An autoethnographic exploration of the realities of engaging in trans and queer center(ed) diversity work.

Abstract

Although research on trans and queer (TQ) center(ed) diversity work is on the rise, there is still a need to isolate how campus structures inform the experiences practitioners have and to what extent they can transform climates in ways they desire to. To address this gap, this article presents the results of a collaborative autoethnographic study featuring nine scholars and practitioners passionate about TQ center(ed) diversity work. Namely, the group formed and explored our past and present experiences with TQ center(ed) diversity work in higher education and how institutional structures inhibit/ed our advocacy for TQ communities. This study's attention to individual experiences of producing diversity work on campus revealed dynamics of hegemony and oppression. Findings illustrated how we found our way to TQ center(ed) diversity work and discovered the challenges and barriers present in doing so. We also speak to how institutional environments disenfranchise TQ center(ed) diversity work, affecting the practitioners who engage in these roles in the process. We conclude with implications for practice, highlighting how institutional leaders can create better conditions for those involved in TQ center(ed) diversity work.

Toward liberation, not oppression: Reconsidering coming out stars.

“…We desire to encourage everyone, including ourselves, to improve our practices, not admonish individuals who facilitate this activity. In that spirit, we recognize that resource scarcity is a reality for many who design and facilitate LGBTQ+ SJEIs (Ahmed, 2012; Catalano, Tillapaugh, et al, 2023; Oliveira et al, 2023; Pryor & Hoffman, 2021). At the same time, the persistent use and availability of this activity camouflages it as effective and innocuous.…”