“Do you have to have a 40-hour course to be told that there are nice literary queers as
well as dirty queers?”
  --Nebraska State Senator Henry Pederson, 1970

The answer to this question is a resounding yes, and more and more research is being done
in gay and lesbian studies as well as queer theory, especially in recent years.  An instructor might
ask herself or himself how and in what ways this research can be brought into the classroom, what
her or his responsibilities are to students, or how to deal with the difficult situations when
students ask questions regarding sexuality in the classroom.  For many centuries, academia simply
avoided these issues through one method or another, such as simply not speaking about issues
surrounding homosexuality or, if it must be spoken of, declaring that it isn’t fit for academic
study.  These ways of dealing with the tricky issue of sexuality, especially in the classroom, will
no longer suffice.

Due to the resurgence of lesbian, bisexual, gay and transgender activism in the 1980s and
1990s, students are asking questions of their instructors:  Why did Shakespeare dedicate more
than 100 of his sonnet sequence to a man?  What was the Renaissance attitude toward young men
playing the roles of women in the theater?  Is Plato’s Phaedrus talking about homoerotic love
between men, and was that simply normal in that time?  Was Willa Cather lesbian or transgender?
Why aren’t we studying Tony Kushner’s Angels in America in this 20th Century Drama class?
What about the Stonewall riots, and how do they fit in with the women’s movement and the civil
rights movement, and why isn’t it in our Late 20th Century American History class?  Sometimes,
the student asking the question knows more about the issue than the instructor does, putting that
instructor in an uncomfortable position.  Further, there are scholars doing legitimate work in
studying sexuality as it pertains to literature, history, archaeology, and music, just to name a few
disciplines.  What can an instructor who cares about her or his students do to learn about these
issues?

This annotated bibliography will answer many questions that instructors have about these
issues.  Each of these resources deals with sexuality in the classroom at one level or another.  My
focus for this bibliography has been queer issues in the college classroom, although there is plenty
of material covering queer issues in the elementary school classroom and the high school
classroom.  Any errors in this bibliography are my own and should not reflect upon the works
cited or their authors.

Abelove, Henry, Richard Ohmann, and Claire B. Potter, introds.  “Lesbian/Gay/Queer Studies.”
Radical Teacher 45 (1994): n. pag.

Adam, Barry D.  “Construction of a Sociological ‘Homosexual’ in Canadian Textbooks.”
Canadian Review of Sociology and Anthropology 23.3 (1986): 399-411.

Adams, Kate, and Kim Emery.  “Classroom Coming Out Stories: Practical Strategies for
Productive Self-Disclosure.”  Tilting the Tower.  Ed. Linda Garber.  New York: Routledge, 1994.  25-34.  This is a “how-to” guide on coming out in the classroom: how to approach coming out, what to expect, how to gather the courage to do it, what to do once you’ve come out, and so forth.  The idea started as a conversation between the two authors.

Barale, Michèle Aina.  “The Romance of Class and Queers: Academic Erotic Zones.”  Tilting the
Tower.  Ed. Linda Garber.  New York: Routledge, 1994.  16-24.  Examines the intimate bonds that often occur between queer students and queer instructors, and the problems that may occur in these relationships.

Beemyn, Brett, and Mickey Eliason, eds.  Queer Studies:  A Lesbian, Gay, Bisexual, and
Transgender Anthology.  New York: New York UP, 1996.  An anthology of
essays about a variety of topics of concern to the queer community, including S/M
lesbians, transgender homosexuals, and Jewish gay men.  Makes a very conscious attempt
to be inclusive.

Berg, Allison, et al.  “Breaking the Silence: Sexual Preference in the Composition Classroom.”
Tilting the Tower.  Ed. Linda Garber.  New York: Routledge, 1994.
108-116.  An account of the experiences of four heterosexual graduate teaching assistants
with student homophobia in their first-year composition classes.  The authors recount how
and in what ways the tacitly but unknowingly and unintentionally encouraged their
students’ homophobia, and provide suggestions to avoid the mistakes they made.

Berlant, Lauren, et al.  “Forum: On the Political Implications of Using the Term ‘Queer,’ As in
‘Queer Politics,’ ‘Queer Studies,’ and ‘Queer Pedagogy.’  Radical Teacher 45 (1994):
52-57.

Bornstein, Kate.  Gender Outlaw: On Men, Women, and the Rest of Us.  New York: Routledge,
1994.  New York: Vintage Books, 1995.  This is the memoirs and thoughts
of a male-to-female post-operation transsexual person.  In many ways, this book reads like
a layperson’s guide to Judith Butler’s Gender Trouble.  Instead of working on the
so-called high theoretical end, Bornstein is putting what little transgender theory there is
out there in practice, and making up other theory as she goes along.  Her ability to put
queer theory into practice makes this book particularly valuable.  This edition of the book
contains a new afterword by the author.

Bravmann, Scott.  Queer Fictions of the Past: History, Culture, and Difference.  Cambridge:
Cambridge UP, 1997.  Examines gay men’s and lesbians’ engagement with history and
historiography.

Buhrke, Robin A., and Sally D. Stabb.  “Gay, Lesbian, and Bisexual Student Needs.”
Multicultural Needs Assessment for College and University Student Populations.  Eds.
Sally D. Stubb, Shanette M. Harris, and Joseph E. Talley.  Springfield, IL: Charles C.
Thomas, 1995.  173-201.

Bull, Chris.  “Theoretical Battles.”  Advocate 29 Sept. 1998: 44-45.

Butler, Judith.  Gender Trouble: Feminism and the Subversion of Identity.  New York: Routledge, 1990.  Among the most cited works of queer theory.  Argues that
there is nothing natural about the connection of biological sex, gender identification, and
erotic object-choice.  Furthermore, argues that gender is performed rather than innate,
citing drag as an example of the performance of gender.

Cage, Mary Crystal.  “Openly Gay Students Face Harassment and Physical Assaults on Some
Campuses.”  Chronicle of Higher Education 10 Mar. 1993: A22-A24.

Chapkis, Wendy.  “Explicit Instructions: Talking Sex in the Classroom.” Tilting the Tower.  Ed.
Linda Garber.  New York: Routledge, 1994.  11-15.  Discusses how the
author brings a specifically queer sexuality into her classroom, particularly her course on
Queer Politics.

Check, Ed.  My Self-Education As a Gay Artist.  Diss.  U of Wisconsin-Madison, 1996.  Ann
Arbor: UMI, 1997.  AAC 9632895.

Collins, Jack.  “Matters of Fact: Establishing a Gay and Lesbian Studies Department.”  Journal of
Homosexuality 24.1-2 (1992): 109-123.

Crew, Louie, and Rictor Norton.  "The Homophobic Imagination: An Editorial."  College English 36.3 (1974): 272-290.

Crompton, Louis.  Homophile studies SSF.  U of Nebraska-Lincoln.  A collection of papers about
the controversy surrounding the University of Nebraska-Lincoln’s 1970 Homophile
Studies course, among the first university-level courses outside medical schools to study
homosexuality.

Cruikshank, Margaret.  Lesbian Studies: Present and Future.  Old Westbury: Feminist, 1982.

D’Augelli, Anthony R.  “Lesbian and Gay Male Undergraduates’ Experiences of Harassment and
Fear on Campus.”  Journal of Interpersonal Violence 3 (1992): 383-395.

D’Erasmo, Stacey.  “The Gay Nineties: In Schools Across the Country, Gay Studies is Coming on
Strong.”  Rolling Stone 3 Oct. 1991: 83-88.

DiBernard, Barbara.  “Being an I-Witness--My Life As a Lesbian Teacher.”  Private Voices,
Public Lives: Women Speak on the Literary Life.  Ed. Nancy Owen Nelson.  Denton: U of
North Texas P, 1995.  99-110.  Discusses coming out for the first time in her classroom
and student reactions.

Eliason, Michele J.  “The Prevalence and Nature of Biphobia in Heterosexual Undergraduate
Students.”  Archives of Sexual Behavior 26.3 (1997): 317-326.

---.  “A Survey of the Campus Climate for Lesbian, Gay, and Bisexual University Members.”
Journal of Psychology and Human Sexuality 8.4 (1996): 39-58.

Elliott, Mary.  “Coming Out in the Classroom: A Return to the Hard Place.”  College English
58.6 (1996): 693-706.

Ettinger, Maia.  “The Pocahontas Paradigm, or Will the Subaltern Please Shut Up?”  Tilting the
Tower.  Ed. Linda Garber.  New York: Routledge, 1994.  51-55.  A lesbian
of color’s perspective on what she terms “PLAs” (people lacking agendas), or people who
aren’t of color and aren’t queer.  Focuses on the reactions of PLAs to the phenomenon of
feeling excluding in any given setting and their vociferousness about feeling offended in
these situations.  Ironically notes that it is often the Other who is called upon to bridge the
gap, as in the story of Pocahontas.

Evans, Nancy J., and Anthony R. D’Augelli.  “Lesbians, Gay Men, and Bisexual People in
College.”  The Lives of Lesbians, Gays, and Bisexuals: Children to Adults.  Eds. Ritch C.
Savin-Williams and Kenneth M. Cohen.  Fort Worth: Harcourt Brace College Publishers,
1996.  201-226.

Evans, Nancy and Heidi Levine.  “Perspectives on Sexual Orientation.” New Directions for
Student Services 51 (1990): 49-58.

Eyre, Linda.  “Compulsory Heterosexuality in a University Classroom.” Canadian Journal of
Education 18.3 (1993): 273-284.

Flannigan-Saint-Aubin, Arthur.  “The Mark of Sexual Preference in the Interpretation of Texts:
Preface to a Homosexual Reading.”  Journal of Homosexuality 24.1-2 (1992):  65-89.  Argues
that gay male sexual identity cannot be removed from a gay man’s reading of a text, using both psychoanalysis and reader response theory.  Argues against limiting gay and lesbian studies to texts of authors known to be gay or lesbian.

Fonken, Laurie Elaine.  A Phenomenological Study of Lesbian Faculty Experience in Institutions
of Higher Learning.  Diss.  Colorado State U, 1996.  Ann Arbor: UMI, 1997.  AAC
9719574.

Foucault, Michel.  The History of Sexuality: An Introduction: Volume I.  1976.  Trans. Robert Hurley.  New York: Vintage Books, 1990.  Considered to be one of the most important
works of postmodern critical theory, also considered to be one of the most important in
queer theory.  Argues that sexuality is not actually repressed but that elaborate discourses
around sexuality have been constructed by society.  Of interest to gay and lesbian scholars
is Foucault’s citing of 1870 as the birth of “the homosexual.”

Freedman, Estelle B.  “The Historical Construction of Homosexuality in the U.S.”  Socialist
Review 25.1 (1995): 31-46.

---.  “Small-Group Pedagogy: Consciousness Raising in Conservative Times.”  Tilting the Tower.
Ed. Linda Garber.  New York: Routledge, 1994.  35-50.  Discusses the
author’s use of feminism’s consciousness raising, called “small groups”, in her classroom
as a method of instruction.  Particularly noteworthy was her assigning all students, who
were primarily heterosexual, to write a coming out letter to their parents and share it with
the group, and those students’ reactions to this assignment, which ranged from one actual
coming out to high levels of anxiety on the part of the heterosexual students.

Fuller, Laurie S.  Disrupting Whiteness: Race, Queerness and Pedagogy.  Diss.  U of
Wisconsin-Madison, 1996.  Ann Arbor: UMI, 1997.  AAC 9635732.

Garber, Linda, ed.  Tilting the Tower.  New York: Routledge, 1994.  An anthology
of essays, ostensibly about lesbians teaching queer subjects.  Actually, there are a number
of articles written by heterosexual women teaching lesbian, gay and queer subjects in this
anthology as well.  Primarily covers higher education, although there is a small section
regarding lesbian issues in the high school classroom.

Geller, William W.  “Lesbian and Gay Topics: Awakening a Campus.” Journal of College
Student Development 32.1 (1991): 91-92.

Gonshak, Henry.  “Starting a College Gay-Studies Course.” Education Digest 60.5 (1995):
49-52.

Haggerty, George E., and Bonnie Zimmerman, eds.  Professions of Desire: Lesbian and Gay
Studies in Literature.  New York: MLA, 1995.  A collection of essays about
homosexuality, literature, and the classroom.

Haggerty, George E.  “’Promoting Homosexuality’ in the Classroom.” Professions of Desire:
Lesbian and Gay Studies in Literature.  George E. Haggerty and Bonnie Zimmerman, eds.
New York: MLA, 1995.  11-18.  Argues that the only ethical stance a lesbian or gay
instructor can take in the classroom is to actively promote her or his lesbian and gay
students.  Argues that gay and lesbian students need gay and lesbian instructors to teach
them how to be gay or lesbian.  Further argues for accepting the conservatives’ charge
that by opening up questions of sexuality, gay and lesbian instructors are “promoting
homosexuality” in their classrooms by responding with “of course;” to do otherwise, the
author argues, promotes heterosexuality.

Halperin, David M.  Saint=Foucault: Towards a Gay Hagiography.  New York:
Oxford UP, 1995.  A reclamation of the queerness of Michel Foucault, his theories, his
politics, and his works.  Discusses queer politics of the late 1980s and early 1990s from a
Foucauldian perspective.  Examines Foucault’s relationship with the gay movement.
Includes author’s recounting of homophobia he has faced within the English Department
at MIT.  Also includes some biographical information on Michel Foucault.

Harbeck, Karen M., ed.  Coming Out of the Classroom Closet: Gay and Lesbian Students,
Teachers and Curricula.  New York: Harrington Park P, 1992.  Primarily
focuses on secondary education rather than higher education, but has a few articles dealing
with gay and lesbian issues in higher education.  Includes results of a campus-wide survey
on homophobia among faculty and staff.

Herek, Gregory M.  “Documenting Prejudice Against Lesbians and Gay Men on Campus: The
Yale Sexual Orientation Survey.”  Journal of Homosexuality 25.4 (1993): 15-30.

Jagose, Annamarie.  Queer Theory: An Introduction.  New York: New York UP, 1996.  A very
brief summary of gay and lesbian ideas from the late 19th century forward.  Briefly
touches upon gay and lesbian history also.

Jenkins, Mercilee M.  “Ways of Coming Out in the Classroom.” Queer Words, Queer Images:
Communication and the Construction of Homosexuality.  Ed. Jeffrey Ringer.  New York: New York UP, 1994.  332-334.  An overview of the previous three articles
in the anthology that address the issue of professorial coming out in the classroom.

Kader, Cheryl, and Thomas Piontek.  “Not a Safe Space: Feminist Pedagogy and Queer Theory in
the Classroom.”  Concerns 23.3 (1993): 25-36.

Kantrowitz, Arnie.  "Homosexuals and Literature."  College English 36.3 (1974): 324-330.

Katz, Jonathan Ned.  The Invention of Heterosexuality.  New York: Plume Books, 1995.  Argues
that heterosexuality is a social construction.  The author traces the history and entomology
of the term “heterosexual” from its origins in sexological texts as a form of perversion to
its reinscription of itself as normal that dominates Western thought today.

Keating, Ann Louise.  “Heterosexual Teacher, Lesbian/Gay/Bisexual Text: Teaching the Sexual
Other(s).”  Tilting the Tower.  Ed. Linda Garber.  New York: Routledge,
1994.  96-107.  Discusses the precarious situation of being a heterosexual teacher teaching
a gay, lesbian, or bisexual text to gay, lesbian, and/or bisexual students.  Proposes that
heterosexual teachers not identify their sexual orientation in order to combat heterosexism.

Keener, Karen M.  "Out of the Archives and Into the Academy: Opportunities for Research and Publication in Lesbian Literature."  College English 44.3 (1982): 301-313.

Kennedy, Kathleen.  “The Hairpin Drop Heard ‘Round the Academy: A Review of Teaching
Texts in Lesbian and Gay Studies.”  GLQ: A Journal of Lesbian and Gay Studies 1.3
(1994): 349-59.

Kitch, Sally L.  “Straight But Not Narrow: A Gynetic Approach to the Teaching of Lesbian
Literature.”  Tilting the Tower.  Ed. Linda Garber.  New York: Routledge,
1994.  83-95.  Discusses the position of a straight female teacher teaching lesbian
literature.  Advocates the use of psychoanalytic feminist theory as a pedagogical approach,
particularly the theories of Alice Jardine.

Kleinman, Erika.  “On Raising the Issue.”  Generation Q.  Eds. Robin Bernstein and Seth Clark
Silberman.  Los Angeles: Alyson Publications, 1996.  9-21.  A young woman’s account of
coming out and then entering into queer politics in the early 1990s.

Leap, William L.  Word’s Out: Gay Men’s English.  Minneapolis: U of Minnesota P,
1996.  Discusses gay men’s English from a linguistic perspective, arguing that it is colored
not only by desire, shame, and gender performativity, but also an element of risk.

Litvak, Joseph.  “Pedagogy and Sexuality.”  Professions of Desire: Lesbian and Gay Studies in
Literature.  George E. Haggerty and Bonnie Zimmerman, eds.  New York: MLA, 1995.
19-30.  An essay divided into three parts, all anecdotal.  The first relates a story about the
author’s high school French teacher, who all the boys assumed was gay, which points
towards the notion of the open secret, and further, toward a Foucauldian explanation of
the discourses of sexuality.  The second discusses the fine line between teaching from the
homosexual closet and teaching from heterosexual privilege, particularly for white males.
The third discusses the negative and positive reactions to the author’s coming out the first
time.

Lorde, Audre.  “The Transformation of Silence into Language and Action.”  Sister Outsider.
Freedom: Crossing P, 1984.  40-44.  Argues that silence rather than difference paralyzes
people from acting.

---.  “Uses of the Erotic: The Erotic as Power.”  Sister Outsider.  Freedom: Crossing P, 1984.
53-59.  Discusses the erotic as a positive, creative energy rather than a pornographic,
sexual one.

Love, Patrick G.  “Cultural Barriers Facing Lesbian, Gay, and Bisexual Students at a Catholic
College.”  Journal of Higher Education 69.3 (1998): 298-323.

Malaney, Gary D., Elizabeth A. Williams, and William W. Geller.  “Assessing Campus Climate for
Gays, Lesbians, and Bisexuals at Two Institutions.”  Journal of College Student
Development 38.4 (1997): 365-375.

Malinowitz, Harriet.  Lesbian and Gay Reality and the Writing Class.  Diss.  New York U, 1993.
Ann Arbor: UMI, 1994.  AAC 9333914.

---.  Textual Orientations: Lesbian and Gay Students and the Making of Discourse Communities.
Portsmouth: Boynton/Cook Publishers, 1995.  Argues that dealing with queer issues in the
classroom is unavoidable, particularly in the current political climate.  Seeks to find ways
to deal with queer issues and queer students with compassion, rather than treating
homosexuality as not affecting any students actually involved in the classroom.

Mark, Rebecca.  “Teaching from the Open Closet.”  Listening to Silences: New Essays in
Feminist Criticism.  Eds. Elaine Hedges and Shelley Fisher Fishkin.  New York: Oxford
UP, 1994.  245-59.

McNaron, Toni A. H.  Poisoned Ivy: Lesbian and Gay Academics Confronting Homophobia.  Philadelphia: Temple UP, 1997.  The results of a 1994 survey conducted among over 300 professors of all disciplines across the country who have at least 15 years of tenure to determine the level of homophobia or openness of academia.  Includes the author’s comments, reflections, and own personal story, as well as comments from those surveyed.

Mittler, Mary L., and Amy Blumenthal.  “On Being a Change Agent: Teacher As Text,
Homophobia As Context.”  Tilting the Tower.  Ed. Linda Garber.  New York: Routledge, 1994.  3-10.  Discusses heterosexual professorial disclosures, such as
the mentioning of one’s spouse, children, or first date.  Also discusses the methods gay
and lesbian instructors use to conceal their sexuality in classes.

Nagle, Jill.  “Framing Radical Bisexuality: Toward a Gender Agenda.” Bisexual Politics:
Theories, Queries, & Visions.  Eds. Naomi Tucker, Liz Highleyman and Rebecca Kaplan.
New York: Harrington Park P, 1995.  305-314.  Argues that sexism,
heterosexism, and monosexism are all part of the larger oppression of genderism.

Norris, William P.  “Liberal Attitudes and Homophobic Acts: The Paradoxes of Homosexual
Experience in a Liberal Institution.”  Journal of Homosexuality 22.3-4: 81-120.

Opffer, Elenie.  “Coming Out to Students.”  Queer Words, Queer Images: Communication and
the Construction of Homosexuality.  Ed. Jeffrey Ringer.  New York: New
York UP, 1994.  296-321.  Interviews 17 faculty members regarding whether they came
out in their classrooms, if so, how, and what their students’ reactions were.

Ormiston, Wendy.  “Stone Butch Celebration: A Transgender-Inspired Revolution in Academia.”
Harvard Educational Review 66.2 (1996): 198-215.  Discusses a student-led protest
against a liberal arts college president’s refusal to allow transgender activist and author
Leslie Feinberg speak at commencement ceremonies.

Patton, Cindy.  "Teaching about AIDS."  Inventing AIDS.  New York: Routledge, 1990.  99-120.  Discusses methods of teaching about AIDS and HIV in the composition classroom.

Phillips, David.  “Pedagogy, Theory, and the Scene of Resistance.” Radical Teacher 45 (1994):
38-41.

Queers.  Queers Read This.  Hp. June 1990.  Online.  Queer Resources Directory.  Available:
http://www.qrd.org/qrd/misc/text/queers.read.this.  This is the text of a pamphlet passed
out during the 1990 New York Gay Rights Parade.  It is a lengthy polemic of queer rage,
including a polemic against queer literature being straightened up in the classroom.

Rand, Erica.  “Doing It in Class: On the Payoffs and Perils of Teaching Sexually Explicit Queer
Images.”  Radical Teacher 45 (1994): 29-32.

Regan, Alison.  “’Type Normal Like the Rest of Us’: Writing, Power, and Homophobia in the
Networked Composition Classroom.”  Tilting the Tower.  Ed. Linda Garber.  New York: Routledge, 1994.  117-127.  Discusses how homophobia can oftentimes be
encouraged within an electronic classroom setting, where students feel freer to express
their views.  Further, expresses the author’s frustration at her conflicting values:
antihomophobic on one hand, more democratic classroom on the other.

Rhoads, Robert A.  “The College Campus Climate for Gay Students.” Education Digest 61.1
(1995): 57-60.

Romanovsky, Ron, and Paul Phillips.  “One of the Enemy.” Be Political Not Polite.  Audiotape.
Fresh Fruit Records, FF104.  1989.  A song from the point of view of a closeted teacher
viewing his or her gay and lesbian students.  In many ways, successfully expresses the
damage caused to both students and instructors by the closet.

Rose, Albin Michael.  Historical Perspectives on the Midwestern Gay and Lesbian Academic
Community: Stonewall and the Ivory Tower.  Diss.  Michigan State U, 1995.  Ann Arbor:
UMI, 1996.  AAC 1376345.

Scala, Arlene Holpp.  Heterosexism in the Classroom: A Teaching Case Study.  Diss.  Columbia
U Teachers Coll., 1996.  Ann Arbor: UMI, 1996.  AAC 9620168.

Schreiber, Ron.  "Giving a Gay Course."  College English 36.3 (1974): 316-323.

Sedgwick, Eve Kosofsky.  Between Men: English Literature and Male Homosocial Desire.  New
York: Columbia UP, 1985.  Argues that the classic stories of men competing for a
woman’s attentions are intensely homoerotic.  Essays on homosexual gothic, the
homosexual traveler, Lord Tennyson’s poetry, the poetry of Walt Whitman, and, of
course, Shakespeare’s sonnet sequence.  Author notes in new preface that this work was
written before she knew any gay men, a fact that she finds somewhat embarrassing now.

---.  Epistemology of the Closet.  Berkeley: U of California P, 1990.  The
introduction to this work is one of the most cited works in queer theory.  Argues for
antihomophobic readings of literary texts.  Introduction includes seven axioms for lesbian
and gay studies.  Analyzes the literatures of Herman Melville, Oscar Wilde, Nietzsche,
Henry James, and Proust, among others, to shed light on how homosexuality and
homoeroticism are present in the texts.

---.  “How to Bring Your Kids Up Gay.”  Tendencies.  Durham: Duke UP, 1993.  154-164.  One
of the author’s most controversial titles, this essay shows how even though the APA
abolished homosexuality as a mental illness in 1973, the profession is not immune from
homophobia, adding “gender identity disorder of childhood” the same year, which is often
used now against especially boys who do not conform to gender norms.

---.  “Paranoid Reading and Reparative Reading; Or, You’re So Paranoid, You Probably Think
This Introduction Is About You.”  Novel Gazing: Queer Readings in Fiction.  Durham: Duke UP, 1997.  1-37.  Argues that the current literary theories are overly
paranoid, seeking intellectual situations where there are no surprises.  Proposes a new
mode of queer reading, that of reparative reading, which seeks to find sustenance inside
both texts and institutions that aren’t willing to offer it.

---.  “Queer and Now.”  Tendencies.  Durham: Duke UP, 1993.  1-20.  Using the startlingly high
gay and lesbian teen suicide rate as a motive, and the author’s own breast cancer
contributing a sense of urgency, argues for queer understandings of literature, not limiting
the term “queer” to lesbian, bisexual, gay or transgendered.

Sherrill, Jan-Mitchell, and Craig A. Hardesty.  The Gay, Lesbian, and Bisexual Students’ Guide to
Colleges, Universities, and Graduate Schools.  New York: New York UP,
1994.  Like Toni A. H. McNaron’s piece, this is the result of a questionnaire, this time of
students rather than professors.  It includes respondents’ perspectives on a number of
universities, colleges, and graduate schools and their climates.  Also included are statistical
data from these responses, including overall victimization rates and demographics.

Sinfield, Alan.  Cultural Politics - Queer Reading.  Philadelphia: U of Pennsylvania P, 1994.  An
examination of gay males in the literary canon, including Shakespeare, and the relationship
between gayness and literature.

---.  “Playing the System: The Sussex MA, and an Anxiety.” Radical Teacher 45 (1994): 20-22.

"Some Notes of a Homosexual Teaching Assistant in his First Semester of Ph.D. Work."  College English 36.3 (1974): 331-336.

Stockinger, Jacob.  "Toward a Gay Criticism."  College English 36.3 (1974): 303-310.

Stoller, Nancy.  “Creating a Nonhomophobic Atmosphere on a College Campus.”  Tilting the
Tower.  Ed. Linda Garber.  New York: Routledge, 1994.  198-207.
Discusses the history of the gay and lesbian efforts on the University of California-Santa
Cruz campus, in a summary paragraph year by year.  Makes suggestions for other
campuses to follow, such as ensuring an alliance between gay and lesbian faculty, staff,
and students.

Smith, Barbara.  “Homophobia : Why Bring It Up?”  The Lesbian and Gay Studies Reader.  Eds.
Henry Abelove, Michèle Aina Barale, and David M. Halperin.  New York:
Routledge, 1993.  99-102.  Argues that because at least 10% of students are gay or
lesbian, instructors owe it to their students to bring up the issue of homophobia in their
classes.

Smith, Jan.  (1995).  “Concerns of Gay, Lesbian, Bisexual and Transgender Graduate Students.”
New Directions for Student Services 72 (1995): 111-119.  An overview of the concerns
gay, lesbian, bisexual and transgender graduate students have in common with one
another, particularly involving future job prospects, partner benefits, housing, and so forth.

Talburt, Susan.  Troubling Lesbian Identities: Intellectual Voice and Visibility in Academia.  Diss.
Vanderbilt U, 1996.  Ann Arbor: UMI, 1997.  AAC 9714423.

Taylor, Jacqueline.  “Performing the Lesbian Self.”  Queer Words, Queer Images: Communication
and the Construction of Homosexuality.  Ed. Jeffrey Ringer.  New York:
New York UP, 1994.  289-295.  A personal account of an African-American lesbian
professor teaching at a Midwestern Catholic university, including discussing how to
handle gay and lesbian literature without coming out in the classroom.

Tierney, William G.  Academic Outlaws.  Thousand Oaks, London: SAGE
Publications, 1997.  A professor’s writings about his outsider status within the Academy,
including his engagements both with literature and with colleagues.  Includes a brief
discussion on the importance, but also often heterosexism, of dedications to books, among
other discussions.

---.  “Academic Freedom and the Parameters of Knowledge.” Harvard Educational Review 63.2
(1993): 143-160.

Turley, Hans.  “Queer in the Classroom: Authority and Space in Computer-Assisted Instruction.”
Radical Teacher 45 (1994): 33-37.

Walters, Andrew S.  “Using Visual Media to Reduce Homophobia: A Classroom Demonstration.”
Journal of Sex Education and Therapy 20.2 (1994): 92-100.

Warner, Michael, ed.  Fear of a Queer Planet: Queer Politics and Social Theory.  Minneapolis: U of Minnesota P, 1993.  An anthology of essays on a number of topics of
concern to queer academics.  Divided into two parts.  Part I Get Over It: Heterotheory
has gays and lesbians examining how heterosexual academics and theories traditionally
viewed queerness, including examinations of psychoanalysis, Marxism, and anthropology.
Part II Get Used To It: The New Queer Politics examines more contemporary queer
culture, including African-American gay men, cybernetic lesbians, and Queer Nationals.

Yoshizaki, Amanda.  “I Am Who I Am--A Married Bisexual Teacher.” Bi Any Other Name:
Bisexual People Speak Out.  Eds. Loraine Hutchins and Lani Kaahumanu.  Boston:
Alyson Publications, Inc., 1991.  25-26.  A married bisexual’s perspective on the issue of
homophobia in the classroom, and both the ability and responsibility of bisexuals who pass
as heterosexual to combat homophobia in their classrooms.

Younger, John G.  University Queer Programs.  Hp. Sept. 1998.  Online.  Duke University.
Available: http://www.duke.edu/web/jyounger/lgbprogs.html.  A comprehensive listing of lesbian,
bisexual, gay and transgender resources and programs across the United States and Canada.
Includes gay, lesbian, bisexual and transgender academic organizations and journals as well as
contact information.  Updated frequently.  Based upon self-reporting or input from users.