Co-published with NACADA.
Changes on college and university campuses have echoed changes in U.S. popular culture, politics, and religion since the 1970s through unprecedented visibility of LGBTQA persons and issues. In the face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students. In addition, allies in the field of academic advising (both straight/cis-identified and queer) reflect on becoming an ally, describe obstacles and challenges they have experienced and offer advice to those seeking to deepen their commitment to ally-hood.
Changes on college and university campuses have echoed changes in U.S. popular culture, politics, and religion since the 1970s through unprecedented visibility of LGBTQA persons and issues. In the face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students. In addition, allies in the field of academic advising (both straight/cis-identified and queer) reflect on becoming an ally, describe obstacles and challenges they have experienced and offer advice to those seeking to deepen their commitment to ally-hood.
Reviews
Drs. McGill and Joslin created this exciting new resource for department advisors and student affairs staff as well as higher ed faculty and graduate students. Advisors in every area of campus must be aware of issues unique to LGBTQ students and how these issues affect students ability to persist to graduation. This important work offers LGBTQ historical foundations and holistic ways of providing informed services for LGBTQ students. It invites not only thought and emotion but also action to create an enduring connection that furthers student development.
Ronni Sanlo, EdD
Founder, Lavender Graduation
This text is certain to transform the advising field by centering on the needs and experiences of LGBTQA college students. Combining a deep focus on theoretical concepts with reflection opportunities and vignettes along the way to make connections to practice, the book is a must-read for advisers as they seek to support LGBTQA students on college campuses.
Antonio Duran
Assistant Professor, Administration of Higher Education, Auburn University
| Foreword |
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| Acknowledgments |
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xiii | |
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1 | (12) |
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PART ONE THEORETICAL FOUNDATIONS |
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2 Gender and Sexual Identity Development |
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13 | (17) |
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3 Supporting Lgbtqa+ Students Through the Coming-Out Process |
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30 | (17) |
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4 Queer Theory and Academic Advising |
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47 | (14) |
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5 Intersectionality and Academic Advising |
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61 | (18) |
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72 | (3) |
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75 | (4) |
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PART TWO CAMPUS ISSUES AND ADVISING APPROACHES |
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6 Lgbtqa+ Students and Completion and Retention Narratives |
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79 | (10) |
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7 Lgbtqa+ Students and Career Advising |
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89 | (29) |
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Conversations: Career Advising for Lgbtqa+ Students in Nonlinear Career Paths |
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110 | (8) |
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8 Lgbtqa+ Students and Mental Health |
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118 | (20) |
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9 Advising Lgbtqa+ Students at Christian-Based Institutions |
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138 | (22) |
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10 Providing Support To Lgbtqa+ Students Who Have Experienced Sexual Violence and Intimate Partner Violence |
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160 | (23) |
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176 | (2) |
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178 | (5) |
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PART THREE ADVISING LGBTQA+ STUDENT POPULATIONS |
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11 Advising Lgbtqa+ Student-Athletes |
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183 | (16) |
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12 Advising Lgbtqa+ Students in Stem Majors |
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199 | (16) |
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Appendix 12.A Questions For Vignette |
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213 | (2) |
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13 Advising Trans Students: Resisting Tropes and Supporting Resilience |
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215 | (14) |
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14 Advising Lgbtqa+ International Students |
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229 | (16) |
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15 Advising Queer and Trans Students of Color |
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245 | (24) |
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Voices from the Field: Approaches for Advising and Supporting Black Queer and Gender Nonconforming Students |
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264 | (5) |
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PART FOUR CREATING INCLUSIVE SPACES |
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16 Becoming Allies and Advocates |
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269 | (22) |
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17 Creating An Lgbtqa+-Inclusive Campus |
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291 | (14) |
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| Editors and Contributors |
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305 | (12) |
| Index |
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317 | |
Dr. Craig M. McGill is an assistant professor in the Department of Special Education, Counseling and Student Affairs at Kansas State University. He teaches primarily for the masters and doctoral degree programs in Academic Advising. McGill holds masters degrees in Music Theory (University of Nebraska-Lincoln) and Academic Advising (Kansas State University), and a doctorate in Adult Education and Human Resource Development (Florida International University). Prior to his arrival to Kansas State University (in summer 2020), he was a primary-role academic advisor for nearly a decade at the University of Nebraska-Lincoln (2009-2012) and Florida International University (2012-2018) and then transitioned to a postdoctoral research fellowship at the University of South Dakota. He is a qualitative researcher with an emphasis on professional identity, professionalization, feminist, queer and sexuality studies, and social justice. McGill is an active member of NACADA: The Global Community for Academic Advising, having served a variety of roles over the past decade. Jennifer E. Joslin works at Drury University as associate vice president for Academic Affairs and director of the Robert and Mary Cox Compass Center. She is a former NACADA president and current NACADA consultant. She is coeditor of the academic advising edition of New Directions in Higher Education with Wendy G. Troxel (Wiley, 2018); The New Advisor Guidebook with Pat Folsom and Frank Yoder (JosseyBass, 2015); and Academic Advising Administration with Nancy L. Markee (NACADA, 2011), among other publications.
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