Graduation Term

Spring 2026

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Lydia Kyei-Blankson

Committee Member

Laura Kalmes

Committee Member

Mohamed Nur-Awaleh

Abstract

The purpose of this qualitative study was to examine how LGBTQIA+ identifying students understand and navigate dominant norms of masculinity within the context of higher education. Guided by theories of hegemonic masculinity, queer theory, and cruel optimism, this study explored how masculinity, as a social construct, shapes LGBTQIA+ students’ identity development, self-expression, and perceptions of campus climate. Data were collected through semi-structured interviews with LGBTQIA+ students enrolled at a large public institution in the United States. Using thematic analysis, six themes were identified, including The Process Began Young, Masc is KING, Sex is POWER, Campus is Great…If You Fit Their Mold, University Life IS Masculine, and Does My Voice Even Matter?

Interpretation of the findings indicated that hegemonic masculinity functions as a pervasive system of power influencing both individual experiences and institutional practices. Participants described learning early to regulate gender expression as a survival strategy, which continued to shape their sense of belonging in higher education. Campus inclusion was often experienced as conditional, with acceptance tied to conformity to dominant masculine norms. Attempts to achieve validation through masculine performance and sexual desirability reflected a form of cruel optimism that constrained authenticity.

The implications of this study highlight the limitations of individual-level interventions and emphasize the need for institutional approaches that address masculinity as a structural force embedded within campus culture, leadership practices, and policies.

Access Type

Dissertation-Open Access

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Available for download on Monday, July 15, 2030

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