Abstract
This study explored participant accounts of the historical emergence of LGBTQ+ social justice educational interventions (e.g., SafeZone trainings) on their campus. Using a queer phenomenological analysis, the study details how institutions absorbed activist-inspired educational practices into cis- and heteronormative mechanisms that reify assimilative (and thus institutional) norms.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 369-384 |
| Number of pages | 16 |
| Journal | Journal of College Student Development |
| Volume | 66 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jul 2025 |
ASJC Scopus subject areas
- Education
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