2. Statement of the Problem
• Queer studies courses and programs that focus primarily on lesbian
and gay identities promote “progressive individualism” that
conveys gay and lesbian identities with Whiteness, toxic
masculinity and the gender binary. This limits the understanding of
the complexity around sexuality.
• Halberstam contends that the future of Queer studies “depends
absolutely on moving away from white gay male identity politics
and learning from the radical critiques offered by a younger
generation of queer scholars who draw their intellectual inspiration
from feminism and ethnic studies rather than white queer studies.”
• This study seeks to contribute to this body of research by exploring
students experiences of intersectionality within Queer courses at
CCB.
3. Background and Need
• Queer studies aims to build on knowledge that challenges mainstream ideas of
normalization, while upholding an intersectional lens to critique racism,
sexism, classism, nationalism, transphobia, xenophobia, heteronormativity,
cisnormativity and more.
• Among four-year universities in the United States, 10 offer majors in Queer
Studies, while 52 colleges have minors. In comparison, over 600 Women's and
Gender Studies programs are offered across the nation.
• Nationally only two community colleges offer an Associate of Arts (AA) in
Queer Studies
• In addition, CCB (the research site) has
• Queer Resource Center
• Queer academic counselors
• Queer studies office for faculty
• Queer Alliance
• Gender Diversity Project
• Project Safe
• The Out List
4. Purpose of the Study
The purpose of this study is to examine how the
Queer studies program at CCB both disrupts and
affirms individual, institutional and cultural ideas of
normalization based on constructs of Whiteness,
toxic masculinity, and the gender binary by exploring
the experiences of students who carry multiple
marginalized identities, including Queer and
Transgender People of Color (QTPOC), as a means
to evaluate how Queer courses can challenge racism,
Whiteness, color-blind ideology, and cisnormativity
within curriculum.
6. Research Questions
1. Utilizing a Queer of color critique and postcolonial
feminist framework, how do students describe their
experiences in Queer courses at CCB?
2. How do the experiences of students compare based
on students individual:
a. Racial identity
b. Sexual identity
c. Gender identity
3. How does curriculum in Queer courses at CCB
reflect and ignore the diversity of students’ identities?
7. Literature Review
I. Queer Studies- Eng, Halberstam and Muñoz
(2005); Jennings, T. (2015); Mayo, C. (2007;
2010; 2015); Perez, (2005); and Talburt (2004).
II. Whiteness- de Vries, K. (2015); Dilley, P. (2010);
McCready, L.T. (2004); Pennell, S.M. (2016); and
Whitfield, D. L., et als. (2014).
III. Color-Blind Ideology- Bonilla-Silva (2003)
IV. Deconstructing the Gender Binary- Beemyn,
G. (2015); Fausto-Sterling (1997); and Spade, D.
(2008; 2009).
8. Limitations/Delimitations
•One of the limitations in this research is my
positionality as a White, Queer and nonbinary
researcher.
•Highlights the importance of Participatory
Action Research
•Another limitation of this study is time restrictions.
•A delimitation of the study is focusing solely on
one location.
9. Educational Significance
• The significant of this study is to highlight to Queer educators, especially fellow White
educators within Queer studies, the value of staying true to the meaning of the word
“Queer” in Queer studies and not the co-opted meaning of “LGBT studies” saturated in
Whiteness, color-blind ideology and the gender binary, as a means to transgress boxes,
dismantle boundaries and destroy binaries. To center an intersectional Queer of color
critique, postcolonial feminist framework within Queer studies and de-center Whiteness.
To constantly challenge social “norms.” And to promote a Queer anti-oppressive
education (McCready & Kumashiro).
• This dissertation is deeply an “act of love.” I am working with and for the Queer studies
community. This study is fully endorsed by the Chair of Queer studies and fellow faculty
working full and part time at CCB as a means to stop the Accrediting Commission for
Community and Junior Colleges (ACCJC) from cutting further funding and to,
ultimately, prevent the closure of the Queer studies program by recognizing the
importance of diversity programs at CCB.
• A further goal is to build upon current pedagogical praxis within Queer studies at CCB
to reflect upon what the strengths and areas for improvement are within the Queer
studies program at CCB to best meet the needs of our diverse student population.
10. Methodology
• Participatory Action Research will be utilized to provide
both quantitative and qualitative data.
•Four to six Queer studies students at CCB will be co-
researchers who help develop research questions, create
surveys, organize focus groups, dissect themes and enact
change.
•Open and closed-ended surveys will be collected in
Queer studies courses during Spring semester of 2017.
•Followed by focus groups with students who are receiving
their AA in Queer studies at CCB.
