Intersectional Ecologies

Key Contextual Influences in the Identity Development Journeys of Queer and Trans College Students of Color

Bibliographic Data

ID8222469
AuthorsAntonio Duran (0000-0002-3990-6796, Arizona State University, corresponding author)
Year2026
Publication date2026-03-27
Open AccessYes
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/00028312261423515
OpenAlexW7141748926
LanguageEN
References cited27

Drawing on data from a longitudinal constructivist grounded theory research study involving 12 queer and trans students of color (QTSOC), this paper details key contextual influences in their identity development journeys while in (and out of) higher education institutions. Sensitized by ecological systems theory and intersectionality as frameworks, the grounded theory is presented in the form of an intersectional-ecological model of contextual influences for QTSOC. Specifically, the findings speak to the (a) overarching and dynamic influence of co-constituting systems of oppression, (b) proximal processes that emerged as meaningful for QTSOC, and (c) shifting salience of microsystems in their journeys. The paper concludes with implications for theory development, research, and practice in education

Constructivist grounded theory · Development theory · Grounded theory · Identity (music · Intersectionality · Key (lock · Queer · Queer theory · Reflexivity · Salience (neuroscience · Critical Race Theory in Education · Higher Education Research Studies · LGBTQ Health, Identity, and Policy

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