Stonewall's legacy: bisexual, gay, lesbian, and transgender students in higher education

Contemporary American colleges are increasingly queer places, where significant steps toward inclusion of BGLT students have been made. Tracing the journeyof BGLT students' emergence, which parallels the modern gay rights movement in America, this monograph provides an overview of data and theory derived fromstudying BGLT students and student movements in higher education. Offering context for the ways that previously marginalized students in higher education survive and thrive, this issue: Tells the story of their growing visibility on campus Summarizes collective knowledge to date about BGLT identity developmentTakes stock of transgender students' distinctive position and experiences in higher education Assesses the role of the BGLT campus resource center in supporting students and advancing equity. This issue develops a picture of the waysthat BGLT community activism informs scholarship (and vice versa). In the telling of the movement's stories, these lessons suggest a practice of collaborative transformation for advancing the future of BGLT equality in higher education. This is Volume 37 Issue 4 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education problem, based on thorough research and institutional experiences. Topicsare identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication. INDICE: Executive Summary vii Foreword xi Acknowledgments xiii Introduction and Overview 1 Who Are BGLT College Students? A Historical Overview 7 BGLT Student History Pre-Stonewall: What Do We Know? 9 Stonewall Approaches: BGLT Visibility and Marginality in the Twentieth Century 13 Stonewall and Its Aftermath: The Birth of the Homophile Movement 16 Transgender Lives and Stonewall 19 BGLT Rights on the College Campus: The Student Homophile Movement 20 Student Movement Snapshots: BGLT Student Activism at Three Institutions 23 Queer Student Activism Today 29 Conclusion: BGLT Student Visibility and Activism After Stonewall 33 Bisexual, Gay, and Lesbian Student Development Since Stonewall 35 Bisexual, Gay, and Lesbian Identity Development 37 Beyond the Monolithic Queer: Developmental Theory in Twenty-First-Century Context 47 Students of Color and Bisexual, Gay, and Lesbian Identity Development 49 Stonewall's Legacy v Intersectionality and Identity Development 51 Impediments to BGL Student Developmentin College 56 Conclusion 57 Transgender Student Issues and Development After Stonewall 59 Who Are Transgender College Students? 59 Transgender Students at Women's Colleges 62 Transgender Student Development 63 The Challenge of Transphobia on Campus 67 The Resilience of Transgender Students 72 Transgender Students Needs and Services 74 Conclusion 78 The BGLT Campus Resource Center 81 TheFirst BGLT Campus Resource Centers: Their Founding and Purposes 82 BGLT Centers Today: Their Purposes and Roles 85 BGLT Students and Campus Climate Assessment 87 Center Leadership: A New Profession in Higher Education 90 The Politicsof BGLT Campus Resource Centers: Contested Territory 92 Higher Education Student Affairs and BGLT Issues 95 BGLT Issues in Professional Preparation of Student Affairs Practitioners 98 Conclusion 99 Identity and Solidarity: The Next Steps in BGLT Student Inclusion and Equity 101 Collaborative Transformation 103Conclusion 109 References 113 Name Index 133 Subject Index 138 About the Author 145

• ISBN: 978-1-118-18016-7
• Editorial: John Wiley & Sons
• Encuadernacion: Rústica
• Páginas: 152
• Fecha Publicación: 26/10/2011
• Nº Volúmenes: 1
• Idioma: Inglés