1st Edition

Queerness as Being in Higher Education Narrating the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners

    208 Pages 8 B/W Illustrations
    by Routledge

    Drawing on autotheoretical methods, this insightful volume explores how LGBTQ+ scholars, practitioners, and scholar-practitioners exist within and negotiate an insider/outsider paradox within higher education, highlighting issues of affect, legibility, and embodiment.

    The first of a two-volume series, this book foregrounds the experiences of LGBTQ+ higher education scholars and practitioners in the United States as they navigate cisheteronormative culture, structures, practices, and policies on campus. Through theorization of contributors’ lived experiences in relation to identity and the concept of queerness as being, the volume posits queer identity as embodied resistance and demonstrates how this plays out within an insider/outsider paradox. An innovative theoretical framing, this text artfully exemplifies how queer and trans people exist simultaneously as both insider and outsider in university communities and deepens understanding of how critical narratives might inform institutional transformation and drives toward equity. The book then looks to the future, discussing implications for research and practice, using the lessons learned from the chapter authors.

    Embellished with a plethora of diverse firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ higher education scholars and practitioners as they navigate central tensions in their practice.

    List of figures

    List of contributors

    Chapter 1: Introduction: Unpacking the Insider/Outsider Paradox and the Concept of Queerness as Being

    Antonio Duran and Ryan A. Miller

    Chapter 2: It Has Occasional Costs to Your Soul: Ministering to LGBTQIA+ Communities in Higher Education

    Shaun Travers

    Chapter 3: Persistence: Finding Support for LGBTQIA+ Identities in the Field

    Donn Matthew Garby

    Chapter 4: Doubling-Down: Emotional Double-Burdens in LGBTQ+ Professionals’ Practice

    Gabriel C. Javier

    Chapter 5: Promises of Diversity, Inclusion, and Equity: A Conversation of Cruel Optimism Between Two Feminist Queer Latinas

    Rebecca Avalos and Monica A. Santander

    Chapter 6: We Got Work to Do: Testimonios of Queer Black and Latinx Practitioner-Scholar-Advocates Navigating the Insider/Outsider Paradox within the Ivory Tower

    Stephen Santa-Ramirez and Jason K. Wallace

    Chapter 7: So, How Exactly do I "Bring my Full Self" to the Profession? Queer, Latino, and Undocumented in Student Affairs

    Alonso R. Reyna Rivarola

    Chapter 8: Unapologetically Trans, Apologetically Masculine: A Paradox of Uncertainty

    D. Chase J. Catalano

    Chapter 9: An Outsider Within: Navigating the Internal Insider/Outsider Paradox

    Candace Lamb

    Chapter 10: Caricature of the Queer Hegemony: Reflections on Institutional Prestige, Career Advancement, and Community

    Marc A. Lo

    Chapter 11: Cripping the Insider/Outsider Paradox: The Experiences of a Disabled QT Educator

    Samuel Z. Shelton

    Chapter 12: Impressions of the (Gay and Autistic) Scholar in the Glass: An Emerging Academic’s Journey

    Brett Ranon Nachman

    Chapter 13: Too Queer for the Country, Too Country for College: It’s Hard to Find Home as a Queer, Rural Kid

    Ty C. McNamee and Brody C. Tate

    Chapter 14: Finding our Place… Again: An Autoethnography of Sexually Minoritized Mid-Level Practitioners Beginning Doctoral Studies

    Larry M. Locke and Colleen E. Lofton

    Chapter 15: The InBetweeners: Queer and Allied Insider/Outsider Experiences and Perspectives from Higher Education in an Evolving Ireland

    Colleen Doyle, Sam Blanckensee, Niamh Nestor, and Conor Buggy

    Chapter 16: Conclusion: Insights on the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners

    Ryan A. Miller and Antonio Duran



    Antonio Duran, Ph.D. (he/him/él) is Assistant Professor in the Higher and Postsecondary Education program at Arizona State University. Antonio received a Ph.D. in higher education and student affairs from The Ohio State University, an M.S. in student affairs in higher education from Miami University, and a B.A. in English and American literature from New York University. Antonio’s research examines how historical and contemporary legacies of oppression influence college student development, experiences, and success. In particular, he is interested in understanding and centering the lives of queer and trans people with multiple minoritized identities in postsecondary education settings.

    Ryan A. Miller, Ph.D. (he/him/his), is Associate Professor of Higher Education at the University of North Carolina at Charlotte, where he teaches courses on college student development, student affairs administration, and higher education leadership. His research agenda focuses on (1) the experiences of minoritized social groups in higher education, with emphases on disabled and LGBTQ+ people; and (2) the institutionalization of diversity and equity initiatives within higher education, in curricular, administrative, and student affairs contexts.

    T.J. Jourian, Ph.D. (he/him/his), is an independent scholar and consultant with Trans*Formational Change and an instructional designer with LifeLabs Learning. Previously, he served as Assistant Professor of Higher Education Leadership at Oakland University. T.J. earned his doctorate in higher education from Loyola University Chicago, studying how trans masculine students conceptualize masculinity. He earned his M.A. in student affairs administration with a Multicultural Education cognate from Michigan State University and has experience as a practitioner in Gender and Sexuality Centers and Residential Life. Centering trans and queer people of color’s experiences and epistemologies, his research examines race, gender, and sexuality in higher education, with particular attention to masculinity, transness, and racialization; campus gender and sexuality centers and practitioners; and trans*ing constructs and methodologies.

    Jesus Cisneros, Ph.D. (he/him/his), is Associate Professor of Educational Leadership and Foundations at the University of Texas at El Paso. Jesus obtained a doctorate in education policy and evaluation from Arizona State University, a master’s degree in higher education administration from Texas A&M University, and a bachelor’s degree in journalism and mass communications from New Mexico State University. He brings his knowledge of higher education research and practice to highlight the intersection of education and immigration. His research moves gender, sexuality, and immigration status, and their conceptual margins, to the center of analysis in an effort to explore and understand the way politics and identity interact with various axes of inequality.