Queering Higher Education: Making Space for LGBTQ+ Populations

January 30, 2024

Breneil Malcolm

M.Ed. in Higher Education

In the past few years, there has been significant emphasis on diversity, equity, inclusion and belonging (DEIB) within higher education spaces. Even when sociopolitical activities affect organizational power and hierarchical flows, many higher education institutions remain committed to the work of DEIB and to creating spaces that welcome diverse ways of being.

Historically marginalized populations have been intentionally solicited through higher education research and programming as a demonstration of institutional commitment to fostering diverse and inclusive spaces. One such underrepresented population is the LGBTQ+. These initiatives to include this community can be captured in what some theorists call queering higher education.

What do we mean by queering higher education?

Simply put, queering higher education refers to initiatives and activities that aim to create a more diversified space for LGBTQ+ identities and populations in higher education environments. However, as Sergio A. Gonzalez, scholar and researcher of queer communities within higher education, articulates, queering higher education is not only about creating safe spaces but, more comprehensively, involves providing the necessary knowledge, skills and tools for higher education consumers to become active agents of change. The operationalization of these knowledge and skills are evidence of truly fostering advocates for social justice and change.

Queer history and experiences in higher education

DEIB initiatives are instrumental to successfully queering higher education. Yet, it has been a difficult feat, and these initiatives continue to be challenged by larger political, social and organizational systemic infrastructures. It is necessary to have a clear understanding of queer history to recognize the current positionality and experiences of queer populations in higher education, and ultimately strategically derive systemic research and programming toward safer spaces.

The 1970s represented the beginning of the most significant leaps within LGBTQ+ history in the United States, including many constitutional changes and amendments that provided protections and liberations for queer populations. Some of these sociopolitical changes included legalization of homosexuals to serve in the military, many celebrities coming out as being homosexual and the ultimate 2015 ruling that legalized same-sex marriages across all 50 states. These progressions significantly and positively impacted queerness psychosocially and within institutional contexts.

Amid the progressions, there remains many contentions for queer individuals in higher education. Research continues to show that LGBTQ+ populations are at higher risks for psychosocial maladjustments and mental health challenges in institutions of higher education. How do we continue to address these issues?

Systemic and programmatic implications for higher education

Social justice and change toward equitizing higher education spaces must begin at the systemic level. Changes that focus on administrative and power distribution hierarchies address issues at their core by deconstructing institutional frameworks that are implicitly rooted in oppression. Institutional mission, vision and goals must be established through values that align with social justice ideals, which must be evidenced practically through administration, faculty, staff and respective functions. These established organizational structures must then inform how programming is strategically designed, with emphasis on representing social justice systems and pedagogies that accurately represent minoritized populations.

This is how we advance and continue the work of queering higher education.

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Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the official policy or position of American College of Education.
Breneil Malcolm
Breneil Malcolm, M.Ed. in Higher Education

Breneil Malcolm graduated from ACE with an M.Ed. in Higher Education, with a focus of study in Leadership. They are currently pursuing a Ph.D. in Learning, Design and Technology with Women’s, Gender and Sexuality Studies at The Pennsylvania State University. Their research interests focus on diversity, equity and inclusion through the interdisciplinary frameworks of pedagogical, psychological and critical theories. Breneil has served as academic support faculty at St. George’s University for the past five years. While there, they managed an intensive feedbacking professional communication program and served as an instructor teaching learning strategy. Breneil’s goal is to leverage their doctoral research to secure a career in research and academia that enhances social justice for underrepresented groups.

Breneil enjoys training at the gym and has been a personal trainer and group fitness instructor for the past 4 years. With prior educational background in psychology, Breneil uses an integrated approach that combines skillsets from positive psychology, writing and leadership to promote authentic expression, personally and professionally. Breneil welcomes comments, questions and interested collaborators.

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