Abstract

Abstract:

In this qualitative study I explored the social media activities of 25 lesbian, gay, bisexual, transgender, and queer students with disabilities at a research-intensive university. Using a framework of identity-making that accounts for students' reflections, narrations, and actions, I detail students' experiences exploring queer/disability identities through social networking sites, smartphone applications, and blogs. Students described going online to find validation, become involved, and manage identities contextually; however, students also described experiencing marginalization online and feeling isolated, suggesting implications for higher education, including the need to critically evaluate students' online engagement.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 509-525
Launched on MUSE
2017-06-26
Open Access
N
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