Queer connection, access, and identity: Investigating the lived experiences of queer, mad, mentally ill, neurodivergent, and/or disabled (MMIND) college students in higher education.
Bibliographic record
Abstract
This phenomenological study was designed to elevate the lived experiences of queer, mad, mentally ill, neurodivergent, and/or disabled (MMIND) college students in higher education. Little research exists which describes how queer MMIND college students survive often hostile environments in higher education. Even less research exists that explores how queer MMIND college students dream about accessible futures. Reddit was used to recruit 10 participants, or co-researchers, from the United States of America and Canada. Co-researchers engaged in three phenomenological interviews, which allowed opportunity to reflect on lived experience and to dream about an accessible future. Queer and crip theories were used to analyze the data and examine ways that co-researchers' experiences unsettled the status quo. Four major themes emerged: enrollment patterns, negotiating identity, navigating connections, and an accessible world. Co-researchers' experiences were informed by queer crip histories, lived in the queer crip present, and motivated by queer crip futures. This research provides higher education the ability to think differently about the future. First, higher education is complicit in creating heterosexist and ableist norms. Second, higher education uses systems of surveillance to control non-normative behavior. Finally, higher education can create accessible environments by letting go of non-queer, non-crip futures.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.007 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".