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Using a systematic literature review approach, this article examines the expanding landscape of LGBTQ+ student affairs in higher education. In reviewing 38 pieces of scholarship, several themes emerge about this line of work: how LGBTQ+ student affairs work came to be, how students experience LGBTQ+ centers, and ongoing organizational concerns. Implications for research and practice are offered.

Today, close to 300 graduate-level higher education and student affairs (HESA) programs exist nationally, and the Council for the Advancement of Standards (CAS) recommends studying the historical context of higher education as part of the curriculum. The strong social justice emphasis within HESA programs offers a valuable hook for introducing the complexities of the past and the craft of the historian. Research on the history of higher education has expanded in the last decade and is beginning to reshape the field, including current explorations of the relationship between institutions of higher education, slavery, and racism. For this study, the authors surveyed HESA programs nationally to understand the current landscape of history of higher education courses and conducted follow-up interviews with twenty-eight faculty. Drawing upon this rich data, this article examines the ways in which history of higher education instructors worked through the lens of social justice to make history relevant for graduate students outside of the discipline of history and to foster an appreciation of history as an iterative process involving analysis, evaluation, and interpretation of past events.

Utilizing oppression as a conceptual framework, this article explores themes that emerged from qualitative research using epistemological bricolage on data from five graduate assistants who served as the sole institutional contact for LGBTQ+ student services. Of particular attention was the influence of these students' multiple social identities on their 10 direct work experiences, the graduate assistant role itself, perceptions of institutional visibility of LGBTQ work, and implications of oppression on practice.

In this narrative inquiry study, we interviewed 5 graduate assistants who served as the primary point of contact for their public university's lesbian, gay, bisexual, and transgender (LGBT) student services. We were interested in understanding the structural challenges that affected these employees' experiences in their roles. Participants were interviewed 3 times over 1 academic year to better understand their job roles and expectations in-depth. From the data, 1 major theme experienced across the participants was a feeling of being set up to fail within their positions. The participants also discussed 4 subthemes that focused on external structural challenges; these included (a) the institutional geography of the LGBT center; (b) inconsistent supervisor support and content knowledge; (c) lack of formal training and professional development; and (d) limited resources of time and money.

This exploratory qualitative research focuses on the experiences of those who facilitate lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ+) social justice educational interventions (SJEIs), such as safe zone, safe space, and ally training. Although persistent in higher education LGBTQ+ SJEIs remain an understudied area for empirical research, especially how facilitators describe the benefits and challenges of this role. Findings reveal how these benefits and challenges are paradoxical in that participants are hopeful for the impact of the work while burdened by the endeavor. Implications illuminate how participants approach engagement with campus communities through SJEIs as a potential opportunity for increasing inclusion efforts and how participants act as tempered radicals within this facilitator role in higher education. [ABSTRACT FROM AUTHOR]

USING SCHOLARLY PERSONAL NARRATIVES AS A RESEARCH TOOL, we explored how the director of an LGBTQ+ living-learning program (LLP) created community within the constructs of an otherwise cis- and heteronormative residential environment. We reviewed the first author's reflections about community experiences and analyzed them for opportunities to upend assumptions, practices, and operations for more liberatory futures. Students participating in LLPs tend to have higher levels of engagement and belonging, but those with marginalized identities may benefit even more from this kind of involvement. The first author's personal narratives about serving as an LGBTQ+ LLP program director revealed that many of the residents appreciated the feelings of affinity and safety offered by this residential community, and they were uninterested in engaging in community in many of the expected ways (i.e., program attendance). Our exploration offers liberatory possibilities for queering institutional transformation, with the recognition that campus housing professionals should reconsider their expectations for all LLPs, and higher education institutions must make strong commitments to provide support that resists assumptions about queerness and community. The stability and growth of this LLP requires specific support that allows it to evolve into configurations that reflect the needs of its divergent communities while still being centered in queerness. [ABSTRACT FROM AUTHOR]

The article titled "Beyond the 'Tried and True': Emergent and Liberatory Residential Life and Housing Practices" discusses the need for reimagining and reevaluating traditional practices in residential life and housing in higher education. The authors argue that these practices must be examined through critical lenses and that new approaches are necessary to prioritize equity and liberation. The special issue of The Journal of College and University Student Housing explores alternative practices that center on humanity, well-being, and community-building. The articles in the issue provide examples of innovative and meaningful changes that challenge the status quo and promote inclusivity and social justice. [Extracted from the article]

This chapter explores the various ways that practitioners in LGBTQ centers can use gender-aware practices to attend to issues that arise within their centers and campus-wide that stem from a societal culture so profoundly influenced by masculinities.

Authors offer a definition and frame for gender-aware practice, and explore specific language and strategies for considering the role of masculinities in student affairs work.

In this methodological reflective manuscript, I explore my decision to use a grounded theoretical approach to my dissertation study on trans* men in higher education. Specifically, I question whether grounded theory as a methodology is capable of capturing the complexity and capaciousness of trans*-masculine experiences. Through the lenses of social justice and Critical Trans Politics I question whether theory generation with so little published about trans* men in research puts limitations on the possibilities of liberation for trans* men. I suggest researchers consider utilizing exploratory research to understand the experiences of trans* men instead of theorizing about their lived experiences.

Maria Concetta Interrigi,1 Francesca M Trovato,2,3 Daniela Catalano,3,4 Guglielmo M Trovato3,5 1Accident and Emergency Department, Ospedale Cannizzaro, Catania, 2Accident and Emergency Department, Ospedale Civile, Ragusa, 3Department of Clinical and Experimental Medicine, The School of Medicine, University of Catania, 4Postgraduate School of Clinical Ultrasound, Department of Clinical and Experimental Medicine, Azienda Ospedaliero-Universitaria Policlinico, University of Catania, 5Postgraduate School of e-Learning and ICT in Health Sciences, The School of Medicine, University of Catania, Catania, Italy Purpose: Thoracic ultrasound (TUS) has been proposed as an easy-option replacement for chest X-ray (CXR) in emergency diagnosis of pneumonia, pleural effusion, and pneumothorax. We investigated CXR unforeseen diagnosis, subsequently investigated by TUS, considering its usefulness in clinical risk assessment and management and also assessing the sustainability of telementoring. Patients and methods: This observational report includes a period of 6 months with proactive concurrent adjunctive TUS diagnosis telementoring, which was done using freely available smartphone applications for transfer of images and movies. Results: Three hundred and seventy emergency TUS scans (excluding trauma patients) were performed and telementored. In 310 cases, no significant chest pathology was detected either by CXR, TUS, or the subsequent work-up; in 24 patients, there was full concordance between TUS and CXR (ten isolated pleural effusion; eleven pleural effusion with lung consolidations; and three lung consolidation without pleural effusion); in ten patients with lung consolidations, abnormalities identified by CXR were not detected by TUS. In 26 patients, only TUS diagnosis criteria of disease were present: in 19 patients, CXR was not diagnostic, ie, substantially negative, but TUS detected these conditions correctly, and these were later confirmed by computed tomography (CT). In seven patients, even if chest disease was identified by CXR, such diagnoses were significantly modified by ultrasound, and CT confirmed that TUS was more appropriate. The overall respective individual performances of CXR and TUS for the diagnosis of a pleural–pulmonary disease in emergency are good, with accuracy >95%. Conclusion: About 20% of pneumonia cases were detectable only by CXR and 20% only by TUS and not by CXR; ie, about 40% of patients may have been misdiagnosed if, by chance, only one of the two tools had been used. The concurrent use of TUS and CXR increases the overall sensitivity and specificity. The contribution of expert telementoring and final reappraisal is a valuable and sustainable element for emergency physicians’ training and performance, contributing reasonably to mitigation of clinical risks. Keywords: echography, pneumonia, pneumothorax, pleural effusion, diagnostic performance

Trans* men have not, as yet, received specific research attention in higher education. Based on intensive interviews with 25 trans* men enrolled in colleges or universities in New England, I explore their experiences in higher education. I analyze participants' descriptions of supports and challenges in their collegiate environments, as well as advice they offer to other trans* men in college. I offer liberatory consciousness as a model that higher education staff and faculty can use to attend to the needs for trans* men's inclusion in higher education.

This paper offers an annotated bibliographical review of the preceding year's publications in the fields of social justice education. In this Year in Review for 2004, the authors present the work of two advanced doctoral students and the Editorial Staff of "Equity & Excellence in Education", who together have selected and annotated articles and books from sociology, psychology, religious studies, African American studies, and women's studies, as well as education. An explicit effort was made this year to include new information on what is known in the literature as "ethnoreligious" oppression by adding keywords such as Islamophobia, Muslims and Islam, anti-Semitism, "religion and ethnicity." As in other years, this bibliography includes articles that were considered groundbreaking for social justice educators, even if the subject matter was not directly or immediately related to education.