'Is my college queer?': student experiences in Oxford colleges

Thesis

‘Is my college queer?’ is a key question asked in this dissertation. What starts as a seemingly simple exploration of students’ queer expectations and experiences at their Oxford colleges is complicated with the application of queer theory. I first highlight the prominence of college reputations and their encouragement by students and college branding. This encompasses historical, societal and social expectations.

I set out on this project seeing my research methods as a means to understand these expectations further and how they interact with student experience. These included selfselective participant survey and interviews with students. Although seemingly ‘straight’-forward in method, I became aware of the tensions I faced in queering my research and began to question any attempt to categorise colleges as queer. This was first through my research of what it means to label something as queer. This relates to my original interest in who queers Oxford colleges: my participants, the colleges or my research? Based on this, I began to reflect on whether a college could ever be ‘queer enough’. By exploring the term ‘queer failure’ as it relates to my research and colleges, I conclude that although queer failure may be inevitable, the reaching for the inclusivity and understanding that is involved in queering a college and research is important.

With this foundation for analysis, I offer insight into student perspectives on their colleges and whether their experiences would lead them to regard their colleges as queer. Queer temporality, engagement with staff and other students, and LGBTQ+ inclusivity are key themes here. Ultimately, this emphasises college’s placemaking and reputations as dynamic and subject to its members. Although, there are areas that colleges could ensure greater inclusivity across cohorts, which are shared in my findings, there is also a clear sentiment that the college is changeable based on those who occupy and use it. I note, tradition of Oxford is an important area that complicates this discussion. Nevertheless, the message that colleges and its members would be more inclusive in its trying and necessarily failing to be queer than its complacency and selective marketing as ‘inclusive’ is present throughout.

Authors: Edwards, M

• DOI: 10.5287/ora-5jx4d44ok
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: HE; LGBTQ+; queer failure; HE2024; queer research
• Subjects: Sexual minorities; LGBT activism; Sexual minority community; Education