Drag performance, while often seen as entertainment, serves as a transformative and political act within academic settings. This study investigates the lived experiences of drag queens in a public university, focusing on the socio-educational effects of their visibility. Grounded in Queer Theory, the research explores how drag intersects with identity formation, resistance against institutional norms, political expression, and the need for community and institutional support. Utilizing a qualitative descriptive-phenomenological method and online written interviews, four major themes emerged: engaging in drag for personal development, challenging restrictive academic structures, using drag for cultural and political advocacy, and seeking peer and institutional support. These findings reveal that drag is more than performance—it is a tool for empowerment, activism, and educational inclusion. The study underscores the need for academic institutions to move beyond symbolic gestures toward genuine structural change. When drag is embraced within education, it transforms schools into inclusive spaces that affirm gender diversity and challenge oppressive norms.
Nobleza et al. (Wed,) studied this question.
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