Mirrors and Windows: Exploring Queer Identity Representation in Graduate Curriculum

Queer representation in higher education curricula remains sparse, particularly at the graduate level, leaving many students without mirrors to reflect their identities or windows into broader queer experiences. This dissertation explores the extent to which queer graduate students perceive their identities as represented in their academic coursework. Using a narrative ethnographic approach, this study amplifies the voices of queer students, examining their lived experiences in relation to curriculum design, classroom discussions, and institutional inclusion. Framed through Queer Theory and Emily Style’s (1988) “Curriculum as Windows and Mirrors,” this research interrogates heteronormativity in graduate education and highlights the importance of visibility, affirmation, and inclusive pedagogy. Findings reveal that many queer graduate students struggle to see themselves in course materials, contributing to feelings of exclusion, isolation, and invisibility within academic spaces. The study advocates for intentional curricular reforms that integrate queer perspectives, fostering a more inclusive and representative educational experience. By centering the narratives of queer graduate students, this research contributes to broader conversations on diversity, equity, and belonging in higher education.