Thematische Bibliographien / LGBTQI education

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Auswahl der wissenschaftlichen Literatur zum Thema „LGBTQI education“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "LGBTQI education"

Capobianco, Stephen Louis. „Examining International Education Research and Practice through a Queer Theory Lens“. Frontiers: The Interdisciplinary Journal of Study Abroad 32, Nr. 1 (15.01.2020): 12–32. http://dx.doi.org/10.36366/frontiers.v32i1.432.

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In this critical essay, the author explores the pronounced lack of attention to the intersection of LGBTQI+ people and issues in international education. By presenting and then employing a conceptual framework that combines a queer theoretical lens and a multi-level analysis of structural contexts, the author examines the existing body of literature and practice on the nexus of LGBTQI+ inclusion and international education in institutions of higher education. Through the use of this combined conceptual framework, the author introduces a path forward to build a more inclusive field of international education for all by discussing implications for practice and recommendations for future areas of research.

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Jones, MJ. „Where are My People? The Case for Culturally Competent Interpreters“. JCSCORE 6, Nr. 1 (15.07.2020): 102–36. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.102-136.

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Through participation in LGBTQI conferences, one can gain political knowledge, leadership skills, professional networking opportunities, and personal development experiences. These opportunities become more complex to navigate for Deaf individuals who hold other marginalized identities, such as those who identify as Queer Trans Deaf People of Color (QTDPOC). By applying Disability Justice Principles, interpreters must highlight and uplift the experiences of QTDPOC and increase their cultural competency so that no one is left behind (Berne et al., 2018). This study seeks to answer the question: How does the presence of interpreters who do not identify as Queer and Transgender Interpreters of Color (non-QTIOC) influence the experiences and the expressions of QTDPOC in LGBTQI spaces? Embedded within queer phenomenology analysis, the research acknowledges the dearth of Queer and Transgender Interpreters of Color (QTIOC) and explores the lack of LGBTQI content in American Sign Language (ASL) interpreting education programs (IEP) and its inherent impact on the experiences of QTDPOC. This paper aims to encourage interpreters, students, and the interpreting field as a whole to increase efforts to acknowledge, be intentional, and hold themselves and others accountable in and beyond their scope of work.

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DeVita, Timothy, Casey Bishop und Michael Plankey. „Queering medical education: systematically assessing LGBTQI health competency and implementing reform“. Medical Education Online 23, Nr. 1 (Januar 2018): 1510703. http://dx.doi.org/10.1080/10872981.2018.1510703.

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McCready, Lance. „Queer Urban Education: Curriculum and Pedagogy for LGBTQI Youth in the City“. Journal of Curriculum and Pedagogy 4, Nr. 2 (Dezember 2007): 71–77. http://dx.doi.org/10.1080/15505170.2007.10411648.

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Fraser, Brody. „Queerly Beloved“. Counterfutures 2 (01.09.2016): 61. http://dx.doi.org/10.26686/cf.v2i0.6430.

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On 17 April 2013, the Marriage Amendment Act passed its final reading in New Zealand’s Parliament. This legislation was a milestone for the LGBTQI+ community. There was, however, little mention of the remaining institutional, legislative and socioeconomic barriers the community faces. Marriage equality was purported to be the final frontier in rights—yet much remains to be achieved before equality is realised. While state recognition is important for the community (as this ensures basic legal protections and rights), the relationship between many members of the LGBTQI+ community with the state has been, and continues to be, fraught. These tensions become visible when considering the poverty many in the community are subject to, especially transfolk, and issues faced when engaging with the health and education systems. Despite the positive changes achieved over recent years, there is still a need for ongoing mobilisation to bring pressure to bear upon the state.

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Costa, Vanessa Bento da, Jéssica Guimarães Martins und Leonardo Silveira Costa. „GÊNERO E SEXUALIDADE NAS POLÍTICAS PÚBLICAS EDUCACIONAIS: PROPOSTAS PEDAGÓGICAS E MOTIVAÇÕES POLÍTICAS NAS DECISÕES LEGISLATIVAS“. Iniciação Científica Cesumar 23, Nr. 1 (14.05.2021): 1–11. http://dx.doi.org/10.17765/2176-9192.2021v23n1e9866.

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Considerando que as lutas das mulheres são assuntos presentes no cotidiano da sociedade atualmente, o presente artigo pretende refletir acerca da igualdade de gênero e as diversas possibilidades de viver a sexualidade como temas a serem abordados dentro da escola. O objetivo central deste trabalho é investigar as motivações conservadoras das decisões políticas acerca da igualdade de gênero como tema a ser abordado dentro da escola e confrontá-las com a atualização dos estudos pedagógicos progressistas. Para tal, a metodologia escolhida foi uma revisão bibliográfica teórica, cujo ponto de vista pedagógico adotado tem base nos estudos pós-estruturalistas e nos pensadores pós-modernos; inclui-se também uma explanação factual, percorrendo o caminho das políticas públicas educacionais que contemplavam as pautas feministas e LGBTQI nos últimos anos. O resultado do estudo - problematizado sob uma visão foucaultiana-aponta para a constatação de que as instituições mais conservadoras agem, de fato, de maneira sistemática, calculada e articulada tomando a frente nessa pasta. Conclui-se, portanto, que para que os atuais debates feministas e pautas LGBTQI estejam presentes na realidade escolar é necessário compreender que deve haver maior presença feminina representando as pautas no Congresso, além de decisões políticas alinhadas aos estudos e atualizações do campo da Pedagogia e menos religião interferindo nos rumos das políticas públicas educacionais.

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Bennett, Bindi, und Trevor G. Gates. „Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia“. Social Work Education 38, Nr. 5 (08.03.2019): 604–17. http://dx.doi.org/10.1080/02615479.2019.1588872.

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Afra Boateng, Anabella. „Reinstating the Inherent Dignity of Marginalized Communities in Ghana“. Journal of Interdisciplinary Studies in Education 9, SI (11.08.2020): 80–101. http://dx.doi.org/10.32674/jise.v9is(1).2010.

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When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana’s democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana.

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McSpadden, Emalinda L. „Creating LGBTQI+ programing in urban higher education: Considering the creation process of a campus resource room“. Journal of Gay & Lesbian Social Services 32, Nr. 3 (22.04.2020): 310–27. http://dx.doi.org/10.1080/10538720.2020.1752873.

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Luke, Melissa, Kristopher M. Goodrich und Janna L. Scarborough. „Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs“. Journal of LGBT Issues in Counseling 5, Nr. 2 (April 2011): 80–101. http://dx.doi.org/10.1080/15538605.2011.574530.

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Dissertationen zum Thema "LGBTQI education"

Mince, Marcus Dwayne. „The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707250/.

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Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from this study found six school leadership behaviors that impacted cultural proficiency. These behaviors emerged into themes including (a) awareness, (b) training, (c) discussion, (d) resources, (e) safety, and (f) proactive solutions. Findings from this study suggest as school leaders' behaviors align more closely with the six themes at their campuses, they will be better able to build and foster relationships with LGBTQI youth and staff.

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Luke, Melissa, Krisopher M. Goodrich und Janna L. Scarborough. „Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1294.

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A national survey of 123 school counselor educators investigated how participants integrated K–12 lesbian, gay, bisexual, transgender, questioning, intersex (LGBTQI) students’ needs and concerns into school counseling curricula. Results indicated 91.9% of participants integrated the K–12 LGBTQI students’ needs and concerns for a median pedagogical duration of one, 3-hour session within a single course, focusing on students’ knowledge and awareness of gender and sexual/affectual orientation. Follow-up interviews were conducted with participants identified as committed to integrating LGBTQI issues into the curriculum, and these interviews produced themes that expanded survey findings in several areas, including significant educational experience, recognition of iterative effect, experiential, personal engagement, ethics, and influence of training and resources. Implications for school counselor education and professional development are discussed.

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Hult, Serafia, und Julia Utne. „HBTQI-utbildning och socialtjänsten : en dekorativ brosch eller ett banbrytande förändringsarbete?“ Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45966.

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Syftet med denna studie är att undersöka vilka förändringar enskilda socialarbetare på socialtjänsten upplever efter en HBTQI-utbildning samt vilka arbetssätt kring HBTQI-frågor som förekommer. Genom kvalitativa intervjuer med sex stycken socialarbetare och med hjälp av tematisk analysmetod har dessa tre teman framkommit: yttre påverkansfaktorer, normkritiskt arbete och klientkontakt. I resultatet framkommer det att HBTQI-utbildningen bidrar till ett normkritiskt förhållnings- och arbetssätt, som levandehålls om förutsättningarna tillåter det. Informanternas människosyn har förändrats efter utbildningen och de upplever sig arbeta inkluderande, normmedvetet och självreflekterande. Med de valda teoretiska perspektiven går det att tolka resultatet som att informanterna arbetar med en antiförtryckande praktik och använder sig av reflektionsverktyg, genom detta kan de förhoppningsvis minska sin påverkan till minoritetsstress. Förhoppningen med denna studie är att bidra med en förståelse om hur en HBTQI-utbildning kan hjälpa professionella inom hela det sociala arbetet att få en inkluderande människosyn genom att arbeta normkritiskt.
The purpose of this study is to investigate what changes individual social workers experience following LGBTQI education and what kind of working methods around LGBTQI issues occur. Through qualitative interviews with six social workers and with the help of a thematic analysis method, three themes have emerged: external influencing factors, norm-critical work and client contact. The results show that the LGBTQI education contributes to a norm-critical approach and way of working, which is kept alive if the conditions allow it. After the training the informants' view of people has changed and they experience that they are working in an inclusive way, norm-consciously and self-reflective. With the chosen theoretical perspective, the results can be interpreted as follows: the informants are implementing an anti-oppressive method in their work and using tools of reflection. Through this, they can hopefully minimize their influence on minority stress. Moreover, the study aims to contribute with an understanding of how a LGBTQI education can help professionals within social work adopt an inclusive view of people by working in a norm critical way.

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BRIDGMAN, BECKY L. „LGBTQ Course(s) in Public Education“. University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211567808.

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Larsen, Kelly Jo M. „Social Capital for LGBTQ+ Student Leaders of LGBTQ+ Identity-based Student Groups“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435239618.

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Garry, Candi Pierce. „Selection or Censorship? School Librarians and LGBTQ Resources“. Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.

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Boyd, Joni Etta. „A Multicultural and Social Reconstructionist Approach to Art Education: A Framework for Social Justice through Art Curriculum“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304434369.

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Beeson, Tony. „Self-Perceptions of Potential Educational Success among Displaced Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) Youth| An Exploration of Experience, Supports, Resilience, and Potential“. Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283801.

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Displaced Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) youth exist in educational environments that are ill-equipped to support them in their pursuit of educational success. Limited research on this group documents a lack of targeted supports resulting in significant struggles as they attempt to overcome obstacles in their path toward success. This study overlays the Minority Stress Process and Adolescent Resilience Theory’s models of support in an attempt to understand how targeted supports helped seven individuals overcome obstacles throughout their displacement from family and home. The study explored these individuals’ perceptions of the displacement, supports, resilience, and potential for educational access and success. Interview data was analyzed to arrive at descriptions of experiences that informed the development of codes and themes. In order to contextualize participant interview data, five observations of externally-based support groups and interviews with two support providers were conducted.

The participants in this study had diverse identities within the LGBTQ+ umbrella. Also, some were forcibly displaced due to familial nonacceptance of their gender or sexual identities, while others self-displaced in an attempt to live openly. However, they each described the loss of both familial supports and each reported a lack of targeted supports at school to help them overcome identity nonacceptance, displacement, and lack of belonging. All participants fought to access externally-based protective and compensatory supports. Educational institutions must implement policies and practices to ensure all displaced LGBTQ+ individuals are supported. By mirroring the externally-based programs that are successful with limiting the effects of displacement and identity non-acceptance, educational institutions can interrupt the Minority Stress Process and the associated adversity.

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Chatman, Sherry Waterman. „The effects of bullying on the lives of lesbian, gay, bisexual, and transgendered students who attended high school in Shelby County, Tennessee“. Thesis, Arkansas State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735824.

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This study examined the effects of bullying on the lives of lesbian, gay, bisexual, and transgender (LGBT) students age 18 to 25 who attended high schools in Shelby County, Tennessee. A qualitative research method was utilized to examine and determine the perception of fifty-three lesbian, gay, bisexual and transgendered youth homophobic experiences while attending high school. The study obtained the perceptions of LGBT youth based on the following questions: (1) What do LGBT youth believe are the reasons for homophobic bullying?, (2) How do acts of homophobic bullying affect, mentally and emotionally, the lives of those involved?, (3) And what types of homophobic bullying are evident in public high schools in Shelby County, Tennessee?

Although there has been a plethora of research conducted to document the effects of homophobic bullying on the lives of LGBT youth, no research could be found that investigated the effects of homophobic bullying on the lives of LGBT youth attending high school in Shelby County, Tennessee. Furthermore, most anti-bullying policies in schools in Shelby County, Tennessee do not include bullying against LGBT youth.

The study found that LGBT believed they experienced homophobic bullying because they were gay or presumed to be gay. Some LGBT youth felt the homophobic bullying they experienced caused poor grades, depression, and low self- esteem.

The study provides the information that will assist high school administrators and staff in combating homophobic bullying and discrimination against LGBT youth. Protecting LGBT students mean making changes to some anti-bullying policies that may exist in some schools. Schools must establish clear comprehensive policies which specifically address homophobic bullying. All schools should implement safe school policies that encompass the welfare of all students.

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Brinkworth, Carolyn S. „From Chilly Climate to Warm Reception: Experiences and Good Practices for Supporting LGBTQ Students in STEM“. Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cgu_etd/97.

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Lesbian, gay, bisexual, transgender, and queer/questioning students (LGBTQ) face unique challenges during their university or college careers, and while society has generally become more accepting of sexual and gender minorities (SGM) over the past decade, students still often face chilly or outright hostile campus climates, as well as institutional and departmental policies and practices that create barriers to their learning and feeling of belonging in their classrooms and on their campuses. Research suggests that these issues are particularly pervasive in the disciplines of Science, Technology, Engineering and Mathematics (STEM), and there is some evidence to suggest that LGBTQ individuals are underrepresented in these fields, at least in the STEM federal agency workforce (Cech, 2015). In this work, I review the research pertaining to LGBTQ university and community college students in STEM fields, including departmental and campus climate, departmental and institutional policies, and student outcomes. I investigate the evidence for policy and intervention options, and synthesize the recommendations from the literature that can help to support SGM students in classrooms, departments, and institutions of higher education.

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Bücher zum Thema "LGBTQI education"

Bloomfield, Veronica E. LGBTQ Voices in Education. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315643403.

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LGBTQ issues in education: Advancing a research agenda. Washington, DC: American Educational Research Association, 2015.

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Robert), Cahill Sean (Sean, Hrsg. LGBT youth in America's schools. Ann Arbor: The University of Michigan Press, 2012.

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1950-, Crowley M. Sue, und Bertram Corrine, Hrsg. Between progress and marginalization: LGBTQ youth in and out of school. New York: Peter Lang, 2010.

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Dignity for all: Safeguarding LGBT students. Thousand Oaks, Calif: Corwin Press, 2012.

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Dračo, Ivana. Prava LGBT osoba u Bosni i Hercegovini: Obrazovanje. Sarajevo: Fondacija Heinrich Boll, 2013.

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Gay, Lesbian and Straight Education Network. The GLSEN workbook: A developmental model for assessing, describing and improving schools for lesbian, gay, bisexual and transgender (LGBT) people. New York, N.Y: GLSEN, 2001.

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Lanse, Hal W. The rainbow curriculum: Teaching teens about LGBT issues. [S. l.]: Queer Street Books, 2012.

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Gerri, August, und Kennedy Megan S, Hrsg. Safe spaces: Making schools and communities welcoming to LGBT youth. Santa Barbara, Calif: Praeger, 2011.

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A culturally proficient response to LGBT communities: A guide for educators. Thousand Oaks, Calif: Corwin, 2013.

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Buchteile zum Thema "LGBTQI education"

Kroeger, Janice. „School-Community Partnerships for Inclusion(s) of LGBTQI Youth and Families“. In The Wiley Handbook of Family, School, and Community Relationships in Education, 117–38. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch6.

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Rhoades, Mindi. „LGBTQ Trauma + Art Education“. In Art for Children Experiencing Psychological Trauma, 60–75. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315301358-6.

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Bartone, Michael D. „LGBTQ+ Inclusive Teacher Preparation“. In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_214-1.

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Grewe, Michael. „LGBTQIA+ Support Systems within Higher Education“. In The Routledge Handbook of LGBTQIA Administration and Policy, 244–59. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351258807-17.

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Payne, Elizabethe, und Melissa J. Smith. „Violence against LGBTQ Students“. In The Wiley Handbook on Violence in Education, 393–415. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118966709.ch19.

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Duran, Antonio. „Latinx/a/o LGBTQ+ Communities in Education“. In Handbook of Latinos and Education, 264–79. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429292026-25.

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Lewis, Michele K., und Isiah Marshall. „Education, Research, and Community Services“. In LGBT Psychology, 175–95. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-0565-8_10.

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Danisi, Carmelo, Moira Dustin, Nuno Ferreira und Nina Held. „Health, Work and Education“. In IMISCOE Research Series, 389–417. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69441-8_9.

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AbstractIn this chapter, we look at the experiences of SOGI minorities who are claiming asylum or who have reached the end of the asylum process in relation to health, work and education. We define these three spheres broadly, including, for example, volunteering and impacts from having experienced sexual violence torture, as well as sex work. Ostensibly, LGBTIQ+ asylum claimants experience the same difficulties in applying for work and accessing health and education as most other asylum claimants. In reality, this is not always the case. Here, referring back to our theoretical underpinnings, including intersectionality, highlights some particular areas of need, in many cases relating to the discrimination they encounter on the basis of SOGI in addition to other characteristics. As with the previous chapter, we again show that SOGI minorities encounter particular problems outside the legal asylum process as well as within it.

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Martin, Adrian D., und Julian Kitchen. „LGBTQ Themes in the Self-Study of Teacher Educators“. In Springer International Handbooks of Education, 1–22. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_19-1.

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Paiz, Joshua M. „Introducing LGBTQ+ Issues: Dynamic Classroom Negotiations for ELT Practitioners“. In Linguistic Perspectives on Sexuality in Education, 399–425. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64030-9_14.

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Konferenzberichte zum Thema "LGBTQI education"

Wilson, Lauren E., Ivana Sehovic, Julian A. Sanchez, Steven K. Sutton, Peter A. Kanetsky, Vani N. Simmons, Susan T. Vadaparampil, Matthew B. Schabath und Gwendolyn P. Quinn. „Abstract A20: LGBTQ self-disclosure in healthcare: The need for providers to discuss LGBTQ-specific cancer education“. In Abstracts: Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; November 13-16, 2015; Atlanta, Georgia. American Association for Cancer Research, 2016. http://dx.doi.org/10.1158/1538-7755.disp15-a20.

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Huang, Wei. „Analysis on Depression Among LGBTQ Population“. In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.082.

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Downing, Sydney. „DIVING INTO MINORITY STRESS THEORY WITHIN THE LGBTQ+ COMMUNITY“. In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end070.

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Ekoniak, Mike. „Engineering culture and LGBTQ engineers' use of social change strategies“. In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684890.

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Chavela Guerra, Rocio C., Stephanie Farrell und Alexandra Longo. „Promoting LGBTQ equality in engineering via online Safe Zone workshops“. In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757731.

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Schipull, Erin M., Xandria R. Quichocho und Eleanor W. Close. „“Success Together”: Physics departmental practices supporting LGBTQ+ women and women of color“. In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.schipull.

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Hu, Liqi. „Analysis of LGBTQ Groups and Movements Based on Social Media“. In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.459.

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Tamargo, Christina, Julian A. Sanchez, Steven K. Sutton, Peter A. Kanetsky, Vani N. Simmons, Susan T. Vadaparampil, Matthew B. Schabath und Gwendolyn P. Quinn. „Abstract A59: Providing care for LGBTQ individuals with cancer: A call for education and training“. In Abstracts: Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; November 13-16, 2015; Atlanta, Georgia. American Association for Cancer Research, 2016. http://dx.doi.org/10.1158/1538-7755.disp15-a59.

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Quichocho, Xandria R., Jessica Conn, Erin M. Schipull und Eleanor W. Close. „Who does physics? Understanding the composition of physicists through the lens of women of color and LGBTQ+ women physicists“. In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.quichocho.

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Quichocho, Xandria R., Erin M. Schipull und Eleanor W. Close. „Understanding physics identity development through the identity performances of Black, Indigenous, and women of color and LGBTQ+ women in physics“. In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.quichocho.

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