Presenter(s)

    John Lewis McGee

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    Description

    Self-authorship is an important concept which allows higher education professionals to see the development of students and how students make meaning and create relationships. Higher education for years has failed to examine queer students of color, grouping them under an operative assumption, which assumes that they develop the same way students of color or queer students do. This failure to recognize the intersections of racial and sexual identities has led to the lack of literature written and exploration of queer students of color and self-authorship. The purpose of this study is to explore the extent to which queer students of color develop self-authorship at predominantly White Institutions. Grounded in the constructivist paradigm, using the narrative inquiry, this study describes the cognitive, interpersonal and intrapersonal experiences of queer students of color in the Midwest. As this study demonstrates, intersectionality plays a critical role in how students identify, make meaning and create relationships often involving the feeling or a need to overcompensate in other aspects of life.

    Publication Date

    4-24-2019

    Project Designation

    Graduate Research

    Primary Advisor

    Graham F. Hunter

    Primary Advisor's Department

    Counselor Education

    Keywords

    Stander Symposium project, student affairs, School of Education and Health Sciences

    Self-Authorship and Queer Students of Color

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