Abstract
Both Queer studies and Black studies have come a long way in the last decade of higher education scholarship. Even so, there is still a gap in the literature of dual-marginalized students, particularly Black Queer students. Drawing from multiple critical theories, this literature review looks at how secondary marginalization takes place in single-identity campus centers, and how Black Queer students co-create spaces for themselves in response to this violence. How do single-identity centers on campuses harm Quare students? How does centering blackness in Quare communities impact student experiences? What can we learn from Quare social life, and how can student affairs practitioners apply this to our praxis?
Recommended Citation
Ellis, K. E. (2023). “What We Do Have, We Can Polish”: Towards Quare Placemaking in LGBTQ+ Student Affairs. The Vermont Connection, 44(1). https://scholarworks.uvm.edu/tvc/vol44/iss1/6