Creating Restorative and Affirming Classrooms for LGBTQ+ Students

Abstract

It is critical that educators gain an understanding of the lived experiences of queer college students and to develop inclusive practices (e.g., restorative practices) to make college classrooms more affirming. In this chapter, we describe the research on the lived experiences of queer college students. In particular, we focus on sexual and gender minority stress theory to show that LGBTQ+ college students are vulnerable to mental health issues and other negative outcomes, while also showing the LGBTQ+ community\u27s unique capacity to be resilient in the midst of homophobic and transphobic adversity. In the second half of this chapter, we outline restorative pedagogy as an approach for creating brave and safe classroom spaces for queer college students.https://digitalcommons.chapman.edu/education_books/1158/thumbnail.jp