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Poor Queer Studies: Class, Race, and the Field.

Matt Brim1

  • 1English Department, College of Staten Island, City University of New York (CUNY), Staten Island, New York, USA.

Journal of Homosexuality
|November 8, 2018
PubMed
Summary
This summary is machine-generated.

Queer studies is often centered at elite institutions, neglecting marginalized students. This research advocates for "poor queer studies," redirecting focus to underserved schools and students for greater inclusivity.

Keywords:
CUNYCollege of Staten IslandLGBT studiesQueer studiesclass stratificationhigher educationqueer case studyracesocioeconomic class

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Area of Science:

  • Sociology of Education
  • Queer Theory
  • Higher Education Studies

Background:

  • Queer studies has historically been associated with well-resourced, selective higher education institutions in the U.S.
  • These institutions often perpetuate class and race stratification, inadequately serving poor and minority students, including queer individuals.
  • The material and intellectual resources shaping queer studies have been concentrated in elite academic settings.

Purpose of the Study:

  • To investigate the material conditions under which queer studies is conducted within academia.
  • To propose a critical reorientation of queer studies toward underserved populations and institutions, termed 'poor queer studies'.
  • To advocate for structural integration between high-status and low-status academic environments in queer studies.

Main Methods:

  • Qualitative analysis of the academic landscape of queer studies.
  • Case study of the College of Staten Island, CUNY.
  • Theoretical framework examining institutional stratification and resource allocation.

Main Results:

  • Queer studies' academic formation is deeply intertwined with elite institutions that contribute to educational inequality.
  • These elite institutions often fail to adequately support poor and minority queer students.
  • The study identifies a need to bridge the gap between dominant queer studies scholarship and the realities of marginalized students.

Conclusions:

  • A paradigm shift is necessary to establish 'poor queer studies' focused on working-poor schools, students, theories, and pedagogies.
  • The concept of 'queer-class ferrying' is proposed to facilitate connections between elite and underserved academic contexts.
  • This reorientation aims to create a more inclusive and equitable field of queer studies.