Abstract
Canonical identity development models applied to queer and trans students' experiences are insufficient, hierarchical, and antithetical to a contemporary understanding of queerness and transness. In this article, I critique four canonical sexual identity and gender & gender identity development models and explore how these models erase queer and trans students’ identities and experiences, using my own experiences as a source for critique. Then, I uplift implications for queer and trans-centered theory and for supporting queer and trans students.
Recommended Citation
Cordes Galbraith, M. (2022). The Need for Liberatory Understandings of Queer and Trans Identity Development: A Critical Review of Identity Development Models. The Vermont Connection, 43(1). https://scholarworks.uvm.edu/tvc/vol43/iss1/17
