Edited By Virginia Stead
The research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life’s resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities everywhere, and it animates multiple layers of campus life, ranging from lessons within a three-year-old day care center to policy-making among senior administration. May the power of well-chosen words continue to deepen our understanding, clarify our communication, and empower us all as pro-LGBTQ+ campus activists.
About the Contributors
Dr. Clayton R. Alford, B.A., M.S.E.D., Ed.D. is an educator based in the New York City metropolitan area with an extensive background in Education Leadership, Special Education, and Cultural Foundations of Education. Dr. Alford earned his Doctorate in Education from the University of Phoenix and holds a Master of Science degree in education (MSED) from the City University of New York and a Bachelor of Arts Degree from the Pennsylvania State University. Dr. Alford is active in the American Psychological Association (APA), American Educational Research Association (AERA), and the Black Doctoral Network (BDN). He is also an active contributor to the professional network of LinkedIn. Dr. Alford is committed to social justice and uses the educational platform to address concerns in this realm. Contact: firstname.lastname@example.org
Traci P. Baxley, Ed.D. has worked in PreK-20 educational systems for over 20 years, earning a doctorate degree in Curriculum and Instruction with an area of specialization in Literacy. Her areas of scholarship include critical literacy, multicultural literature, and racial and identity development. Much of her scholarship and service is grounded in social justice education that addresses opportunity gaps and the academic and social successes of students of color and students in poverty. She has published in international and national peer reviewed journals and authored book chapters including Taboo: The Journal of Culture and Education, International Journal of Critical Pedagogy, and Urban ← 323 | 324 → Education and co-authored a book entitled “Invisible Presence: Feminist Counter-Narratives of Young Adult Novels...
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