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A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE


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.

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Chapter Two: Just Another Gay Day in the Campus Three Year Old Room (Robin K. Fox / Erica Schepp)


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Just Another Gay Day IN THE Campus Three Year Old Room



It is a “typical” day in the three year old classroom at the University’s Children’s Center. “Typical” meaning there are twelve children involved in activities, families are dropping off children, teacher assistants and student teachers are working with children as the lead teacher talks to a faculty member about a research project at a child size table. At one of the tables the teacher assistant is playing with three children as they sort objects by color, size, texture, etc. The children are talking about their families. One of the children states that she has two dads and one of the other children says “You can’t have two dads. Who is your mom?” to which the first child responds “I don’t have a mom. I have two dads.” This back and forth goes on for a while and then the children turn to the teacher assistant who hasn’t spoken. They appear to be looking for her to offer information. She responds by asking them if they can think of other ways to sort the objects in front of them.

As the teacher assistant is clocking out for the day, the lead teacher follows her out of the classroom and asks her how she felt things went with the children. With a quivering voice, the teacher...

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