Queering our approach to advisement helps students cultivate critical dispositions and build not only resilience but also resistance to injustice, thus creating the conditions of transformative possibility for flourishing within our institutions and beyond.
In my last post, I suggested how we might better educate ourselves as advisors and support our queer students as they explore and prepare for the world of work after graduation. Many of these strategies focused on helping students navigate the homo- and transphobic contexts of work. In this post, I consider a different angle by highlighting queer theory’s disruptive potential for our students’ academic journeys and vocational discernment. Queering our approach to advisement helps students cultivate critical dispositions and build not only resilience but also resistance to injustice, thus creating the conditions of transformative possibility for flourishing within our institutions and beyond.
Continue reading “Queering our Advising of LGBTQIA+ Students”
As educators and advisors, we best serve our queer students not by adopting a one-size-fits-all kind of approach but rather by helping them understand and articulate the relationship between their sexual and gender (and other intersecting) identities and their emerging and evolving professional interests.
A few years ago, one of my queer-identified students shared with me some resume advice they had received from a colleague in our career center: not to include their internship at an LGBTQIA+ advocacy organization because potential employers would respond negatively. This advice confused and frustrated the student. They were out, and their queer identity had played an important part in their vocational discernment. This internship had reinforced their sense of calling by clarifying and strengthening their emerging professional commitment to work in the queer community after graduation. Not surprisingly, this student wanted to know what I thought they should do.
Continue reading “Supporting LGBTQIA+ Students in the Pursuit of Meaningful Work”
First and foremost, our trans students must experience our classrooms as hospitable spaces that integrate their entire selves, explicitly embracing their gender and sexual identities as meaningful sites of knowledge.
In the final chapter of Leslie Feinberg‘s 1993 novel, Stone Butch Blues, Jess Goldberg, the novel’s trans protagonist, attends a lesbian and gay political rally in New York City. As Jess listens to the speakers testify to the oppression they have experienced, she realizes, “This is what courage is. It’s not just living through the nightmare, it’s doing something with it afterward. It’s being brave enough to talk about it to other people. It’s trying to organize to change things.” This encounter sparks Jess’s queer calling, one that allows students who read the novel to see their gender and sexual identities as playing important roles in the discernment of their vocations.
Continue reading “Teaching Trans Vocation”
We must continue to transform our campuses and communities into more just and humane places so that our transgender students can flourish and lead magnanimous lives.
This past year saw a dehumanizing anti-LGBTQ+ legislative season in many states across the country, which has threatened our transgender students’ well-being and limited their vocational exploration. To support their vocational journeys, we as educators need be more fully responsive to the particular challenges that they face. As we accompany them, we must continue to transform our campuses and communities into more just and humane places so that our transgender students can flourish and lead magnanimous lives.
Continue reading “Our Call to Trans Flourishing”