Pub Date : 2021-09-02DOI: 10.1080/26379112.2021.1988625
N. Havey
LGBQ college students are at a distinct disadvantage when it comes to sexual education. An early lack of information has negative implications for LGBQ college students’ sexual identity development, sexual exploration, and mental and physical health. Similarly, heterosexist stigmatization of queer sexualities makes it difficult for students to openly explore their sexualities. Many LGBQ students may need a compensatory sex ed experience and better access to healthcare and the information their heterosexual peers have. This qualitative, narrative-based study examines how LGBQ college students explore their sexualities, develop their sexual identities, and learn about their communities through internet-based dating and sex applications. These apps serve as virtually mediated environments that make other queer people easier to find, communicate with, and learn from; institutions of higher education can learn from the kinship networks these students find and create online.
{"title":"Untapped Potential: Understanding How LGBQ Students Use Dating Applications to Explore, Develop, and Learn about Their Sexual Identities","authors":"N. Havey","doi":"10.1080/26379112.2021.1988625","DOIUrl":"https://doi.org/10.1080/26379112.2021.1988625","url":null,"abstract":"LGBQ college students are at a distinct disadvantage when it comes to sexual education. An early lack of information has negative implications for LGBQ college students’ sexual identity development, sexual exploration, and mental and physical health. Similarly, heterosexist stigmatization of queer sexualities makes it difficult for students to openly explore their sexualities. Many LGBQ students may need a compensatory sex ed experience and better access to healthcare and the information their heterosexual peers have. This qualitative, narrative-based study examines how LGBQ college students explore their sexualities, develop their sexual identities, and learn about their communities through internet-based dating and sex applications. These apps serve as virtually mediated environments that make other queer people easier to find, communicate with, and learn from; institutions of higher education can learn from the kinship networks these students find and create online.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"324 - 341"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41478756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1948859
Lauren N. Irwin
{"title":"Dare to Lead: Brave Work. Tough Conversations. Whole Hearts","authors":"Lauren N. Irwin","doi":"10.1080/26379112.2021.1948859","DOIUrl":"https://doi.org/10.1080/26379112.2021.1948859","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"240 - 243"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44483066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1950741
T. Hallmark, Sonja Ardoin
There remains a need in education scholarship to understand how social processes act across levels to influence one another, drive cultural norms, and direct students’ postsecondary pursuits, with careful consideration of students’ held identities and the communities in which they are embedded. Utilizing narrative constitution of identity and the ecological systems model, this study uses qualitative data to illustrate some of the social forces that create and sustain cisgendered public narratives about education and careers in rural communities. Implications for future research on public narratives in rural communities and practical recommendations for combatting these public narratives; sharing counternarratives; and creating new, more inclusive public narratives are discussed.
{"title":"Public Narratives and Postsecondary Pursuits: An Examination of Gender, Rurality, and College Choice","authors":"T. Hallmark, Sonja Ardoin","doi":"10.1080/26379112.2021.1950741","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950741","url":null,"abstract":"There remains a need in education scholarship to understand how social processes act across levels to influence one another, drive cultural norms, and direct students’ postsecondary pursuits, with careful consideration of students’ held identities and the communities in which they are embedded. Utilizing narrative constitution of identity and the ecological systems model, this study uses qualitative data to illustrate some of the social forces that create and sustain cisgendered public narratives about education and careers in rural communities. Implications for future research on public narratives in rural communities and practical recommendations for combatting these public narratives; sharing counternarratives; and creating new, more inclusive public narratives are discussed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"121 - 142"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43736558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1950739
T. Smidt, G. Pétursdóttir, Þorgerður J. Einarsdóttir
Following a qualitative analysis of interviews with 16 current and former social scientists at the University of Iceland, we argue for the existence of an individual and implicit form of resistance to gender equality that we call “hijacking the discourse.” In a neoliberal culture of higher education that favors individual emancipation in an academic marketplace, a collective understanding of inequality as rooted in larger systems of power is in danger of becoming diluted. In modern universities, this is sometimes expressed through performative and inadequately implemented gender equality policies. The hijacking of gender equality discourse among academic knowledge workers echo this performativity of existing policies and maintains the aura of gender equality necessitated by a neoliberal academic culture.
{"title":"When Discourse is Hijacked: An Implicit and Performative Resistance Strategy to Gender Equality in Higher Education","authors":"T. Smidt, G. Pétursdóttir, Þorgerður J. Einarsdóttir","doi":"10.1080/26379112.2021.1950739","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950739","url":null,"abstract":"Following a qualitative analysis of interviews with 16 current and former social scientists at the University of Iceland, we argue for the existence of an individual and implicit form of resistance to gender equality that we call “hijacking the discourse.” In a neoliberal culture of higher education that favors individual emancipation in an academic marketplace, a collective understanding of inequality as rooted in larger systems of power is in danger of becoming diluted. In modern universities, this is sometimes expressed through performative and inadequately implemented gender equality policies. The hijacking of gender equality discourse among academic knowledge workers echo this performativity of existing policies and maintains the aura of gender equality necessitated by a neoliberal academic culture.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"143 - 165"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1951746
Shonda L. Goward, E. R. Wallace, C. Counihan
In a study of Black alumnae from historically White institutions, Turner Kelly et al. (2017) found that although Black womxn graduated, they did not thrive. While there is institutional and national attention—as distinct from support—on the academic and cultural barriers Men of Color face, the Womxn of Worth Initiative (W Initiative) addresses the psychosocial needs of Womxn of Color, who are frequently overlooked by institutional support systems because of their academic success. At the University of North Carolina at Chapel Hill (UNC), Black womxn experienced similar effects as noted by Turner Kelly et al. and sought out staff members to work with them to create an organization to support them, comparable to the existing university initiative that supported Men of Color. Despite not being directly funded by the university, the W initiative was born in 2016. The W Initiative aims to take some of the burden off of Womxn Students of Color and place it back on institutional actors. As the mission states: “The Womxn of Worth Initiative creates and sustains a community for womxn of color and womxn who identify as members of underrepresented populations that will promote academic success, holistic student success and wellness, identity development, and sisterhood.” In response to needs articulated by Womxn of Color students, staff from across the university came together informally to realize
Turner Kelly等人（2017）在对历史上白人院校的黑人校友进行的一项研究中发现，尽管黑人女性毕业了，但她们并没有茁壮成长。尽管机构和国家关注有色人种面临的学术和文化障碍，这与支持不同，但“有价值的女性倡议”（W倡议）解决了有色人种女性的心理社会需求，因为她们在学术上的成功，经常被机构支持系统忽视。在北卡罗来纳大学教堂山分校（UNC），黑人女性经历了Turner Kelly等人所指出的类似影响，并寻求工作人员与他们合作，创建一个支持他们的组织，与现有支持有色人种的大学倡议相当。尽管没有得到该大学的直接资助，但W倡议于2016年诞生。W倡议旨在减轻女性有色人种学生的一些负担，并将其重新交给机构参与者。正如使命所述：“Womxn of Worth Initiative为有色人种女性和被认定为代表性不足人群成员的女性创建并维持了一个社区，这将促进学术成功、学生的整体成功和健康、身份发展和姐妹情谊。”针对有色人种女性学生提出的需求，来自整个大学的工作人员非正式地聚在一起，意识到
{"title":"The Womxn of Worth at UNC at Chapel Hill","authors":"Shonda L. Goward, E. R. Wallace, C. Counihan","doi":"10.1080/26379112.2021.1951746","DOIUrl":"https://doi.org/10.1080/26379112.2021.1951746","url":null,"abstract":"In a study of Black alumnae from historically White institutions, Turner Kelly et al. (2017) found that although Black womxn graduated, they did not thrive. While there is institutional and national attention—as distinct from support—on the academic and cultural barriers Men of Color face, the Womxn of Worth Initiative (W Initiative) addresses the psychosocial needs of Womxn of Color, who are frequently overlooked by institutional support systems because of their academic success. At the University of North Carolina at Chapel Hill (UNC), Black womxn experienced similar effects as noted by Turner Kelly et al. and sought out staff members to work with them to create an organization to support them, comparable to the existing university initiative that supported Men of Color. Despite not being directly funded by the university, the W initiative was born in 2016. The W Initiative aims to take some of the burden off of Womxn Students of Color and place it back on institutional actors. As the mission states: “The Womxn of Worth Initiative creates and sustains a community for womxn of color and womxn who identify as members of underrepresented populations that will promote academic success, holistic student success and wellness, identity development, and sisterhood.” In response to needs articulated by Womxn of Color students, staff from across the university came together informally to realize","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"232 - 234"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45763960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1951745
J. Blaney
Women remain underrepresented in both the computing major and leadership positions in the tech field. This article utilizes a feminist phenomenological framework and mixed methods approach to provide insight into these inequities, focusing on women’s leadership perceptions and experiences in the computing major over time. Relying on survey data from nearly 300 women computing majors and interviews conducted with a subset of participants, findings reveal that, while women describe being actively engaged in leadership within their major, their computing leadership confidence declines over time. These inconsistencies may be explained by the sexism and stereotypical dynamics that women experience in computing classrooms, particularly within the group settings where they serve as leaders. Other findings highlight possible opportunities to mitigate women’s declining leadership confidence, pointing to the role of identity-based computing conferences and computing faculty mentorship in positively predicting leadership confidence among women in computing.
{"title":"Developing Computing and Technology Leaders: How Undergraduate Women Make Meaning of Their Leadership Experiences","authors":"J. Blaney","doi":"10.1080/26379112.2021.1951745","DOIUrl":"https://doi.org/10.1080/26379112.2021.1951745","url":null,"abstract":"Women remain underrepresented in both the computing major and leadership positions in the tech field. This article utilizes a feminist phenomenological framework and mixed methods approach to provide insight into these inequities, focusing on women’s leadership perceptions and experiences in the computing major over time. Relying on survey data from nearly 300 women computing majors and interviews conducted with a subset of participants, findings reveal that, while women describe being actively engaged in leadership within their major, their computing leadership confidence declines over time. These inconsistencies may be explained by the sexism and stereotypical dynamics that women experience in computing classrooms, particularly within the group settings where they serve as leaders. Other findings highlight possible opportunities to mitigate women’s declining leadership confidence, pointing to the role of identity-based computing conferences and computing faculty mentorship in positively predicting leadership confidence among women in computing.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"204 - 227"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45272109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1950740
N. Havey
This multiple case study analyzes institutional responses to sex and gender bias incidents in student athletics programs and messaging around inclusion and antidiscrimination between 2015 and 2019. This study seeks to uncover, understand, and work to transform the embedded institutional values that harm sex and gender minority (SGM) students on college campuses and in student athletics by investigating three cases at Canisius College, Columbia University, and Harvard University. These cases were chosen due to their active athletics cultures and high-profile incidents involving SGM students. Analysis indicates that institutions are likely to: (a) limit their responsibility for bias incidents; (b) individualize discriminatory behavior to the perpetrators, ignoring embedded institutional cultures; and (c) reiterate “zero tolerance” while failing to enact any material change for the SGM students harmed by both the incidents in question and the institutions’ vague and toothless policies. Institutions must commit to materially support students through proactive measures rather than relying on nominal and reactive action that only further serves to exacerbate discrimination.
{"title":"When the Campus is the Locker Room: A Queer Analysis of Student Athletics Bias Incidents","authors":"N. Havey","doi":"10.1080/26379112.2021.1950740","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950740","url":null,"abstract":"This multiple case study analyzes institutional responses to sex and gender bias incidents in student athletics programs and messaging around inclusion and antidiscrimination between 2015 and 2019. This study seeks to uncover, understand, and work to transform the embedded institutional values that harm sex and gender minority (SGM) students on college campuses and in student athletics by investigating three cases at Canisius College, Columbia University, and Harvard University. These cases were chosen due to their active athletics cultures and high-profile incidents involving SGM students. Analysis indicates that institutions are likely to: (a) limit their responsibility for bias incidents; (b) individualize discriminatory behavior to the perpetrators, ignoring embedded institutional cultures; and (c) reiterate “zero tolerance” while failing to enact any material change for the SGM students harmed by both the incidents in question and the institutions’ vague and toothless policies. Institutions must commit to materially support students through proactive measures rather than relying on nominal and reactive action that only further serves to exacerbate discrimination.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"187 - 203"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41896845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1950007
Q. Sedlacek, Kia Darling-Hammond
Inclusivity efforts focused on gender and sexuality in higher education often fail to identify and address the specific needs of queer and Trans Students, Staff, and Faculty of Color. In this program description, we report on ProjectQED, a student-organized event series at the Stanford Graduate School of Education that sought to address these unmet needs using intersectionality theory as an organizing framework. ProjectQED centered LGBTQ+ and same-gender loving (SGL) perspectives from Asian American, Black, Latinx, Native American, and Pacific Islander communities through a series of invited guest lectures and film discussions between 2016 and 2019. The broadly inclusive nature of these events expanded opportunities for building community and solidarity across campus, bringing together interest groups and affinity groups centered around gender and sexuality, racial and ethnic identity, and multiple academic departments and disciplines. We share this program description as a model that staff and faculty at other institutions might replicate by centering the experiences of queer and trans People of Color in programming for LGBTQ+/SGL campus communities.
{"title":"ProjectQED: Building an Inclusive Department for Queer and Trans Students, Staff, and Faculty","authors":"Q. Sedlacek, Kia Darling-Hammond","doi":"10.1080/26379112.2021.1950007","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950007","url":null,"abstract":"Inclusivity efforts focused on gender and sexuality in higher education often fail to identify and address the specific needs of queer and Trans Students, Staff, and Faculty of Color. In this program description, we report on ProjectQED, a student-organized event series at the Stanford Graduate School of Education that sought to address these unmet needs using intersectionality theory as an organizing framework. ProjectQED centered LGBTQ+ and same-gender loving (SGL) perspectives from Asian American, Black, Latinx, Native American, and Pacific Islander communities through a series of invited guest lectures and film discussions between 2016 and 2019. The broadly inclusive nature of these events expanded opportunities for building community and solidarity across campus, bringing together interest groups and affinity groups centered around gender and sexuality, racial and ethnic identity, and multiple academic departments and disciplines. We share this program description as a model that staff and faculty at other institutions might replicate by centering the experiences of queer and trans People of Color in programming for LGBTQ+/SGL campus communities.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"228 - 231"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43605831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1948860
Roshaunda L. Breeden
Black women have made tremendous progress in higher education. However, despite increases in enrollment and graduation, research regarding Black women’s experiences in senior-level positions in the student affairs field is limited. The purpose of this qualitative study was to explore the experiences of seven Black women in senior-level positions in student affairs at predominantly White institutions (PWIs). Analyzed using a Black feminist thought theoretical framework and narrative inquiry, this study amplified the unique standpoints of Black women in student affairs leadership positions at PWIs. The findings revealed strategies used and barriers faced when navigating racism and sexism for Black women in senior-level administrative positions in student affairs.
{"title":"Our Presence is Resistance: Stories of Black Women in Senior-Level Student Affairs Positions at Predominantly White Institutions","authors":"Roshaunda L. Breeden","doi":"10.1080/26379112.2021.1948860","DOIUrl":"https://doi.org/10.1080/26379112.2021.1948860","url":null,"abstract":"Black women have made tremendous progress in higher education. However, despite increases in enrollment and graduation, research regarding Black women’s experiences in senior-level positions in the student affairs field is limited. The purpose of this qualitative study was to explore the experiences of seven Black women in senior-level positions in student affairs at predominantly White institutions (PWIs). Analyzed using a Black feminist thought theoretical framework and narrative inquiry, this study amplified the unique standpoints of Black women in student affairs leadership positions at PWIs. The findings revealed strategies used and barriers faced when navigating racism and sexism for Black women in senior-level administrative positions in student affairs.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"166 - 186"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48564510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/26379112.2021.1949601
C. Whitley, Angela Wismar, Alexander Iffland
In this article we explore the importance of play in promoting diversity and inclusion initiatives especially among LGBTQIA+ college students. We detail three student initiated interventions. Beyond the Binary, which was a social support gaming group for transgender and non-binary students involving game play and conversation. Lunch and LEGOs was an open group for LGBTQIA+ students and allies to eat lunch and have conversation while playing with LEGOs, and the Filming Your Identity Project involved partnering with the local Public Broadcasting Service to engage students in creating videos that showcased their identities. We argue that not only were these programs enjoyable, but they created an opportunity for students to explore new identities in a low-stakes and fun environment, while also building community.
在这篇文章中，我们探讨了游戏在促进多样性和包容性倡议方面的重要性，尤其是在LGBTQIA+大学生中。我们详细介绍了三项由学生发起的干预措施。Beyond the Binary是一个为跨性别和非二元学生提供社会支持的游戏团体，涉及游戏和对话。午餐和乐高是一个开放小组，供LGBTQIA+学生和盟友在玩乐高时吃午餐和交谈，拍摄你的身份项目涉及与当地公共广播服务合作，让学生参与制作展示他们身份的视频。我们认为，这些项目不仅令人愉快，而且为学生创造了一个在低风险和有趣的环境中探索新身份的机会，同时也建立了社区。
{"title":"Promoting Community and Building Confidence among LGBTQIA+ College Students through Playfulness and Story Sharing","authors":"C. Whitley, Angela Wismar, Alexander Iffland","doi":"10.1080/26379112.2021.1949601","DOIUrl":"https://doi.org/10.1080/26379112.2021.1949601","url":null,"abstract":"In this article we explore the importance of play in promoting diversity and inclusion initiatives especially among LGBTQIA+ college students. We detail three student initiated interventions. Beyond the Binary, which was a social support gaming group for transgender and non-binary students involving game play and conversation. Lunch and LEGOs was an open group for LGBTQIA+ students and allies to eat lunch and have conversation while playing with LEGOs, and the Filming Your Identity Project involved partnering with the local Public Broadcasting Service to engage students in creating videos that showcased their identities. We argue that not only were these programs enjoyable, but they created an opportunity for students to explore new identities in a low-stakes and fun environment, while also building community.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"235 - 239"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49452496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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