Queering Campus Climate: A Review of Benjamin Arnberg’s Queer Campus Climate: An Ethnographic Fantasia

Abstract views: 57 / PDF downloads: 51





campus climate, identity development, inclusion, queer performance, queer men


A review of Arnberg’s Queer Campus Climate: An Ethnographic Fantasia seeks to educate higher education administrators and educators about the challenges and barriers queer men face navigating a hostile campus climate in the deep south. Arnberg’s storytelling provides an immersive experience of the unique lives of queer men in higher education and the campus climate’s role in their identity development. The fantasia illustrates various issues queer men navigate including queer performance as a means of adaptation, providing safe spaces that allows authenticity, suicide and mental health problems, and barriers to developing community and support systems. Awareness of issues impacting queer men intends to encourage action among administrators to implement campus climate assessments and take meaningful action toward addressing issues of discrimination, prejudice, and inequity on their campus.


Download data is not yet available.

Author Biography

Andrew Funari, Florida Gulf Coast University

Andrew D. Funari is pursuing a Doctor of Education with a concentration in Higher Educational Leadership at Florida Gulf Coast University (FGCU). Currently serves as the Assistant Director of Sport Programs for FGCU University Recreation, Andrew is responsible for the oversight and management of recreational sport opportunities for FGCU students including intramural sports and sport centric student organizations. His research inquiry includes understanding the impact students’ sense of belonging has on retention and persistence at higher education institutions and the influence campus climate has on marginalized student populations college experience.


Aguilar-Hernández, J. M. (2020). Queering critical race pedagogy: Reflections of disrupting erasure while centering intersectionality. International Journal of Qualitative Studies in Education, 33(6), 679–694. https://doi.org/10.1080/09518398.2020.1747660 DOI: https://doi.org/10.1080/09518398.2020.1747660

Arnberg, B. (2020). Queer campus climate: An ethnographic fantasia. Routledge. DOI: https://doi.org/10.4324/9781003002024

Bowling, J., Miller, R. A., & Mather, N. (2019). Making campus-based LGBTQ climate assessments matter. Journal of Student Affairs Research and Practice, 57(2), 197–211. https://doi.org/10.1080/19496591.2019.1631837 DOI: https://doi.org/10.1080/19496591.2019.1631837

Camangian, P. R. (2021). Loving (lumpen) masculinities: Teaching to transform heteropatriarchy, toxic masculinity, and urban misogyny. Equity & Excellence in Education, 54(3), 345–358. https://doi.org/10.1080/10665684.2021.2010015 DOI: https://doi.org/10.1080/10665684.2021.2010015

Crenshaw, K. (2018). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. Feminist Legal Theory, 1989(1), 57–80. https://doi.org/10.4324/9780429500480-5 DOI: https://doi.org/10.4324/9780429500480-5

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage.

Duarte, B. J. (2020). Forced back into the closet: A (queer) principal’s attempt to maintain queer erasure. Journal of Cases in Educational Leadership, 23(4), 20–34. https://doi.org/10.1177/155545892095631 DOI: https://doi.org/10.1177/1555458920956310

Edwards, N. M. (2010). Using nail polish to teach about gender and homophobia. Teaching Sociology, 38(4), 362–372. https://doi.org/10.1177/0092055x10378821 DOI: https://doi.org/10.1177/0092055X10378821

Fassinger, R. E., & Miller, B. A. (1997). Validation of an inclusive MODELOF sexual minority identity formation on a sample of gay men. Journal of Homosexuality, 32(2), 53–78. https://doi.org/10.1300/j082v32n02_04 DOI: https://doi.org/10.1300/J082v32n02_04

Gooding, A. R., Zaman, B. A., Harrell, S. J., Collins, S., Abelson, M. J., & Anderson-Nathe, B. (2022). Situated agency: How LGBTQ youth navigate and create queer(ed) space. Journal of LGBT Youth, 1–21. https://doi.org/10.1080/19361653.2022.2089430 DOI: https://doi.org/10.1080/19361653.2022.2089430

Johnson, A. A., & Quaye, S. J. (2017). Queering black racial identity development. Journal of College Student Development, 58(8), 1135–1148. https://doi.org/10.1353/csd.2017.0090 DOI: https://doi.org/10.1353/csd.2017.0090

Kimball, E., Vaccaro, A., Tissi-Gassoway, N., Bobot, S. D., Newman, B. M., Moore, A., & Troiano, P. F. (2018). Gender, sexuality, & (dis)ability: Queer perspectives on the experiences of students with disabilities. Disability Studies Quarterly, 38(2). https://doi.org/10.18061/dsq.v38i2.5937 DOI: https://doi.org/10.18061/dsq.v38i2.5937

McRee, T. K., & Cooper, D. L. (1998). Campus environments for gay, lesbian, and bisexual students at southeastern institutions of higher education. NASPA Journal, 36(1), 48–60. https://doi.org/10.2202/1949-6605.1066 DOI: https://doi.org/10.2202/1949-6605.1066

Parker, E. T. (2021). Campus climate perceptions and sense of belonging for LGBTQ students: A Canadian case study. Journal of College Student Development, 62(2), 248–253. https://doi.org/10.1353/csd.2021.0019 DOI: https://doi.org/10.1353/csd.2021.0019

Pitcher, E. N., & Simmons, S. L. (2020). Connectivity, community, and kinship as strategies to foster queer and trans college student retention. Journal of College Student Retention: Research, Theory & Practice, 21(4), 476–496. https://doi.org/10.1177/1521025119895514 DOI: https://doi.org/10.1177/1521025119895514

Ramchand, R., Schuler, M. S., Schoenbaum, M., Colpe, L., & Ayer, L. (2022). Suicidality among sexual minority adults: Gender, age, and race/ethnicity differences. American Journal of Preventive Medicine, 62(2), 193–202. https://doi.org/10.1016/j.amepre.2021.07.012 DOI: https://doi.org/10.1016/j.amepre.2021.07.012

Rousell, D. (2019). Inhuman forms of life: On art as a problem for post-qualitative research. International Journal of Qualitative Studies in Education, 32(7), 887–908. https://doi.org/10.1080/09518398.2019.1609123 DOI: https://doi.org/10.1080/09518398.2019.1609123

Sarna, V., Dentato, M. P., DiClemente, C. M., & Richards, M. H. (2021). The importance of mentors and mentoring programs for LGBT+ undergraduate students. College Student Affairs Journal, 39(2), 180–199. https://doi.org/10.1353/csj.2021.0016 DOI: https://doi.org/10.1353/csj.2021.0016

Snapp, S. D., Burdge, H., Licona, A. C., Moody, R. L., & Russell, S. T. (2015). Students’ perspectives on LGBTQ-inclusive curriculum. Equity & Excellence in Education, 48(2), 249–265. https://doi.org/10.1080/10665684.2015.1025614 DOI: https://doi.org/10.1080/10665684.2015.1025614

St. Pierre, E. A. (2013). The posts continue: Becoming. International Journal of Qualitative Studies in Education, 26(6), 646–657. https://doi.org/10.1080/09518398.2013.788754 DOI: https://doi.org/10.1080/09518398.2013.788754

St. Pierre, E. A. (2020). Why post qualitative inquiry? Qualitative Inquiry, 27(2), 163–166. https://doi.org/10.1177/1077800420931142 DOI: https://doi.org/10.1177/1077800420931142

Waling, A., & Roffee, J. A. (2017). Knowing, performing and holding queerness: LGBTIQ+ student experiences in Australian tertiary education. Sex Education, 17(3), 302–318. https://doi.org/10.1080/14681811.2017.1294535 DOI: https://doi.org/10.1080/14681811.2017.1294535

Woodford, M. R., Weber, G., Nicolazzo, Z., Hunt, R., Kulick, A., Coleman, T., Coulombe, S., & Renn, K. A. (2018). Depression and attempted suicide among LGBTQ college students: Fostering resilience to the effects of heterosexism and cisgenderism on campus. Journal of College Student Development, 59(4), 421–438. https://doi.org/10.1353/csd.2018.0040 DOI: https://doi.org/10.1353/csd.2018.0040




How to Cite

Funari, A. (2023). Queering Campus Climate: A Review of Benjamin Arnberg’s Queer Campus Climate: An Ethnographic Fantasia. Journal of Ethnic and Cultural Studies, 10(1), 199–205. https://doi.org/10.29333/ejecs/1556



Book Reviews