Abstract
Bisexual+ people comprise the largest portion of the queer and trans community, yet there is limited research on bi+ subpopulations and a particular absence of literature exploring bisexual+ student identities and experiences. Much of the extant bi+ college student literature has centered on undergraduate experiences, leaving graduate experiences underexplored. Through this narrative inquiry study, guided by a queer theoretical framework, we sought to understand how bi+ graduate students navigate academic and professional contexts and how systems of power influence their identity negotiation narratives. Findings revealed pervasive bisexual+ erasure in academic contexts, pressure to conform to normative notions of professionalism, and the selective upholding and/or reimagining of professionalism. Implications for research and practice designed to improve graduate education are offered.
Methodological Approach
Qualitative
DOI
https://doi.org/10.60808/m91m-w002
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Prieto, K., & Olivo, V. B. (2024). “We Don’t Do That”: Negotiating Graduate Education as a Bisexual+ Student. Journal of Queer and Trans Studies in Education, 1(2). https://doi.org/10.60808/m91m-w002
Included in
Gender and Sexuality Commons, Higher Education Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons
