Abstract
LGBTQ+ social justice educational interventions (SJEIs), usually named Safe Zone or Ally Training, offer opportunities for knowledge acquisition and reflection. Ideally, they provide components necessary to cultivate allyship through the development of a liberatory consciousness (Love, 2018) through increasing awareness, engaging in analysis, considering actions, and reflecting on accountability. In this instrumental case study (Stake, 2000) focused on 17 graduate students, faculty, and staff at a large, public university in the Mid-Atlantic, we used liberatory consciousness as a conceptual framework to examine motivation for attendance. Three findings emerged: (1) curiosity, (2) passion, and (3) proximity. Implications of these specific factors contributing to the participants’ motivation to attend LGBTQ+ SJEIs are offered for both higher education practitioners and researchers.
Methodological Approach
Qualitative
DOI
https://doi.org/10.60808/46f3-ec25
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Catalano, D. J., Tillapaugh, D., Wagner, R., Dockendorff, K., & Tissi-Gassoway, N. (2024). Curiosity, Passion, & Proximity: Motivations for Attending Safe Zone Trainings. Journal of Queer and Trans Studies in Education, 1(2). https://doi.org/10.60808/46f3-ec25
Included in
Gender and Sexuality Commons, Higher Education Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Other Education Commons
