Qualitative analysis illustrates how LGBTQ+ educational interventions influence campus norms, suggesting shifts in institutional practices.
This study explored participant accounts of the historical emergence of LGBTQ+ social justice educational interventions (e.g., SafeZone trainings) on their campus. Using a queer phenomenological analysis, the study details how institutions absorbed activist-inspired educational practices into cis- and heteronormative mechanisms that reify assimilative (and thus institutional) norms.
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Catalano et al. (2025) studied this question.
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