Methods on the Margins? Queer Theory as Method in Higher Education Research

Gunn, Vicky; McAllister, Chris

doi:10.1108/s1479-3628(2013)0000009012

Cited by 9 publications

(4 citation statements)

References 15 publications

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“…Importantly, the HEPM was informed by and integrates aspects of the Minority Stress Model and takes a life course perspective, 15,16 important frameworks to consider when assessing heterogeneity by different LGBTQ+ identities and age groups. Finally, a queer theory lens was applied to this study to push researchers to reconsider sociopolitical, historical, and cultural norms when asking research questions, conducting analyses, and interpreting results 17 . Queer theory was chosen because of the population in the analysis and positionality of the researchers within and outside of the LGBTQ+ community 18…”

Section: Methodsmentioning

confidence: 99%

“…Finally, a queer theory lens was applied to this study to push researchers to reconsider sociopolitical, historical, and cultural norms when asking research questions, conducting analyses, and interpreting results. 17 Queer theory was chosen because of the population in the analysis and positionality of the researchers within and outside of the LGBTQþ community. 18…”

Section: Theoretical Framework and Positionalitymentioning

confidence: 99%

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The impact of employment loss on mentally unhealthy days among LGBTQ+ cancer survivors during the COVID‐19 pandemic: Findings from the OUT National Survey

Waters,

Lyerly,

Scout

et al. 2023

Psycho-Oncology

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ObjectiveLesbian, Gay, Bisexual, Transgender, Queer, and all other sexual and gender minority (LGBTQ+) populations made up 7.1% of the US population in 2021. LGBTQ+ cancer survivors face a variety of economic and mental health disparities; however, the determinants of poor mental health among LGBTQ+ cancer survivors are understudied.MethodsThis analysis utilized the OUT National Survey which consists of N = 2233 LGBTQ+ cancer survivors (complete cases). Multivariable negative binomial and logit regression models were used to generate predicted values, predicted probabilities, and average marginal effects (AME) to assess the association between COVID‐19 related employment loss and mentally unhealthy days (MUDs) and frequent mental distress among LGBTQ+ cancer survivors. Predicted values and marginal effects were generated with interaction terms (demographics interacted with employment loss) to explore the heterogeneity of the effect of employment loss among LGBTQ+ sub‐populations.ResultsIn bivariate analyses employment loss was associated with a higher number of MUDs (10.3, SD = 9.9 vs. 8.4, SD = 9.6; p‐value<0.001) and frequent mental distress (34% vs. 26%; p‐value = 0.001). AME from a multivariable negative binomial model revealed that employment loss was associated with 1.42 more MUDs (95%CI: 0.33–2.86). Demographic factors such as some sexual orientations, cis‐female and non‐binary gender, younger age, and a current cancer diagnosis were also associated with significant expected increases in the number of MUDs. When assessing the heterogeneity of the effect of employment loss some sub‐populations experienced changes in the number of MUDs that pushed them over the threshold of frequent mental distress while others did not. Furthermore, identifying with multiple sexual orientations (AME: 0.19, 95%CI: 0.11–0.27), cis‐female and non‐binary genders (AME: 0.07, 95%CI: 0.2–0.12; AME: 0.18, 95%CI: 0.07–0.28), American Indian and Alaska Native race (AME: 0.17, 95%CI: 0.03–0.31), and a current cancer diagnosis (AME: 0.14, 95%CI: 0.09–0.19) were associated with an increase in the probability of experiencing frequent mental distress.ConclusionsCOVID‐19 related employment loss negatively impacted the mental health of LGBTQ+ cancer survivors. LGBTQ+ specific supportive services as well as equity‐based employment and income interventions are needed.

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Section: Methodsmentioning

confidence: 99%

Section: Theoretical Framework and Positionalitymentioning

confidence: 99%

The impact of employment loss on mentally unhealthy days among LGBTQ+ cancer survivors during the COVID‐19 pandemic: Findings from the OUT National Survey

Waters,

Lyerly,

Scout

et al. 2023

Psycho-Oncology

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“…Mayo (2017) explained, queer theory could keep social studies relevant by pushing researchers and teachers to "ask new questions" and to "approach past issues and challenges in more nuanced ways" (p. 263). Researchers have shown queer theory can challenge the dominant assumptions proliferated via societal norms and the power structures that support them (Mayo, C., 2017;Schmidt, 2010;Gunn & McAllister, 2013;Mattson, 2008). To include social studies classrooms in this zone would offer teachers and their students a valuable approach for learning, where teachers can encourage students to disrupt societal norms and move beyond additive models of curriculum (Loutzenheiser, 2006).…”

Section: Queer Theorymentioning

confidence: 99%

‘This is Me’: Expressions of Intersecting Identity in an Lgbtq+ Ethnic Studies Course

Moorhead

Jiménez

2021

The Journal of Social Studies Research

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This case study considers how one public high school in Northern California offered a yearlong course that combined a semester-long LGBTQ+ studies class with a semester-long ethnic studies class, taught by the same teacher and attended by the same cohort of 26 students. Through a combination of identity maps, student interviews, and a transfer task (i.e., a digital textbook project), we explored students’ experiences and efforts to discern how their awareness of LGBTQ+ and ethnic studies issues, particularly the intersectionality of those issues, may have influenced their own identities. This research offers a model for educators and policymakers, as well as lessons learned and inspiration, for incorporating intersectional LGBTQ+ content and curriculum into social studies classrooms. It presents ways, both big and small, for K-12 educators to connect LGBTQ+ issues and rights with those from communities of color. Findings illustrate that queer theory and historical thinking can indeed offer a valuable guide for encouraging social studies educators and students to expand their understanding of the intersecting experiences of people of color and the LGBTQ+ community.

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“…They have queered the social imaginary of postgraduate education (Maritz and Prinsloo, 2015); supported queer postgraduates in the visual arts (Ings, 2015) and queered the affective politics of doctoral education (Burford, 2015). There are, nonetheless, still considerable absences around aspects of embodiment, particularly the interactions between identity orientation, affect and doctoral orientation towards or away from research approaches (Gunn, 2014a; Gunn and McAllister, 2013). We add a new materialist consideration of the tensions inherent in doctoral learning and the desires driving it.…”

Section: Introduction: Our Line Into Doctoral Learningmentioning

confidence: 99%

Inspiring desire: A new materialist bent to doctoral education in Arts and Humanities

Carter

Gunn

2017

Arts and Humanities in Higher Education

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Doctoral learning entails transition from experienced student to stance-defending researcher, exposed to international critique: a disorientation and reorientation into a new identity. Arts and Humanities candidates typically navigate these moves without much of a map, choosing their own topics, avoiding the more externally defined approach available to STEM students, and mapping out their own research routes. They are often driven by desire and passion for their topic. Much of each candidate’s core identity will be inflected by this transition of emergence, a transition that involves their embodiment, emotion and social persona. With intense and sometimes uncomfortable transition in mind, and desire as driver, new materialism, namely nomadic feminism and queer theory, can inform doctoral pedagogy in Arts and Humanities. The destabilization of normativity opens the potentials and challenges of inhabited and performed identity. Queer theory’s longstanding negotiation of social and personal tensions gives a heuristic model for understanding doctoral identity transition.

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Methods on the Margins? Queer Theory as Method in Higher Education Research

Cited by 9 publications

References 15 publications

The impact of employment loss on mentally unhealthy days among LGBTQ+ cancer survivors during the COVID‐19 pandemic: Findings from the OUT National Survey

The impact of employment loss on mentally unhealthy days among LGBTQ+ cancer survivors during the COVID‐19 pandemic: Findings from the OUT National Survey

‘This is Me’: Expressions of Intersecting Identity in an Lgbtq+ Ethnic Studies Course

Inspiring desire: A new materialist bent to doctoral education in Arts and Humanities

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