The Journal of College and University Student Housing - Volume 43, No. 2 - 68

Carrie A. Kortegast

(2015) "assumes that LGBTQ students have
resilience and resources they bring to bear as
agents in constructing their college experiences and identities" (p. 4). While the narrative highlights how housing policies mediate
the students' experiences, it also highlights the
resourcefulness and creativity of students to
adapt environments informally to meet their
needs. For instance, while not formally designated as such, the community informally designated the fourth floor bathroom in Stevens
as an all-gendered restroom. Moreover, it highlights how LGBTQ students provide support,
community, and information to each other to
help navigate campus. Having spaces where
LGBTQ students are able to connect to each
other is important. As discussed, the development of a Clark project focused on gender and
sexuality (e.g., "the little queer house") and the
LGBTQ center provided venues for students to
become "agents in constructing their college
experiences" (Stewart, Renn, & Brazelton,
2015, p. 4).

CREATING MORE EQUITABLE
PRACTICES
Institutional contexts are different, therefore
making a prescribed list of formal recommendations difficult to provide. In lieu of formal
recommendations, the following are questions
to assist in evaluating housing practices and
policies:

68

1. How does genderism inform housing
policies and practices? What rationale
is being used to reify the gender binary in
housing practices?
2. How can current spaces and policies be
re-imagined to be more equitable and
inclusive?
3. What are ways that procedures can be
more apparent, so that students do not
have to rely upon knowing the "right"
person to help them?
4. How are LGBTQ students seen as assets
to the campus and residential
communities and not problems that need
accommodations?
5. How can students be both empowered
to create community but not be solely
responsible for assuring safe living
environments?
6. How might housing policies push marginalized
students out of campus housing?
Ultimately, colleges and universities need
to create more equitable practices for all students to live, learn, and thrive. Strange and
Banning (2015) indicated the absence of safety
and inclusion "can create a potentially hostile
environment for the activities of personal development and learning" (p. 115). While not all
LGBTQ students experience hostile living and
learning environments, part of the role of educators is to assure that all students have equitable access to living and learning environments.
Colleges and universities need to move beyond
providing adequate accommodations to providing opportunities for LGBTQ students to be
their full and best selves.

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 43, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 2

Contents
The Journal of College and University Student Housing - Volume 43, No. 2 - Intro
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