Abstract
This study examined the insight and perceptions of students regarding inclusive/exclusive curricula and campus climate for LGBTIQ and OTHER individuals with multiple intersectional identities. The study examined the diverse demographics of student identities and inclusionary or exclusionary opportunities in educational settings to have systems of support that are reflective of that diversity. Two sources of data were analyzed. A 28 question six point Likert scale survey of statements concerning seeing oneself in curricula and the climate on campus in terms of diverse identities In addition, seven open ended questions were used measuring students personal experiences of inclusion or exclusion in terms of race, ethnicity, gender, orientation, age and socio-economic status. Literature review of LGBTIQ engagement or lack of engagement creates an incomplete picture of the community college experience. Much of the literature on LGBTIQ and OTHER students discusses overt and covert forms of discrimination failing to show academics and climate in terms of intellectual and emotional connection. Throughout the research and study of identities the issue of oppression is very clear, with dominant narratives showing a picture of hierarchy; how is the story told, from whose perspective. Kougl (1997) offers that the implications in learning and teaching occurs through a process of actively connecting networks of existing knowledge and networks of new information. Education expansion must have direct opportunities to relate to materials that address the histories, lives and experiences of those involved. A commitment to critical social science, is an attempt to understand in a rationally responsible manner the oppressive features of a society such that this understanding stimulates its audience to transform their society and thereby liberate themselves (Fay, 1987). Educational institutions have made great strides towards more inclusive practices. However the ideal of epistemological equality, empowerment and affirming content for all students continues to fall short. In order to promote this epistemological equality, educational practices may need to include a dismantling dominant narratives that are anything less than inclusive and creating affirming narratives inclusive of Lesbian, Gay Bi-sexual, Transgender, Intersex, Queer/Questioning individuals and OTHER individuals with intersectional identities.