Exploring Identity Through Two-Eyed Seeing: Insights into 2SLGBTQ+ Student Experiences at Carleton University

This research examines the experiences of 2SLGBTQ+ students at Carleton University, aiming to gauge their perceptions of institutional support for their diverse needs. The study is grounded in equity, diversity, and inclusion (EDI) qualitative research, focusing on the unique challenges faced by 2SLGBTQ+ students. It employs a methodology informed by Indigenous concepts of two-eyed seeing and positionality, alongside the eight principles of community-based participatory research. Through qualitative methods such as interactive interviews and focus groups, participants are treated as co-creators of knowledge, ensuring their voices remain central. Snowball and purposive sampling techniques are used to ensure diverse representation. Preliminary findings reveal significant challenges in accessing support services and navigating campus life for 2SLGBTQ+ students, compounded by intersecting social identities. Recommendations for policy improvements are anticipated outcomes. The analysis identifies intersectionality as a key determinant of university experiences, along with challenges in resource access and the prevalence of the gender binary. While the university is perceived as 2SLGBTQ+-friendly, this perception largely arises from community efforts rather than institutional support. The study emphasizes the need for greater inclusivity and support in university environments. In conclusion, it highlights the importance of understanding and addressing the diverse needs of 2SLGBTQ+ students and stresses the role of community initiatives and institutional policy in fostering inclusive campus environments.