ERIC Number: EJ1432311
Record Type: Journal
Publication Date: 2024-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-8926
EISSN: EISSN-1938-8934
The Paradoxes of Social Justice Education: Experiences of LGBTQ+ Social Justice Educational Intervention Facilitators
Journal of Diversity in Higher Education, v17 n4 p518-526 2024
This exploratory qualitative research focuses on the experiences of those who facilitate lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ+) social justice educational interventions (SJEIs), such as safe zone, safe space, and ally training. Although persistent in higher education LGBTQ+ SJEIs remain an understudied area for empirical research, especially how facilitators describe the benefits and challenges of this role. Findings reveal how these benefits and challenges are paradoxical in that participants are hopeful for the impact of the work while burdened by the endeavor. Implications illuminate how participants approach engagement with campus communities through SJEIs as a potential opportunity for increasing inclusion efforts and how participants act as tempered radicals within this facilitator role in higher education.
Descriptors: LGBTQ People, Social Justice, Intervention, Educational Environment, Social Support Groups, School Safety, Higher Education, Facilitators (Individuals), College Students, Student Personnel Services, Barriers, Change Agents
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A