“Sometimes You Feel Invisible”: Performing Queer/Disabled in the University Classroom

Abstract

This qualitative study explored the classroom experiences of 25 LGBTQ students with disabilities at a research-intensive university. Drawing on critical/postmodern epistemologies and concepts from both queer theory and disability studies, this -article details students’ experiences in the university classroom related to their multiple, intersecting social identities. Students in the study described processes of disclosing identities in classes, managing perceptions of professors and peers, and experiencing and processing microaggressions.

Key words:

• disability
• diversity
• higher education
• identity
• LGBTQ

Acknowledgments

The author would like to thank and acknowledge Richard J. Reddick, Kristine W. Webb, and Richmond D. Wynn for their feedback and support of this study.

ORCID

Ryan A. Miller http://orcid.org/0000-0002-1855-9887