Fostering a Sense of Belonging for Queer Latinx Undergraduate Students
Title: Jotería Identity and Consciousness: Pláticas of Co-creation with Undergraduate Queer Latinx Students
Author: Sergio Gonzalez
A new practice brief from Rutgers Graduate School of Education in The Samuel DeWitt Proctor Institute for Leadership, Equity, and Justice centers the experiences of queer Latinx undergraduate students to explore solutions towards a sense of belonging.
The brief shares how predominantly white institutions (PWIs) influence a sense of belonging for queer Latinx undergraduate students and the role jotería pedagogy can play in advancing efforts of belongingness, campus climate, and success. Jotería is an umbrella term for gay, lesbian, bisexual, transgender, and other sexual expressions; however, the term refers primarily to queer and gender-nonconforming Latinx and Chicanx individuals.
The brief highlights three themes that emerged from interviews with participants: 1) Do I belong?, 2) Radical Queer Love, and 3) Critical Consciousness/Jotería Identity. It recommends further research on queer Latinx undergraduate students and applying jotería pedagogy to practice to advance equity and inclusion efforts at PWIs.
Read the full brief here.
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