Connectivity, Community, and Kinship as Strategies to Foster Queer and Trans College Student Retention

Abstract

Given that multiple forms of oppression are endemic to higher education, strategies intended to retain queer and trans college students should mirror the strategies of survival and thriving found within queer and trans communities. Fostering and bolstering connections, community, and kinship among queer and trans college students through a lens of multiplicities of identities will better support queer and trans students’ retention. For example, some queer and trans students may depart from an institution—whether temporary or long term to support their own well-being and identity development, given the various forms of oppression that higher education institutions instantiate and exacerbate. We call on higher education leaders to take seriously their role in reducing or eliminating the harm caused to queer and trans college students. Queer and trans college students are resilient within hostile environments and have agency about their educational trajectories.

QUEER REPRESENTATION IN LEADERSHIP EDUCATION: An Integrative Literature Review

“…Almost thirty years out and higher education is still mulling over whether queer people exist and if they do then how are they allowed to exist. Now, rather than gays and lesbians (D'Augelli, 1989) the contention is with transgender folks or other people who identify outside of sexual or gender binaries (Davis et al, 2020;Pitcher et al, 2020). Many higher education institutes have policies in place that protect queer people, but how far and to whom those protections extend is still questioned (Davis et al, 2020;Pitcher, 2020).…”

“…The narrative from these researchers provides valuable insight into the broader desires of queer people in higher education. They desire an environment that allows for true representation of queer people as their authentic selves in university positions of power (Brubaker et al, 2011;Davis et al, 2020;Kanagala & Oliver, 2020;Pitcher, 2020;Pitcher et al, 2020).…”

“…Among the individuals taking up queer issues, are people who they themselves are openly queer (Brubaker et al, 2011;Davis et al, 2020;Kanagala & Oliver, 2020;Pitcher, 2020;Pitcher et al, 2020). This is significant because for the first time in history, queer people in academia are researching and recounting their experiences with minimized fear of repercussion.…”

Queering Campus Climate: A Review of Benjamin Arnberg’s Queer Campus Climate: An Ethnographic Fantasia

“…Another theme Arnberg identified as central to queer men's experiences was the development of support systems through social networks and mentorships. Social networks serve as means to develop queer identity and community (Arnberg, 2020;Pitcher & Simmons, 2020). Connecting with other queer men and developing kinship assists with survival and having queer spaces.…”

Using Photovoice via Online Platforms to Determine the Need for LGBTQAI+ Inclusive Curriculum

“…The limited body of research literature that does exist argues that LGBTQAI+ university students are not supported or validated consistently across the university setting, which results in an irregular student experience. This irregular student experience could create feelings of exclusion resulting in decreased student retention and/or a variety of degree attainment (Pitcher & Simmons, 2020;Patel, 2015). In addition, LGBTQAI+ students deal with a unique set of difficulties that their heterosexual peers do not.…”