Finding "Comunidad": Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University

Autor/in	Valenzuela, Marco Antonio
Titel	Finding "Comunidad": Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University
Quelle	(2018), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-9064-1
Schlagwörter	Hochschulschrift; Dissertation; Hispanic Americans; Homosexuality; College Students; Social Bias; Stereotypes; Bullying; Ethnicity; Racial Factors; College Environment; Student Needs; Identification (Psychology); Extracurricular Activities; Empowerment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanoamerikaner; Homosexualität; Collegestudent; Klischee; Mobbing; Ethnizität; Hochschulumwelt; Außerunterrichtliche Aktivität
Abstract	This qualitative study focused on finding the strategies that Latino gay/queer students used to help them navigate the intersection of their marginalized identities during college. The counter stories of 15 participants offered profound, intimate experiences that provided answers to how Latino gay/queer students managed their intersectionality on campus. Latino gay/queer students faced different types of marginalization that included microaggressions and stereotypes, homophobia and heteronormativity, not feeling Latinx enough, and some campus spaces being "too White." Key findings indicated that co-curricular activities empowered Latino gay/queer students to manage these challenges by finding "comunidad", self-policing, creating counter-spaces, engaging in activism, and using microaffirmations. Another key finding highlighted how Latino gay/queer students became more self-aware of their intersectional identities through involvement in co-curricular activities. The counter stories of participants in this study allowed for a deeper understanding of how co-curricular activities supported and empowered Latino gay/queer students. These counter stories were analyzed through the theoretical frameworks of intersectionality, the reconceptualized model of multiple dimensions of identity, and disidentification. Their collective counter stories challenge the dominant narrative and inform higher education institutions about the impact of co-curricular activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01