Traditionally Heterogendered Institutions: Discourses Surrounding LGBTQ College Students

Abstract

The past two decades witnessed an increase in college and university programming for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. This programming has been evaluated in campus climate surveys and in some cases institutionalized as a key component of student life. While these efforts demonstrate increasing awareness and support for LGBTQ students, the ways in which these programs may or may not sustain traditional notions of sexuality, gender, and even race and class have not been studied. We propose institutions of higher education rely on a conceptual framework that systematically sustains heterogendered hierarchies, regardless of diversity programming, prevalence of diversity education on campus, and existence of inclusive policies and institutionalized support for LGBTQ students. Utilizing critical discourse and narrative analysis, we present an emerging theoretical proposition that reconceptualizes campus culture to elucidate how traditional notions of gender and sexuality construct the narrative experiences of LGBTQ students.

KEYWORDS:

• Discourse analysis
• higher education
• identity development
• LGBTQ
• student development

Additional information

Notes on contributors

Marilyn J. Preston

Marilyn J. Preston, PhD, is an Assistant Professor of Liberal Studies and LGBTQ Studies at Grand Valley State University.

Garrett Drew Hoffman

Garrett Drew Hoffman, MA, is a doctoral student in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota–Twin Cities.