Experiences of Student Affairs Professionals at Historically Black Colleges and Universities Engaged in Queer and Trans* Student Inclusion Work

• In Event: Centering Minoritized Identities Within Organizational Theory

Abstract

Limited research on queer and trans* issues at Historically Black Colleges and Universities (HBCUs) has traditionally examined the collegiate experiences of Black queer students. Thus, there is a need for empirical research that interrogates the role student affairs practitioners responsible for queer and trans* student inclusion play in promoting inclusive campuses for these students. The purpose of this qualitative study is to explore the experiences of three HBCU student affairs professionals engaged in queer and trans*student inclusion. Data analysis informed by a quare theory framework, illuminate the complexities of developing and implementing queer and trans* student inclusion work on HBCU campuses. Findings from this study have implications for future queer and trans* student policies and practices on HBCU campuses.

Author

• Jarrel T. Johnson, Iowa State University