Geographies of becoming: exploring safer spaces for coming out of the closet!

Matsumunyane, Keneuoe; Hlalele, Dipane

doi:10.1080/23311886.2022.2061685

Cited by 4 publications

(2 citation statements)

References 39 publications

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“…These two bodies of literature emphasize the movement of people and how they form networks and pathways. Notably, many LGBTQIA + individuals move from rural to urban locations in search of community and safe environments (see Matsumunyane & Hlalele, 2022) before they begin overseas studies. In this literature, the focus is on the trajectory, with higher education being one stop on a longer journey.…”

Section: Motivation and Perspectivementioning

confidence: 99%

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

Campbell,

Dezago,

Townsend

2024

High Educ

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Pursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.

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Section: Motivation and Perspectivementioning

confidence: 99%

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

Campbell,

Dezago,

Townsend

2024

High Educ

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“…LGBTI employees are often an invisible, voiceless and stigmatized group due to their sexual and gender minority status (Johnson et al, 2021; Sabharwal et al, 2019). Many choose to stay closeted for fear of stigmatization and negative stereotyping, due to undesired or devalued attributes associated with their social identity, which has been morally contested, regarded as shameful, not normal and less able (Matsumunyane and Hlalele, 2022; McNulty et al, 2018; Rengers et al, 2019). Even where recourse is available for such workplace victimization, many victims are reluctant to speak up and seek support due to perceived threats to career prospects and well-being (Drydakis, 2014; Liyanage and Adikaram, 2019).…”

Section: Introductionmentioning

confidence: 99%

Capturing the missing voices: A ‘fair go’ for sexual and gender minority employees in Australian workplaces

Dahanayake

Selvarajah

Rajendran

2023

Australian Journal of Management

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This article explores employee voice within organizations, in the context of the often-complex inclusion of sexual and gender minority (lesbian, gay, bisexual, trans and intersex (LGBTI)) employees. This study utilized a qualitative case study approach to gather insights from diversity experts and organizational documents of three large Australian organizations representing private, not-for-profit and public sectors. This research focused on organizational interventions that capture the voices of LGBTI employees, because their voice remains a challenge. While extant literature has largely focused on employee networks as a primary voice for this group, this study identifies several other integral and novel mechanisms. This study contributes to existing knowledge by developing an empirically based theory on voice mechanisms to overcome the spirals of silence. The findings of this study offer practical value to organizations seeking to promote LGBTI voice and inclusion in the workplace. JEL Classification: J15, J16, J71, J81, M12, M14, O15

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Singapore’s Little Vietnam as a heterosexual quarter within the hierarchical ordering of space

James

2024

Asian Geographer

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Geographies of becoming: exploring safer spaces for coming out of the closet!

Cited by 4 publications

References 39 publications

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

Capturing the missing voices: A ‘fair go’ for sexual and gender minority employees in Australian workplaces

Singapore’s Little Vietnam as a heterosexual quarter within the hierarchical ordering of space

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