Using Queer Theory to Explore Lesbian College Students’ Multiple Dimensions of Identity

Abstract

By introducing queer theory to Abes and Jones's (2004) constructivist narrative inquiry of lesbian college students' perceptions of their multiple identities, we retell the developmental narrative of one participant's negotiation of her sexuality, religion, gender, and social class. This queer retelling of a developmental story shows how identities are constantly forming and reforming and challenges heteronormative assumptions underlying student development theory, including the construct of self-authorship. We propose a fluid perspective on student development that accounts for lesbian college students' resistance of heteronormative structures. We also encourage student affairs practice that centers lesbian college students' agency and resistance.