Performing Queer/Disabled in the Classroom: Exploring Students' Academic Experiences

• In Event: 72.036 - New Perspectives on College Student Identity

Abstract

This paper explores the academic experiences of lesbian, gay, bisexual, transgender, and queer students with disabilities in higher education. Utilizing concepts from both queer theory and disability studies, and drawing upon a nascent dialogue between the two fields, this paper details students’ experiences in the classroom and their interactions with faculty members. Primary data sources include in-depth interviews with 10 undergraduate and graduate students at a research-intensive university. Students in the study described processes of disclosing identities in the classroom, managing perceptions of professors and peers, and educating others as a token representative of identity groups. This study offers implications for administrators and faculty members concerned with creating an inclusive climate and conditions for the academic success of all students.

Author

• Ryan Miller, University of North Carolina - Charlotte