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This study examined how lesbian and gay student affairs professionals negotiate their sexual identity within the institutional culture and professional responsibilities at small colleges and universities (SCUs). Nineteen individuals participated in semistructured interviews. Using the concept of theoretical bricolage (Kincheloe, 2005;Kincheloe, McLaren, & Steinberg, 2011), this study paired interpretivism and critical theory to explore how power mediated disclosure of sexual identity, enactment of identity, and assumed roles and responsibilities for participants. In general, participants' disclosure and enactment of sexual identity was carefully constructed. The participants discussed assuming many informal responsibilities regarding the support, education, and advocacy of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and organizations. These other duties were not part of formal job descriptions but rather assumed out personal interest, commitment to LGBTQ issues, and in response to a vacuum of support for LGBTQ students and issues. Recommendations to create more inclusive work and campus environments are provided.

Student participation in short-term study abroad programs has increased at a rapid pace; however, little is known about students’ post–study abroad practices regarding negotiating meaning of their experiences. The purpose of this study is to explore students’ post–study abroad participation and reification of their experiences using the theoretical framework of communities of practice (Wenger, 1998). Findings from this study indicate that student learning is truncated by the practices students employed post–study abroad and the opportunities available to them to negotiate the meaning of their study abroad experiences. Recommendations include providing students with structured, programmatic opportunities and assistance in processing, articulating, and negotiating the meaning of their study abroad experiences.

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