Search results

Historically black colleges and universities (HBCUs) possess a long-standing history of asserting their voices in the fight against numerous injustices within the American, international, and black context. Despite HBCUs' engagement in these affairs, much more advocacy and action at HBCUs are needed to promote the inclusion of their black queer and trans* students. Evidence from studies centered on the experiences of black queer students at HBCUs suggests the need for HBCUs to develop transformational policies and practices. Thus, creating transformational policies and practices could potentially promote the full, uninhibited participation of black queer and trans* students. To that end, this conceptual chapter employs Abes (2009) theoretical borderlands concept to (re)imagine the inclusion of black queer and trans* students at HBCUs. Namely, the transformational tapestry model (Rankin & Reason, 2008), a quare theory framework (QTF; Ferguson, 2004; Johnson, 2005; Johnson & Henderson, 2005), and traditional heterogendered institutions concept (Preston & Hoffman, 2015) are presented in this chapter as a vehicle for (re)imaging this transformational inclusion. By bridging these theoretical frameworks together, I seek to illuminate how HBCU campuses can systematically address queer and trans* student inclusion, protections, and empowerment on these campuses. At the conclusion of this chapter, I offer ways in which this conceptual framework can assist in increasing the enrollment, retention, persistence, engagement, and graduation of black queer and trans* students at HBCUs.

This study explored the experiences of college staff members engaged in advancing LGBTQ equity at a small fine arts college in the Midwestern United States. This qualitative case study advanced a conceptual framework for queer leadership in higher education. Findings illuminate how campus leaders engaged queer leadership strategies and LGBTQ advocacy to advance LGBTQ equity through college policy and practice. This study reveals rich implications for college administrators and higher education leaders advancing change for LGBTQ equity.

In this paper, I look at one of the most archetypal of children’s stories, that of Noah and the flood, to understand the classificatory schema it presents.

Drawing on an analysis of 47 children’s picture books based on the biblical story, including those held in the historical archive of the Cotsen Children’s Library at Princeton, I show that the single most consistent frame for the story is the trope of “two by two”, referencing both the animals and people in the story. The books in the sample, intended for children aged 4–10 years, were published between 1905 and 2006, and are between 14 and 60 pages long.

The repeated emphasis on mated pairs, one male and one female, serves to reproduce the twinned categories of gender and heterosexuality in an overtly “natural” fashion that ties the animal bodies to human social divisions. These constitutive categories of social division – gender and heterosexuality – then become central schemas for organizing people and experience. I draw on Martin (2000) arguing that children encounter picture books before they have had experience in actual social life. Therefore, the books help instill these primary categorization schemas in children, creating the social groupings and relations among them that order their worlds.

The argument makes a strongly causal role for culture and argues that the impact/importance of the content of children’s books may be subordinate to the role they play in helping establish classificatory schema that help construct children’s understandings of the social world.

The HIV epidemic in South Africa affects young people in their teenage years, the majority of whom are young women located in schools. Sexual violence and gender inequalities create vulnerabilities for young women increasing their risk of HIV. Promoting their sexual health as well as preventing the disease amongst young people remains a substantial educational and health priority. South African education has well-developed policies related to HIV and AIDS education in schools. Despite this the disproportionate burden that young women bear in relation to HIV remains acute. What remains missing is the development of an integrated HIV and AIDS education approach that takes children, gender and sexuality seriously. Given the urgency of the disease in the country, there is need for renewed efforts to integrate gender and sexuality within HIV and AIDS education. This is the central focus of this chapter.

Rich research discussion that occurs at conferences is rarely made accessible after the event. This paper aims to report on two “equality diversity and inclusion” (EDI) conferences held in Auckland, New Zealand, in 2008 and 2011. It summarises, compares and contrasts the processes and content of the conferences as well as identifying research trends and suggesting future research directions.

Text from the abstracts and transcribed audio recordings of conference discussions and presentations were analysed for similarities and differences. Two of the authors completed individual analyses of each of the conferences before reaching consensus on the overall themes.

Enduring EDI concerns over the two conferences were: identity, change practices and context. At the 2008 conference, three linked categories permeated discussion: methodologies, identity and practices for effective change. Over the intervening three years, research volume grew and differentiated into speciality areas. At the 2011 conference, methodological enquiry was less visible, but was intertwined through content areas of differentiated identities (sexuality, ethnicity, and gender), roles (leadership and management) and context (country, sport, and practice).

This paper distils research trends from two conferences and suggests directions for research.

The paper provides a bounded overview of developments and changes in the EDI sub‐discipline. Rich research discussion often occurs informally at conferences but is not made widely available. This paper aims to share conference discussions, research trends and potential directions for research.