Toward Intersectional Identity Perspectives on Disability and LGBTQ Identities in Higher Education
Toward Intersectional Identity Perspectives on Disability and LGBTQ Identities in Higher Education
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高等教育中残疾和 LGBTQ 身份的交叉身份视角
DOI：
10.1353/csd.2018.0030
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发表时间：
2018
影响因子：
2.1
通讯作者：
Ryan A. Miller
中科院分区：
文献类型：
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作者：
Ryan A. Miller
翻译后摘要：小已发表的残疾和酷儿身份的交叉点之间的大学生。我提出了5个交叉的身份的基础上半结构化的采访，在一所研究型大学的25名学生谁确定为女同性恋，男同性恋，双性恋，变性人，或酷儿残疾学生的观点。学生们将他们的残疾和酷儿身份之间的关系表述为（a）交叉，（B）互动，（c）重叠，（d）平行，和/或（e）对立。学生们同时采用多种观点来抵制压迫、应对不断变化的环境并建立复原力和社区，这对研究人员和从业者可能会采取更细致入微的观点来看待学生的交叉身份提出了建议。
Abstract:Little has been published on the intersections of disability and queer identities among college students. I propose 5 intersectional identity perspectives based on semistructured interviews with 25 students at a research university who identified as lesbian, gay, bisexual, transgender, or queer students with disabilities. Students articulated relationships among their disability and queer identities as (a) intersectional, (b) interactive, (c) overlapping, (d) parallel, and/or (e) oppositional. Students adopted multiple perspectives simultaneously to resist oppression, navigate changing contexts, and build resilience and community, suggesting implications for researchers and practitioners who might adopt a more nuanced view of students' intersecting identities.