Queering Hispanic-Serving Institutions: Centering the Experiences of LGBTQ+ Students at California Community Colleges

• In Event: Envisioning Futures for Queer and Trans* Latina/o/x Students in Education

Abstract

Using a phenomenological approach (Moustakas, 1994), this study was used to understand the lived experiences of LGBTQ+ Latinx enrolled at public Hispanic-Serving Institution community colleges in California. Until recently, studies have shown an increase in LGBTQ+ visibility, still, researchers highlight the complexity of disclosure when it comes to LGBTQ+ communities and data collection, particularly at community colleges. Ivory (2005) noted, “due to the invisible nature of the LGBTQ undergraduate population, it is difficult for student affairs professionals at community colleges to identify and address the needs of sexual minority students on campus” (p. 482). Since the inception of HSIs, literature has emerged that focuses on racialized experiences (Pereschica, 2018), servingness (Garcia, 2017; Garcia, 2018a; Garcia, 2019), and academic and non-academic outcomes (Franco & Hernández, 2018). However, the current literature fails to contextualize the community college institutional environment and expand notions of servingness beyond racial and ethnic classifications, thus unintentionally limiting support for Latinx and LGBTQ+ students. The theoretical frameworks utilized were: (1) Latino Critical Theory, (2) HSI Multiconceptual Framework of Servingness, and (3) Queer Theory. These theories offer a set of knowledges that are required to transform academic spaces where many LGBTQ+ and Latinx students have previously been excluded from. As a result, Research of Queering of HSIs (Gonzalez & Cataño, 2020; Cataño & Gonzalez, 2021; Gonzalez & Cataño, 2022) and the inclusion of LGBTQ+ voices is sorely needed. Research on the experiences of institutional stakeholders working at HSI community colleges is also an area that can be further explored. Quantitative research that can create longitudinal data on the servingness of LGBTQ+ students nationwide would also aid as evidence to support future funding allocation towards programming and serving for LGBTQ+ and Latinx students.

Author

• Yolanda Cataño, San Diego State University
  Presenting Author