Student activism has long been a mainstay on college campuses. Student activist efforts continue to demand administrative accountability around issues of equity and inclusion on campus. These movements demand engagement and support from administrators to honor the students' experiences and efforts as well as to respect institutional commitments to advance equity and inclusion. This paper presents a case study of 1 activist movement at a large public institution. Using discourse analysis of textual data and interviews with student leaders and activists and campus administrators, we present an analysis of administrative responses to 1 student activist movement and their impact on students. We employ Ahmed's (2012) work on institutional diversity as a conceptual framework and find that, by invoking diversity language, the administrative responses to student activists recenter majority culture, place systemic problems back on minoritized students, and create a discursive context wherein action to address activist concerns is stifled. We also present a reconceptualization of how administrators can respond to student activists seeking equity and justice for minoritized populations.

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.The past few decades have seen an increase in college and university programming aimed at increasing support and recognition for lesbian, gay,

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