Critical Studies Working Group LGBTQ Resources and Advocacy Efforts


CSWG Resources

  • Distinguished Lectures on the Critical Study of Education:
  • Publications by Critical Studies Faculty Affiliates about LGBTQ in College (all are available in full text from the AU Library):
    • BrckaLorenz, A., Duran, A., Fassett, K., & Palmer, D. (2019). The within-group differences in LGBQ+ college students’ belongingness, institutional commitment, and outness. Journal of Diversity in Higher Education. Online first publication. https://doi.org/10.1037/dhe0000135 
    • Lange, A. C., Duran, A., & Jackson, R. (2019). The state of LGBT and queer research in higher education revisited: Current academic houses and future possibilities. Journal of College Student Development, 60(5), 511-526. https://muse.jhu.edu/article/735229/pdf
    • Rankin, S., Garvey, J. C., & Duran, A. (2019). A retrospective of LGBT issues on US college campuses: 1990-2020. International Sociology, 34(4), 435-454. https://doi.org/10.1177/0268580919851429 
    • Strunk, K. K. (Ed.) (2019). Queering spirituality and community in the Deep South. Charlotte, NC: Information Age.
    • Bailey, L. E., & Strunk, K. K. (2018). “A question everybody danced around”: Gay men making sense of their identities in Christian colleges. Educational Studies, 54(5), 483-504. https://doi.org/10.1080/00131946.2018.1453513 
    • Blackburn, M. V., Clark, C. T., & Schedy, R. (2018). Stepping up! Teachers advocating for sexual and gender diversity in schools. New York, NY: Routledge. 
    • Duran, A. (2018). Queer and of color: A systematic literature review on queer students of color in higher education scholarship. Journal of Diversity in Higher Education. Online first publication. https://doi.org/10.1037/dhe0000084 
    • Strunk, K. K. (Ed.) (2018). Queering education in the Deep South. Charlotte, NC: Information Age.
    • Duran, A., & Nicolazzo, Z. (2017). Exploring the ways trans* collegians navigate academic, romantic, and social relationships. Journal of College Student Development, 58(4), 526-544. https://muse.jhu.edu/article/663306/pdf 
    • Strunk, K. K., Baggett, H. C., Beall, A. L., & Hafftka, R. (2017). Community-based participatory research with LGBTQ communities in Alabama and Mississippi. SAGE Methods Cases. https://doi.org/10.4135/9781526401083 
    • Strunk, K. K., Bristol, D., & Takewell, W. C. (2017). Queering south Mississippi: Simple and seemingly impossible work. In sj Miller & N. M. Rodrigues (Eds.), Educators queering academia: Critical memoirs. New York, NY: Peter Lang. https://doi.org/10.31235/osf.io/w87td 
    • Strunk, K. K., & Bailey, L. E. (2015). The difference one word makes: Imagining sexual orientation in graduate school application essays. Psychology of Sexual Orientation and Gender Diversity, 2(4), 456-462. https://doi.org/10.1037/sgd0000136

Resources from Other Groups and Organizations

Ongoing Advocacy Efforts

  • On November 1, 2018, Critical Studies Working Group faculty, joined by many others across campus, sent a letter to Auburn University administrators asking them to enable pronouns in the Banner student information system. That letter highlighted research on this topic and pointed to other institutions that had implemented this function.
  • Since that time, members of the group have met with Dr. Taffye Clayton, VP for Inclusion and Diversity, and other members of the Office of Inclusion and Diversity on four occasions to continue advocating for this work.
  • On September 16th, 2019, we received an update that a Banner working group had been convened and was to submit a report on recommendations to the Provost by the end of Fall semester.
  • On October 14th, 2019, a member of our group, working with the Provost’s office and the Faculty Handbook Committee, finalized edits to the faculty handbook to make its language gender inclusive throughout.
  • On October 21st, 2019, we met with Office and Inclusion and Diversity staff and Biggio Center staff to discuss education and training to support the implementation of these functions. At that meeting, we learned the university was considering a phased approach, meaning chosen names might be implemented in 2020 and pronouns some years after that.
  • On November 5th, 2019, members of our group met with the Banner functionality working group, and also invited representatives of the Black Student Union and Spectrum to attend. We advocated against a phased approach, and continue to advocate for both chosen names and pronouns in Banner by Fall 2020.
  • Also on November 5th, 2019, members of our group sent an open letter to University administrators, College of Education leadership, and the Auburn community requesting certain actions and committing to our own list of actions (which included creating this timeline and list of resources).
  • On December 6th, member of our faculty group, as well as student activists, met with University administration.
  • On December 11th, 2019, the University released a statement in response to our requests.
  • On December 19th, the Banner workgroup released their recommendations, which include a full roll-out of pronouns and chosen names in Banner by Fall 2020.
  • On January 14th, 2020, members of our group met with the College of Education Leadership Council.
  • We will add updates here when we learn new information about this work.

Future Activities

The Critical Studies Working Group is planning trainings for faculty, staff, and students around gender identity and pronouns to begin in January of 2020.

  • That work is being coordinated with the Biggio Center.
  • Faculty workshops will be held on:
    • February 12th, 2020, 11AM-1PM
    • February 27th, 2020, 11AM-1PM
    • March 27th, 2020, 11AM-1PM
    • April 13th, 2020, 11AM-1PM
  • These trainings were in the works since September, based on conversations that happened around implementing pronouns in Banner.
  • More sessions are being planned for staff, administrative/professional employees, and student groups.