Date Approved

4-2021

Graduate Degree Type

Thesis

Degree Name

Education-Higher Education (M.Ed.)

Degree Program

College of Education

First Advisor

Reginald Blockett

Second Advisor

Marla Wick

Third Advisor

Myra J. Burton

Academic Year

2020/2021

Abstract

Colleges and universities aim to support students with marginalized identities. However, for students who hold multiple marginalized identities, those efforts are often lost on them because they are overshadowed by majority minorities. For Queer Black Women, they are often left to build community and navigate college on their own. Furthermore, Queer Black Women are likely to encounter racism, sexism, and homophobia among peers and in academic spaces which sometimes positions them to defend and educate others on their core identities. The participants in this study were undergraduate and graduate students at a predominantly white institution in the Midwest. Data was collected through semi-structured interviews, and from that data, themes emerged that identify how Queer Black Women engage with peers, the institution, and support centers that are designed to provide additional support to marginalized communities. Through this study, I aimed to identify how Queer Black Women currently find support from higher education institutions, how they form community and what gaps need to be addressed to better support these students as they persist to degrees. From there, recommendations are offered for best practices to reduce feelings of isolation and invisibility among Queer Black Women and implications for future research that can further highlight gaps in supporting students with intersecting marginalized identities.

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