Queer-Free Majors?: LGBTQ+ College Students' Accounts of Chilly and Warm Academic Disciplines

Autor/in	Forbes, TehQuin D.
Titel	Queer-Free Majors?: LGBTQ+ College Students' Accounts of Chilly and Warm Academic Disciplines
Quelle	In: Journal of LGBT Youth, 19 (2022) 3, S.330-349 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forbes, TehQuin D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2020.1813673
Schlagwörter	College Students; LGBTQ People; Student Experience; Student Attitudes; Track System (Education); Majors (Students); College Programs; Educational Environment; Minority Group Students; Social Discrimination + Suchen Sie Ihr Suchwort? Collegestudent; Studienerfahrung; Schülerverhalten; Leistungsgruppe; Leistungsdifferenzierung; Studienprogramm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Benachteiligung; Soziale Schließung
Abstract	Once enrolled in college, lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students may have to navigate heterosexism within higher education. In doing so, they might deem some fields of study as more accepting of queer discussions and queer people than others. This article uses in-depth interview data from 20 queer college students to describe the process by which respondents constructed some majors or disciplines, especially STEM fields, as queer-free and others, especially the social sciences, as queer-friendly. The discussion highlights how the academic tracking of queer students into queer-friendly fields reproduces inequalities both on campus and beyond, such as in later careers. Several policy suggestions for educators and administrators geared at reducing the "chilly" environment for queer students are noted in the conclusion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01