Counting Queers on Campus: Collecting Data on Queerly Identifying Students

Crowhurst, Michael; Emslie, Michael

doi:10.1080/19361653.2013.879466

Cited by 8 publications

(4 citation statements)

References 9 publications

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“…There is increasing research that addresses sexual orientation and gender identity (SOGI) in the higher education sector globally, albeit this is predominantly in the global North (Taulke-Johnson 2010;Joule 2015;Crowhurst and Emslie 2014). This has resulted in a call for academics and researchers to increase studies of sexuality that include narratives of sexual minorities (De Vos 2015).…”

Section: Introductionmentioning

confidence: 99%

Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa

Nduna

Mthombeni²,

Mavhandu-Mudzusi³

et al. 2017

SAJHE

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Although there are several studies internationally on gender and sexual orientation diversity, these are limited in the Southern African Development Community (SADC). This special issue contains articles written from different Institutions of Higher Education (IHE) in the SADC region on experiences of LGBTI individuals covering sexual health, teaching and training, advocacy and interventions. The aim of publishing this research is to disseminate information for broader advocacy to destabilise hetero-and cis-normativity. The study sites included rural and metropolitan-based institutions and diverse research designs were used. Most of the research findings presented here indicate that the institutions of higher education in SADC are still heteronormative and LGBTI staff and students are marginalized, prejudiced and discriminated Nduna, Mthombeni, Mavhandu-Mudzusi and Mogotsi LGBTI experiences in institutions of higher education 2 against. Some studies report that there are activities in a few institutions harnessed in order to create conducive teaching and learning environments for and about sexual orientation and gender identity in the SADC.

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Section: Introductionmentioning

confidence: 99%

Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa

Nduna

Mthombeni²,

Mavhandu-Mudzusi³

et al. 2017

SAJHE

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“…As such, due to fear of retaliation, Leider () contended that discrimination and violence against LGBTQ student populations has been severely underreported, complicating potential data collection efforts. However, Crowhurst and Emslie () argued that LGBTQ students want demographic information to be collected to gain recognition, equity, and support services and that such acknowledgment would “formally write [them] in” (p. 285). Both Crowhurst and Emslie () and Zamani‐Gallaher and Choudhuri (2011) emphasized that if institutions give students the choice to self‐identify their gender and sexual identity, and, if these requests protect the privacy of students and allow them to opt out, students may be more willing to set aside fears of what may happen to them due to their self‐disclosure.…”

Section: Literature Reviewmentioning

confidence: 99%

The Right to Be Counted: Student Retention and the Washington State LGBTQ Student Success Initiative

Trimble

2019

New Drctns Community Coll

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“…Citing Rosenstreich and Goldner ( 2010), the report also highlights the lack of formal information and data around the QGD Indigenous population (Aboriginal and Torres Strait Islander Suicide Prevention Evaluation Project, 2015). Crowhurst and Emslie (2014) assert that while universities actively gather demographic data about students' Aboriginality, gender and socio-economic status for the purpose of equity work and specified services, there seems to be general institutional resistance to collecting information around students' sexual and gender identities (pp. 278-279).…”

Section: Qgd Indigenous People and Higher Educationmentioning

confidence: 99%

Queer(y)ing Indigenous Australian higher education student spaces

Sullivan

Day

2019

AJIE

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For many Queer and Gender Diverse (QGD) Indigenous Australian people, there is little to no separation between our queer or gender identity, and our cultural identity. We are increasingly calling upon institutions to consider and cater to our identities and the needs which correlate with such identities. This paper discusses the findings of a project that investigated the ways in which QGD Indigenous Australian students are included, or not, in the Australian higher education space. Our findings suggest QGD Indigenous Australians are often overlooked in these spaces. We explore the consequences for university access, retention and personal impact for this cohort of students.

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Counting Queers on Campus: Collecting Data on Queerly Identifying Students

Cited by 8 publications

References 9 publications

Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa

Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa

The Right to Be Counted: Student Retention and the Washington State LGBTQ Student Success Initiative

Queer(y)ing Indigenous Australian higher education student spaces

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