Let Me Be Professionally Queer: Experiences of Queer, Feminine Subjectivities in LGBTQIA+ Advocacy Roles in American Higher Education

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dc.contributor Laanan, Frankie
dc.contributor Shaaban-Magana, Elle
dc.contributor Holley, Karri
dc.contributor Bray, Nathaniel
dc.contributor.advisor Major, Claire
dc.contributor.author Smith, Elizabeth Ashley
dc.date.accessioned 2021-11-23T14:34:29Z
dc.date.available 2021-11-23T14:34:29Z
dc.date.issued 2021
dc.identifier.other http://purl.lib.ua.edu/181516
dc.identifier.other u0015_0000001_0003955
dc.identifier.other Smith_alatus_0004D_14615
dc.identifier.uri http://ir.ua.edu/handle/123456789/8187
dc.description Electronic Thesis or Dissertation
dc.description.abstract With the growth of LGBTQIA+ services as a functional area in Student Affairs has come an influx of research relating to best practices for promoting LGBTQIA+ inclusion, support, and sense of belonging on college campuses (Kortegast & Van der Toorn, 2018; Sanlo, Rankin, & Schoenberg, 2002). Despite the growth in this field of practice and research, there is still little inquiry into the work life and conditions of individuals serving LGBTQIA+ populations on college campuses. In addition, there is tangential research that suggests that a significant percentage of people working in LGBTQIA+ advocacy and support roles on college campuses embody feminine subjectivities because these roles tend to require significant care giving and emotional labor from staff (Kortegast & Van der Toorn, 2018; Pritchard & McChesney, 2018).This intersectional, qualitative study seeks to better understand the experiences of queer people with feminine subjectivities serving LGBTQIA+ populations in their college or university. Through a queer, feminist, intersectional lens, this study uses qualitative interviews and autoethnographic data to investigate the experiences, working conditions, and identity-based nuances of the day-to-day labor of queer people with feminine subjectivities in LGBTQIA+ advocacy in American higher education. Specifically, this study considers the ways in which concepts of invisible labor, chosen family and kinship, trauma, marginalization and discrimination, and varying levels of institutional support effect how queer LGBTQIA+ advocacy practitioners with feminine subjectivities navigate institutional spaces and experience their roles on campus.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject advocacy en_US
dc.subject feminine subjectivities en_US
dc.subject higher education en_US
dc.subject LGBTQIA en_US
dc.title Let Me Be Professionally Queer: Experiences of Queer, Feminine Subjectivities in LGBTQIA+ Advocacy Roles in American Higher Education en_US
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Electrical and Computer Engineering
etdms.degree.discipline Higher education administration
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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