thriving across communities of
LGBTQIA students who hold multiple minoritized identities, but the combined
effects of multiple oppressive systems can amplify marginalization in ways that are
especially harmful to student learning, well-being, psychosocial development, and
college success. For these LGBTQIA students, the college experience today is as
alienating as it was when studies of campus climate were just beginning.
The book you hold provides some insight and direction into how postsecondary
educators, scholars, and students might understand this moment in the history of
LGBTQIA students in higher education. In it you can read about the experiences
of students who have until now been made to remain largely invisible: LGBTQIA
students with disabilities, asexual students, intersex students, and LGBTQIA stu-
dents at Historically Black Colleges and Universities (HBCUs) and community
colleges. You can also read about how educators, researchers, and policy makers
can do something to improve the college experience for LGBTQIA students in the
classroom, through research, and through policy at community colleges and other
institutions. This book both helps explain this paradoxical moment in LGBTQIA
student experiences in higher education and helps move the research and practice
further into a new moment.
What might a new moment for LGBTQIA students in higher education look
like? I suggest that it could look like educators and researchers taking seriously the
individuality and the collectivity of LGBTQIA students, embedded in local and
societal contexts of support, love, and care. It could look like facing down and dis-
mantling the forces within and outside higher education that continue to assemble
against trans and non-binary students. It could look like identifying and standing up
to racism and white supremacy and the ways that they act to dehumanize LGBTQIA
people of color. It could look like providing basic needs – healthcare, housing, and
food security – to all students because there is clear evidence that trans people and
students of color are among the most likely to lack them and thus be dis-
proportionately affected (Gates, 2014). By taking a comprehensive approach that
addresses academic, social, and personal wellbeing, postsecondary educators can take
a lead in creating this new moment for LGBTQIA students. There is no need to wait
another 10 or 20 or 30 years to get to a place where all LGBTQIA students can
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 Foreword ix

thrive; students like those described throughout this book need a more equitable
higher education today. It is time, as the book title indicates, to rethink who
LGBTQIA college students are and how higher education can structure itself to
support them. As educators and researchers, we know enough to do better. I urge us
to begin now.

Kristen A. Renn
Michigan State University

References
Ayoub, P. M., & Garretson, J. (2017). Getting the message out: Media context and global
changes in attitudes toward homosexuality. Comparative Political Studies, 50(8), 1055–1085.
Duran, A. (2018). Queer and of color: A systematic literature review on queer students of
color in higher education scholarship. Journal of Diversity in Higher Education. Advance
online publication. doi:10.1037/dhe0000084
Garvey, J. C., Sanders, L. A., & Flint, M. A. (2017). Generational perceptions of campus climate
among LGBTQ undergraduates. Journal of College Student Development, 58(6), 795–817.
Gates, G. (2014). LGBT People are disproportionately food insecure. Los Angeles, CA: The
Williams Institute on Sexual Orientation and Gender Identity Law and Public Policy,
UCLA School of Law. Retrieved from https://escholarship.org/uc/item/4wt4102n
Marine, S. B. (2011). Stonewall’s legacy: Bisexual, gay, lesbian, and transgender students in
higher education. ASHE Higher Education Report, 37(4).
Renn, K. A. (2010). LGBT and queer research in higher education: The state and status of
the field. Educational Researcher, 39(2), 132–141.
Smith, T. W., Son, J., & Kim, J. (2014). Public attitudes towards homosexuality and gay rights
across time and countries. Los Angeles, CA: The Williams Institute on Sexual Orientation
and Gender Identity Law and Public Policy, UCLA School of Law. Retrieved from http
s://williamsinstitute.law.ucla.edu/wp-content/uploads/public-attitudes-nov-2014.pdf
PREFACE: REFLECTING ON IDENTITY,
REFRAMING POLICIES, AND
RESHAPING HIGHER EDUCATION
An Introduction to Rethinking LGBTQIA Students
and Collegiate Contexts

Eboni M. Zamani-Gallaher

The extant literature has long noted that student identity development is multi-
dimensional and critical to college matriculation, satisfaction, persistence, and
degree completion (Chickering & Reisser, 1993; Evans, Forney, Guido, Patton,
& Renn, 2009; Torres, Howard-Hamilton, & Cooper, 2003). However,
LGBTQIA students are a demographic that has been historically at the margins of
full participation in many higher education settings (Green & Croom, 2000;
Renn, 2010; Sanlo, 2012; Zamani-Gallaher & Choudhuri, 2011). Students
identifying as LGBTQIA on campus may experience unwelcoming college
environments or hostile hallways depending on the context. In addition,
LGBTQIA students are not a monolithic group but representative of a diverse array
of individuals cutting across the spectrum of difference. There are obvious distinc-
tions among the LGBTQIA population (e.g., age, gender, ethnicity, physicality,
race, religion, social class, etc.), however little is known about the convergence of
various identities in the lives of LGBTQIA students and their development in and
out of the classroom across institutional settings (Dodge & Crutcher, 2015; Irazábal
& Huerta, 2016; Taylor, Dockendorff, & Inselman, 2018; Zamani-Gallaher &
Choudhuri, 2016). Hence, this text seeks to contribute to advancing the literature
on LGBTQIA collegians in two- and four-year environments drawing on the
extant research and practice for engaging student learning development outcomes
and bolstering student support services.
Despite national goals of providing equal access quality of life, the actualization
of this vision requires organizational structures and institutional policies that
address the chilly campus climates. Many LGBTQIA students face high incidents
of heterosexism, bullying, inadequate levels of resources and support, isolation or
alienation, stereotyping, as well as safety concerns among other issues due to
being openly gay on campus (Rankin, 1998, 2013; Rhoads, 1997; Seelman,
 Preface: Reflecting on Identity, Reframing Policies, and Reshaping Higher Education xi

Woodford, & Nicolazzo, 2017; Sutter & Perrin, 2016; Stewart, Renn, & Bra-
zelton, 2015). Consequently, there are unique challenges for LGBTQIA students
whereby their success can be enhanced by improved sensitivity, encouragement,
academic/social support, as well as favorable institutional policies and practices.
Sexuality is an important aspect of adult life. In lieu of creating greater aware-
ness and understanding regarding LGBTQIA adult learners, this text aims to
present the complexity of issues and areas for opportunity in serving the academic
and social need of LGBTQIA collegians. This book seeks to disseminate practi-
tioner-scholarship that draws on relevant theoretical frameworks (e.g., will assist
the reader in gauging how faculty, academic affairs and student affairs profes-
sionals can identify challenges, foster opportunities, and create strategies for pro-
moting student development and success for this historically underserved student
population). Moreover, this volume blends both theory and practice in offering a
collaborative model designed to the effectiveness of services, programs, policies,
and best practices for positive, engaging postsecondary contexts across the spec-
trum of difference.
Nearly half of self-identified gay and bisexual college students became aware of
their sexual identity in high school while roughly one quarter discovered their
sexuality in college. Sexual identity development for both heterosexual and
LGBTQIA collegians is a multidimensional and complex process that is subject to
transitions that may not follow any linear path (Worthington et al., 2002).
Coming out is not a time-limited defined process that is achieved for anybody.
However, the collegiate experience, whether attending a two-year or four-year
institution, is often a significant space in which students explore aspects of their
identity both through their academic and co-curricular experiences. Twenty
percent of self-identified gay and bisexual college men knew that they were gay
or bisexual in junior high school while 17% reported knowing in grade school.
Six percent of self-identified gay and bisexual female collegians knew that they
were gay or bisexual in junior high school and 11% knew in grade school
(Kosciw, Greytak, Palmer, & Boesen, 2013). There has been little that provides a
comprehensive guide to assist higher education administrators in responding
effectively to the needs of these collegians and the challenges they face.
The purpose of Rethinking LGBTQIA Students and Collegiate Contexts: Iden-
tity, Policies, and Campus Climate is to provide readers with work that blends
both theory and practice in describing the sociopolitical and historical context
and how higher education is a microcosm of larger society in terms of pervasive
stereotypes, lack of awareness of identity development and understanding of the
needs of LGBTQ students. In addition, this text endeavors to situate and pro-
blematize identity interaction, campus life, and the scope/effectiveness of ser-
vices, programs, and policies affecting LGBTQIA college students providing
new insights and recommendations for leadership at two- and four- year insti-
tutions for student services, instructional areas, institutional policy, and campus
climate. The authors featured in this volume provide a historical overview as
xii Preface: Reflecting on Identity, Reframing Policies, and Reshaping Higher Education

well as present cutting-edge research from a variety of viewpoints, representing

multiple voices within the LGBTQIA collegiate community. The book is sure
to have utility and be an essential reference for students studying in student
affairs, college student personnel, community college leadership, higher educa-
tion administration, and college counseling programs. Additionally, this text
offers researchers, practitioners, and policy analysts theoretical, empirical, and
practical information that serves as a valuable resource for those interested in
advancing LGBTQIA issues in higher education.
The compilation of work in this volume provides both breadth and depth. Our
editorial team sought to offer readers a comprehensive focus which includes prior
and contemporary research on LGBTQIA collegiate matters spanning traditional,
divergent, and novel areas of focus (e.g., challenging heteronormativity and
queering the curriculum; exploring intersectionality, and addressing the often
overlooked issues facing transgender and gender nonconformity). There are 12
chapters to follow, which we have organized into three parts: Rethinking
LGBTQIA Identity, Rethinking Contexts, and Rethinking Policies and Possibi-
lities. The chapters map out the diversity student populations, pathways, and
institutional types as well as provide a truncated overview of historical and pre-
sent-day trials facing LGBTQIA students. In sum, the chapters examine the
relevance of postsecondary contexts for LGBTQIA students’ sense of belonging
and student support as they face prejudice, discrimination, heterosexual, and cis-
gender privilege to navigate higher education and find institutional safe spaces.
Part I of the book Rethinking Identities opens with Chapter 1, Multiplicity of
LGBTQ+ Identities, Intersections, and Complexities. Devika Dibya Choudhuri and
Kate Curley examine the influence of various identity categories such as race,
ethnicity, class, age, gender, etc. with the sexual categories of Lesbian, Gay,
Bisexual, Transgender, and Queer. They look at the intersections of these cultural
categories examining the complexities of the converging aspects of self and the
lack of attention paid to the experiences of transgender, intersexed, and gender
nonconformity among collegians. The authors discuss the process LGBTQIA
individuals go through as they constantly negotiate their identities from early
experiences of othering, discomfort, coming out to oneself and others, experien-
cing intimacy and its challenges, safety, violence, emotional affirmations, identity
management, institutional barriers and supports, and so on. While transitions are a
lifelong process, in the campus environment, they appear to be constants of
LGBTQIA life. Hence, their chapter infuses critical theories such as Critical Race
Theory, Critical Feminist Theory, and Queer Theory in the discussion of inter-
sectionality and the authors offer complex and nuanced understandings of sexual
identity alongside the continuum of group memberships.
In Chapter 2, How Intersex Identities Shape Sex and Gender: What’s at Stake in
Postsecondary Education? Kari J. Dockendorff shares what has been abbreviated to
LGBTQ+; the ‘I’ is meant to include Intersex identities among the broad list of
sexualities and genders encompassed within the umbrella term. Kari discusses what
 Preface: Reflecting on Identity, Reframing Policies, and Reshaping Higher Education xiii

is problematic when many sexualities and genders are lumped into one monolithic
term, how the nuances and contexts of each identity represented wind up over-
looked, end up lost. Furthermore, those who identify as intersex may or may not
identify with LGBTQ+ identities, but the inclusion of Intersex within the
LGBTQ+ moniker assumes that everyone with an intersex trait does identify as
under the LGBTQ+ umbrella and that they encounter similar issues associated
with LGBTQ+ issues. Dockendorff contends that intersex identities also experi-
ence genderism and heteronormativity because they do not neatly fall into binary
categories with respect to sex, gender, and sexuality. The author further argues that
instead of conflating all nonheterosexual and noncisgender identities into one
common group, an understanding of individual identities and the fluidity of gender
and sexuality are needed in the postsecondary education context.
Jason C. Garvey, Benjamin C. Kennedy, Soren D. Dews, and Rachel
Greene, authors of Chapter 3, Gender, Kinship, and Student Services: A Dialogue
Centering trans Narratives in Higher Education, employ storytelling to acknowledge
their rich backgrounds and share how it has served as a powerful tool in sharing
the histories that exist in trans communities, and centering trans narratives in
the extant literature. In addition, the authors utilize counter-storytelling in their
chapter in “truth” telling through use of stories and experiences of trans people,
and (re)legitimize trans voices. They assert that counterstorytelling is essential
and critical for understanding trans student experiences in higher education. As
such, their chapter storytelling presents a dialogue, an exchange between the
four of them in conversation describing their individual positionalities, rela-
tionships with each other, and process for writing. In this chapter, they fore-
ground their own gender journeys and experiences in higher education as well
as offer considerations for higher education administrators and student affairs
professionals who serve trans collegians.
Amanda A. Bell, author of Chapter 4, Exploring the Experiences of LGBTQIA+
Collegians with Disabilities: Maybe I Exist, discusses the intersectionality of disability
and LGBTQIA+ identities and its role on the collegiate experience as an area of
research and scholarship over the past two decades. While there has been a
growing body of literature focused on students with disabilities as well as more
research on LGBTQIA students, there is little on the experiences of individuals
identifying with both populations. Bell asserts that more contributions on the
intersectionality of students, namely those identifying as an LGBTQIA+ person
with a disability are needed in order to have positive impacts on student services
aimed at supporting LGBTQIA collegians with disabilities as opposed to the
standard offering of services and programming that glosses over the pluralism of
identities that exist within the LGBTQIA+ and populations with disabilities.
The next part of the book, Rethinking Contexts, starts with examining in-class
experiences with Chapter 5, Assessing the Classroom “Space” for LGTBTQ+ Stu-
dents by Jason L. Taylor. While colleges and universities pride themselves on
instruction being the core institutional function, both courses and co-curricular
xiv Preface: Reflecting on Identity, Reframing Policies, and Reshaping Higher Education

activities contribute to students’ overall engagement, collegiate satisfaction, and to

academic outcomes aligned with the institutional mission. Taylor shares when
considering “safe spaces” on college campus, too often the classroom is an after-
thought when considering the importance of classroom-based spaces for
LGBTQIA students to self-actualize, discover self-authorship, and experience a
welcoming learning environment. Although there is little empirical research
examining the effect of classroom experiences on LGBTQIA student learning,
development, and persistence, his chapter synthesizes research on the influence of
classroom climate for marginalized groups, particularly LGBTQIA students
examining the extent to which they are on the margins of participation in the
classroom and how this can adversely affect student development and learning.
Chapter 6, Asexual Student Invisibility and Erasure in Higher Education:“I thought I
was the only one” by Amanda Mollet and Brian Lackman, informs readers about an
often overlooked student population of asexual students, broadly defined as
those who lack sexual attraction, who represent a largely invisible population in
higher education. Although more than one-fifth of students identify as asexual,
there is a lack of recognition, structural support, or mechanisms in place to serve
this marginalized population in higher education. The authors discuss how the
invisibility of asexuality can contribute to erasure of asexual students’ identities
by invalidating their existence and experiences. The authors offer a myriad ways
college students who identify with the spectrum of asexual identities experi-
ence, navigate, and show up (or not) in higher education engaging in critical
discourse about asexual students in higher education to enhance the dialogue
and visibility of asexuality.
Steve D. Mobley, Trinice McNally, and Gretchen Moore, authors of Chapter
7 (Re)Centering the Narrative: Revealing The Potential for HBCUs to be Liberatory
Environments for Queer Students, talk about an abundance of new research chron-
icling the experiences of queer students on historically Black colleges and uni-
versity campuses over the past 10 years yet a dearth of discourse that delves into
the nuances of these unique student experiences. Black students can and have
been largely presented in a monolithic fashion but do not exist as a monolith.
Given the diversity within this diverse group, Mobley and colleagues argue that
students must be provided with educational environments that will take on the
charge of embracing the many interlocking identities and broader systems of
oppression that they face in order shift the historical respectability politics that
have plagued HBCUs since their conception. This is especially true for Black
queer HBCU students. The chapter discusses how HBCUs have been slow to
respond to the needs of LGBTQ+ HBCU students and share historical and
contemporary narratives of resistance and resilience and show how Black queer
HBCU students have been and are being visible while challenging and con-
fronting the cultures present on these historic campuses to be inclusive of all
Black identities. Furthermore, the chapter frames the responsibility of HBCUs to
provide intersectional learning environments that center Black experiences
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