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OSU Queer Archives Oral History Collection, 2015-2023View associated digital content.

The OSU Queer Archives Oral History Collection is a growing repository of interviews and event recordings that document the experiences and perspectives of members of the LGBTQ+ community and its allies who have spent at least portions of their lives at Oregon State University and/or in Benton County, Oregon. The majority of the interview videos and event recordings are available online: LGBTQ Voices.
ID: OH 034
Extent: 235.11 gigabytes
More Extent Information
Scope and Content Notes
Biographical / Historical Notes
Statement on Access: Collection is open for research.
Preferred Citation: OSU Queer Archives Oral History Collection (OH 34), Oregon State University Special Collections and Archives Research Center, Corvallis, Oregon.
Acquisition Note: Interview files were donated to the OSU Queer Archives by the interviewers beginning in 2015.
Acquired: 2015. Additions to the collection are expected.
Languages of Materials

Container List

Series 1: Interviews, 2015 Add to Shelf
Series one consists of eight oral history interviews, a documentary film, and a panel presentation on the LGBTQ+ history of Corvallis, Oregon.
Item 1: Rylan Wall, 2015 Add to Shelf
(1:01:28) Rylan Wall begins this one-hour interview by discussing his time serving as co-director for Rainbow Continuum, delving into the issues the organization faced that year with a lack of gender diversity in the leadership and the non-inclusive decision-making that can stem from that situation. Wall talks about the different leadership positions available within Rainbow Continuum at that time, noting that there was a higher than normal rate of student engagement within the organization that year. In addition, Wall briefly discusses his mentor at the Pride Center and the important impact mentorship can have—a topic he returns to later in the interview. Wall details what a typical Rainbow Continuum meeting entailed while he was working there, including a facilitated introduction, and establishing a “safe” or brave space. Wall explains that what would follow was sometimes discussion questions centered on community issues or larger LGBTQ+ issues, and often an activity or game, led by the social director. Wall describes his experience with planning OSU’s Pride Week, including general highlights, again noting that the number of people involved and the number of programs put on was record-breaking that year. Following this, Wall briefly discusses how Rainbow Continuum came to be designated as a voluntary student organization, and the ways that this designation ensured a standard of student autonomy. Wall notes that in his experience, OSU’s administration, faculty, and staff have been supportive of student voices on campus, and seem to always be looking for student input. This conversation brings him back to the importance of mentorship, support, and role models—specifically highlighting the work Jeff Kenney did to improve the Pride Center as Director of Outreach, and how he helped them restructure the center to better fit the expectations of a cultural center. Wall ends by speaking on the importance of having a Pride Center on campus, and how the visibility and resources it provides impacted him in his early days at Oregon State. Interviewer: Kiah McConnell. Interview video and index available online.
Item 2: Stina Goetter, 2015 Add to Shelf
(0:34:51) In the interview, Goetter begins by briefly describing her high school experience, and the lack of a queer community in that space. Because of this, she explains that she was committed to creating that space when she came to Oregon State, but was pleasantly surprised to find that a queer community was already firmly established at the school. Goetter details how Rainbow Continuum was beneficial to her, particularly in her early days at OSU, and how she fell into activist work. Goetter talks about the kind of work she did as web director for the Pride Center, and later as a co-director of Rainbow Continuum. After describing her early involvement at Oregon State, Goetter primarily focuses on the OSU drag show, its history, and its impact. She pinpoints the ways in which the show has created community, and created a space for playfulness and performativity. Goetter emphasizes drag as activist work that is both empowering and political. In the second half of this interview, Goetter describes a Corvallis Gazette article that ultimately prompted changes within the OSU drag show, thanks to input from Dr. Brenda McComb. Because of this, Goetter explains how she has worked to make the drag show open to a wider range of ideas, particularly in making the show more supportive and inclusive of transgender folks. Interviewer: Kiah McConnell. Interview video and index available online.
Item 3: Guillermo Rebolledo, February 9, 2015 Add to Shelf
(0:07:22) In this brief interview, Guillermo Rebolledo introduces himself and speaks primarily on his experience as an openly gay member of an OSU fraternity. Rebolledo outlines the way assimilation, stereotypes, machismo, and Greek life culture have an impact on openly gay members of this community, including himself. Interviewer: Kiah McConnell. Interview video and index available online.
Item 4: Katie Wicks, February 20, 2015 Add to Shelf
(0:11:42) In this short interview, Wicks talks about transgender inclusion efforts in which she has been involved at Oregon State, including a survey she herself initiated as an internship project focusing on OSU’s Pride Center, and another survey conducted by the graduate school and overseen by Dr. Brenda McComb. Wicks describes the ways in which both OSU and other land-grant institutions have made progress in transgender inclusivity, yet still have a long way to go in terms of resources, support, and policy.  Wicks also speaks to her involvement at the Pride Center, describing Rainbow Continuum and what it achieves for the community, and detailing Pride Week events on Oregon State’s campus. Interviewer: Kiah McConnell. Interview video and index available online.
Item 5: Adrian Borycki, February 26, 2015 Add to Shelf
(0:17:43) This interview with Adrian Borycki focuses primarily on their involvement in the Greek community as an openly queer-identified individual. Borycki paints a nuanced picture of Greek life at OSU, describing the ways in which it is both heteronormative and homogenous, but nevertheless supportive in their personal experience. Borycki explains that their sorority, Sigma Kappa, has been very supportive since Borycki came out to their sisters. Borycki explains that they have often felt like a “queer representative” in their sorority, supporting their sisters and having the ability to blend the two OSU worlds of Greek life and the Pride Center. Borycki details micro-aggressions they have experienced at Greek life social events, particularly from fraternities. Borycki ends by speaking about their work as the publications coordinator for the Pride Center, outlining their social media strategy for the center to create a stronger online presence. Borycki explains that the Pride Center’s social media presence is a vital way to keep the community connected, show that there is support, and create an “unassuming way” for students to get involved with the Pride Center—especially for those students who may not be “out” to friends and family. At the time of the interview Borycki used the first name “Sarah.” Interviewer: Kiah McConnell. Interview video and index available online.
Item 6: Ish Guevara, SOL Oral History, March 15, 2015 Add to Shelf
(0:12:11) In the interview, Ish Guevara offers his thoughts on the politics of queer and trans movements and support, both nationally and at Oregon State University. Guevara outlines his vision for stronger collaboration between SOL, the Pride Center, and the other cultural centers. Interviewer: Kiah McConnell. Interview video and index available online.
Item 7: Jaqc Allen, SOL Oral History, April 29, 2015 Add to Shelf
(0:25:23) In this interview, Allen details their coming out experience as someone who began to explore their identities a little bit later in life. They describe coming out as a process, and describe the way this process looks different with friends, family, teachers, and peers. Allen briefly explores the intersection of masculinity and race, and how this intersection has impacted them as a masculine-presenting person of color. In addition, they share their vision for the future of SOL (the LGBTQ+ Multicultural Network), the Pride Center, and the other cultural centers. Allen explains the ways in which the mere existence of SOL is indicative of a greater problem with inclusion amongst the cultural centers, and a lack of intersectional awareness in their resources and staff. At the end of the interview, Allen briefly discusses Project Social Justice and how it has impacted their life. Interviewer: Kiah McConnell. Interview video and index available online.
Item 8: Jeff Kenney, May 13, 2015 Add to Shelf
(1:01:55) In this hour-long interview, Jeff Kenney discusses a wide range of topics relating to the culture and history of the Pride Center at OSU, and student affairs and outreach work more generally. Kenney explains that as Coordinator of LGBTQ+ Outreach and Services, his primary goal was to ensure the promotion and success of LGBTQ+ students. He details the responsibilities of this position, including serving as an active liaison to the Pride Center and partnering with other units both on- and off-campus; providing supervision, mentorship, and guidance to OSU students; and mediating pressures to serve both students and staff, to reach outside the OSU community or focus on campus issues. Kenney briefly explains the root of this conflict, detailing the ways in which queer and trans faculty at OSU can feel isolated, as well as face micro-aggressions or direct hostility from their colleagues, but have no significant support for this issue. In addition, he discusses the ins and outs of serving a diverse constituency, not only balancing the demands of students and staff, but also seeking to serve non-students from the surrounding community. Kenney suggests that another pull and tug is experienced by outreach coordinators like himself—being held responsible to both the institution as well as the student body, and having to sometimes represent policies that feel outdated or created from a place of fear. Following Kenney’s in-depth exploration of the many conflicting expectations for outreach coordinators in general, but particularly at Oregon State, he briefly discusses how the push for marriage equality during his time at Oregon State impacted the Pride Center. This part of the discussion details the ways in which marriage equality is important, but also homonormative, and often negates the more pressing needs (i.e. stable jobs, shelter, food) of many queer communities. Kenney concludes the interview with a more general discussion on the Diversity and Cultural Engagement Office at Oregon State. Kenney describes the changes he has observed in the relationships between cultural and resource centers on campus, as students and staff increasingly envision these centers as one consortium. He describes the ways his office has become a more complex organization in reaction to a complex student body, and ends by speaking on the emotional aspect of doing this kind of work. Interviewer: Kiah McConnell. Interview video and index available online.
Item 9: OSU LGBTQ+ Community Film, June 2015 Add to Shelf
OSU LGBTQ+ Community Film by Kiah McConnell, submitted to Oregon State University, University Honors College, in partial fulfillment of the requirements for the degree of Honors Baccalaureate of Arts in Sociology, Honors Associate, presented June 2015. The film and index is available online.
Item 10: Panel - "The History of Queervallis", October 29, 2015 Add to Shelf
(1:11:00) On Thursday, Oct. 29, 2015, the OSU Pride Center organized the event “The History of Queervallis” with guest speakers Professor Qwo Li Driskill and Assistant Head Advisor for the College of Liberal Arts Tristen Shay who shared their knowledge of queer history on campus and in the Corvallis area. Professor Driskill discussed their research on queer history on both the national and local level. They gave context to the OSU Queer Studies program by talking about the connections between the feminist and LGBTQ+ movements, and spoke specifically about the intersections between gender, sexuality, and race. Shay shared personal stories of his childhood, his activism in high school and college in support of the queer community, and his journey to OSU along with his continued work here in Corvallis. Filmed panel and index available online.
Series 2: Interviews, 2016 Add to Shelf
Series two consists of ten oral history interviews and a panel discussion on gender from the perspective of three OSU students.
Item 1: John Helding, May 3, 2016 Add to Shelf
(1:48:45) Helding begins the interview by sharing information about his family history and early childhood in Spokane, WA and later Gresham, OR. He shares some of his memories regarding the lack of open discussion about LGBTQ+ issues and lack of support for LGBTQ+ peoples within his communities growing up. Helding then shares his recollections of his time at OSU; he lived in Poling Hall, was an RA in Cauthorn Hall his junior year, and sang with the OSU choir for five years. Helding describes the campus climate in terms of LGBTQ+ issues. During his time on campus, he recalls the “Moral Majority” movement and Evangelical Christian organizations that promoted anti-LGBTQ+ rhetoric and practice emerging at OSU. Helding then begins the story of the 1981 ASOSU vote to fund the Gay People’s Alliance. The interview focuses on the April 28, 1981 meeting in which the ASOSU vote to fund the Gay People’s Alliance was discussed. As this was the second to last meeting of the year, this was the meeting that student groups lobbied for their organizations to be funded. Eddie Hickey represented the Gay People’s Alliance since the student fees committee had denied them funds and they wanted the senate to overturn that ruling. Helding says that he did not know who they were as individuals or as an organization and that the group of individuals were the first openly gay people with whom he interacted. He says that he was interested in the GPA request because it was a new request and thought it should be more seriously considered. Helding then describes the process of the debate on whether or not to fund the GPA – he goes into great detail explaining the discussion, which lasted over an hour, and the pros and cons to funding the GPA. The final vote was 18-13 in favor. Notably, Helding takes time to reflect on his interactions with the GPA members immediately following the meeting. Helding then describes the aftermath of the vote. The arbitration committee approved the entire proposed budget except for the funds for the GPA. Helding continues the interview with his post-OSU life story. He reflects on the importance of the ASOSU GPA vote and its impact on his career. Helding then shares his professional experiences. Helding notes that the oral history interview process has enabled him to reflect upon “touch points in time” throughout his life and how each of his experiences built on each other and helped him be more open and more supportive of the LGBTQ+ community. His last thoughts are about his positive experience of sharing his story as an oral history interview and expresses the power of people sharing their stories. Interviewer: Natalia Fernández. Interview video and index, as well as a detailed interview summary are available online.
Item 2: Judy Ball, May 4, 2016 Add to Shelf
(0:42:46) In this interview with Judy Ball, she begins by describing her childhood, which primarily holds good memories despite the poverty she grew up in. She explains that early on in her life, she knew that school would be her only outlet to pursue a better life. For Ball, life in college was dedicated to her studies. After getting her master's degree from Syracuse University, she began working for the federal government. Ball discusses her busy life in Maryland, and her career as a healthcare worker with the federal government, which lasted over 30 years. During this time in her life, Ball was married for ten years. However, Ball explains that their love faded, and she describes the strong sense of independence that has always been an important feature of her personality. In 2008, Ball moved to Corvallis, and her relocation marked the beginning of her involvement with the LGBTQ+ community, as she had fallen in love with a woman and decided to follow her out to the West Coast. Ball admits she had never questioned her sexuality growing up and issues of alternate sexualities were never discussed in the household, which resulted in her finding the whole experience surreal. Although her relationship with this individual eventually came to an end, Ball continues to be very active in the Corvallis community, both serving on the school board and participating in local events. Ball discusses her sexual identity, and though she states that "the evidence would suggest" she is bisexual, she explains that she does not necessarily find herself aligned with this identity. Interviewer: Kristiane Width. Interview video and index available online.
Item 3: Julie Williams, May 5, 2016 Add to Shelf
(0:46:37) In the interview, Williams first discusses her early years being raised in Corvallis, Oregon. Born in 1962, she attended school in Corvallis until leaving for Montana to pursue a college degree. Williams explains that there was little to no talk in her family of the LGBTQ+ community, and that she herself remained in denial of her sexual identity until her mid-twenties. Almost all of her life has been spent in Corvallis, and she offers some insight into the changes the community has experienced. Williams discusses her decision to become a teacher and what it was like to teach at her alma mater, Corvallis High School. Williams explains how her connection to the LGBTQ+ community has both positively and negatively affected her teaching career. She shares her own stories, as well as those of students and fellow faculty members, to showcase the LGBTQ+ -friendly atmosphere at Corvallis High School. The remainder of the interview focuses on the Queer-Straight Alliance club at Corvallis High School. As an integral member of its formation, Williams explains the goals of the QSA. She shares her hopes for the future of the QSA, her take on the community’s response to the QSA, and information on what the club offers for today’s student body. Interviewers: Alyssa Kauth and Kaitlyn Stephen. Interview video and index available online.
Item 4: Jo Ann Casselberry, May 11, 2016 Add to Shelf
(1:19:39) Jo Casselberry gives an overview of her life in this interview, beginning with her childhood and high school years, and then moving on to her college and post-graduation experiences, including more than 30 years’ experience working at Oregon State University. Casselberry expands on her campus involvement during college, and her part in the organization After 8, an advocacy and education group founded in Benton County after the passing of Measure 8 in 1988. She recalls her work as treasurer for After 8 and the organization’s goals and accomplishments, as well as her work as treasurer and fundraising coordinator for the Political Action Committees formed to fight each of the Oregon Citizen Alliance’s anti-gay ballot measures. In doing so, she also gives an overview of ballot measures 8 and 9 and how they affected her life, as well as discussing the general atmosphere of OSU and the surrounding community during that time. Interviewer: Stefani Evers. Interview video and index available online.
Item 5: Karuna Neustadt, May 12, 2016 Add to Shelf
(1:29:00) The interview begins with Neustadt talking about her childhood and describing what family life was like for her. She remembers playing in the streets with local neighborhood children and staying out as late as possible—until their mothers insisted they come in. She discusses the rather authoritative parenting style of her father, which was balanced by her mother’s nurturing approach. Neustadt describes the difficulties of middle school and high school, recalling the awkwardness she experienced during that time in her life. Neustadt proceeds to discuss her life after graduation. She moved to Iowa to attend a small liberal arts college, and although she enjoyed being young and single, Neustadt did not excel academically because she lacked focus. Aware of how much debt she was accruing, she decided to put her studies on hold until she was certain of her career path. Neustadt explains that she eventually decided to pursue an advanced degree in Clinical Psychology and moved to Oregon to do so. She speaks quite fondly of her time in Eugene. The interview then shifts to Neustadt’s discussion of her sexuality, and the expansive support of the women’s community in Eugene during her college years. Shortly after obtaining her master’s degree she moved from Eugene to Corvallis and co-founded an LGBTQ advocacy group called After 8. She describes the volatile environment in Corvallis that prompted her to establish such a group. For most of the interview, Neustadt details the specific activities After 8 was involved in. Many of the stories are difficult, while others have a humorous tone. Neustadt recalls the times when the group received death threats, but also details positive events experienced by the LGBTQ community since that time, including the group’s annual Harvey Milk Dinners, which took place from 1989 – 1999. The interview concludes with Neustadt’s reflection on the progress made and the work still to be done in regards to equality for the LGBTQ community. Neustadt ends by discussing how grateful she is for the support of other human and civil rights groups, who helped After 8 accomplish the goals they set out to accomplish. Interviewer: Esther Matthews. Interview video and index available online.
Item 6: Lorena Reynolds, May 13, 2016 Add to Shelf
(0:21:59) In the interview, Reynolds briefly describes her upbringing. She then proceeds to outline her career in law and how she has contributed to resolving legal marriage issues and asset distribution challenges for both in-state and out-of-state same sex marriages. In addition, Reynolds describes her involvement in assisting transgender clients who must navigate legal changes to their documentation. She explains that in Oregon, transgender individuals who wish to change their name or sex on legal documents are required to undergo surgery, which can present numerous challenges. Following this, Lorena describes the challenges her family faced when her brother Tristan came out as transgender. In trying to find his true identity, Tristan, who is nine years younger than Reynolds, had to come out multiple times, first as a lesbian, and then later as trans. This process put a strain on Tristan and his familial relationships. Lorena explains that when Tristan came out, there was no framework for transgender folks, so it was hard for both Tristan and the family to process and adapt to the change. Lorena’s brother created a video called “It Gets Better” with the help of his family, where each member of the family agreed to be interviewed on their experience with Tristan’s transition. Interviewers: Francesca Lee and Trinh Duonier. Interview video and index available online.
Item 7: Sara Gelser, May 16, 2016 Add to Shelf
(0:43:39) The interview begins with Gelser discussing her upbringing and family life, traveling frequently between Las Vegas, where she was born, and her parent’s home state of Indiana, then moving to Oregon when she was a sophomore in high school. Gelser talks about applying to Earlham College in Indiana in 1990, and accepting due to their progressive environment and inclusive programming. She explains that Earlham’s values aligned with her own, having worked with friends in the LGBTQ+ community in a Teens for the Prevention of AIDS group. She notes the misunderstanding of AIDS at the time and how it contributed to her interest in LGBTQ+ issues. She mentions LGBTQ+ issues weren’t discussed at home and weren’t tolerated at schools in the late 80s, and notes the contrast between her own and her children’s experiences with LGBTQ+ issues in school. Gelser’s interest in politics grew in her interactions with the community, through non-hierarchical methods she learned at Earlham, and her experiences advocating for a son with special needs. This eventually led her to join the Corvallis school board in 2001 and later to become involved in Oregon legislature from 2005 onwards. Before participating in Oregon politics, Gelser attended OSU from 1996 to 1998, pursuing a master’s degree in Interdisciplinary Studies, with a focus in History and Women’s Studies. She explains that she focused on Interdisciplinary Studies in hopes of teaching high school students, but eventually expanded out of teaching into politics because she began to note important patterns in history and their correlation to present issues. In her political experience in the Oregon House of Representatives, Gelser talks about legislation that she helped pass, such as improvements to the accessibility of birth control, better structures for supporting domestic partnerships, making public accommodations for same-sex couples, and Karly’s Law on child abuse. In addition to these priorities, Gelser stayed true to her roots in education, and headed a committee on Oregon education. During her time in the Oregon Senate, Gelser talks about passing legislation on LGBTQ+ issues, including Senate Bill 946, a bill on veteran’s benefits for those discharged through Don’t Ask, Don’t Tell, a bill on preferred gender and name identification for students, and a bill concerning bullying in schools related to LGBTQ+ students. As for future pieces of LGBTQ+ legislation, Gelser mentions legislation on marriage statutes, clarification of language for couples in previous legislation, changes to identification for same sex couples, and talks about her experience with debating on the Senate floor over legislation about solemnizing marriages outside of churches. The interview concludes with Gelser talking about the untapped history of LGBTQ+ issues. Interviewers: Brett Bishop and Brittney Nicole Aman. Interview video and index available online.
Item 8: Mary Renneke, May 21, 2016 Add to Shelf
(0:25:31) In the interview, Mary Renneke begins by discussing her childhood with her sister and twin brother. Born in St. Paul, Minnesota in 1956, Mary was introduced to sports at a very early age, inspiring her passion for athletics. At age ten, Renneke began playing softball on a women’s team, and as she grew older she discovered that the sport was often a safe place for lesbians. Renneke jokingly claims that in the 70s, at least 80% of women’s softball players were lesbians. She notes that because her sister was also involved in softball, she suspected early on that Renneke might identify as lesbian. However, Renneke remarked that because there was no social media at that time, being a lesbian was something she knew little about, and did not discuss with her family until she turned 30. Because she enjoyed the community that women’s softball had to offer, Renneke continued to play softball into her 40s. However, she says she decided not to pursue a career in softball, either as a player or a coach, because there simply weren’t enough opportunities for women in sport in the 70s and 80s. Renneke briefly discusses Title IX, and the improvements it has made for women athletes. When Renneke was in high school and college, women’s teams were only just being introduced, and the teams she played for outside of college were self-funded. Although her tuition for community college in the 70s was a mere one-hundred dollars per year, she spent upwards of two-thousand dollars a season to play softball. Renneke describes her life after leaving college, explaining that work was merely a means to an end, allowing her to support herself while continuing to play sports. During this time, one of Renneke’s friends was a student at Oregon State University, and convinced her to come to OSU to play softball. Although Renneke agreed, receiving a partial scholarship from OSU at the age of 24, she did not complete her degree at the university and instead moved back to San Jose to work as a city bus driver. After ten to twelve years of this work, Renneke says she missed Oregon, so she returned to Corvallis and opened a coffee shop with a friend. At the age of 57, Renneke completed a bachelor’s degree through OSU’s online education program. Following this, she returned once again to California to become a job trainer for city bus drivers, but was laid off from this position during the recession. Renneke now lives in Albany and works at Natural Grocers in Corvallis. Interviewers: Suheng Chen and Hangyi Zhang. Interview video and index available online.
Item 9: Martha Cone, May 24, 2016 Add to Shelf
(0:56:01) Born in Albuquerque, New Mexico in 1947, Dr. Martha Cone, Ph.D. begins her interview by speaking on her early life. Her father was an air traffic controller, a position that required the family to relocate frequently while Dr. Cone was growing up. She attended high school in San Antonio, Texas from 1961-1965; Dr. Cone describes this time in her life as devoid of discussion on LGBTQ issues, explaining many from this community were still in the closet, including herself. After graduation, Cone matriculated at the University of Texas at Austin, where she studied microbiology and ultimately earned her doctorate degree. Dr. Cone explains how she was married from the age of 19 until she came out at 27, when she left her marriage and moved to a forested 1900s utopian commune in Delaware. Following this, Dr. Cone moved to California with friends from Philadelphia, where she met some women who owned a big pink bus, “tricked out” with beds and a kitchen, and joined them on their journey to Oregon. Dr. Cone details how this experience brought her to a women’s commune near Estacada. Everything was done by consensus among the women, including farm work and class instruction. Dr. Cone lived at the commune for about a year and a half before coming to Corvallis in search of a job, and eventually accepted a position in the Oregon State University (OSU) Microbiology Department. Dr. Cone describes how in her time at OSU, she was a part of the ‘book scandal’ in the OSU Women’s Center, wrote a letter to the editor of the Barometer on the subject, and was even involved in a picket march. While working for the College of Science, Dr. Cone was good friends with a gay man and by a mutual agreement, they conceived a child together. The man is still very much involved in their daughter’s life. Dr. Cone commented that when she first came to OSU, the gay communities were closeted and activism was just beginning to take place on campus. She became involved in activism for women’s college sports at the university, which often involved Title IX issues. Dr. Cone admits that her work experience at OSU was somewhat of a "locker room" environment because not many women worked in her department. In part because of this unsupportive environment, and the general discrimination against women prevalent in the science department, Dr. Cone says she decided not to try for tenure. She instead took up a post-doc position working in a lab for 10 years until the professor left, and Dr. Cone was unable to attain grants for the project on her own. After being diagnosed with breast cancer, and ultimately using all of her sick leave, Dr. Cone officially retired. In 2002, she took advantage of an opportunity to learn how to transcribe textbooks into Braille, an activity she actively participates in to this day. At the time of the interview, Dr. Cone shared that she planned to move to Portland to live in a floating home on the Columbia River with her partner. Interviewers: Eugenia Rott and Jared Ziegler. Interview video and index available online.
Item 10: Robin Frojen, May 25, 2016 Add to Shelf
(0:36:21) Robin Frojen was born in Los Angeles in 1966. In the interview, Frojen begins by describing the difficulties she faced in her youth, not caring for traditional gender roles or expectations, which led to bullying throughout her early life. Frojen cites a notable incident that occurred in elementary school in which she did not receive any valentine cards from her peers. Frojen continued her education at a Catholic middle school and high school. Ironically, the nuns at Frojen’s institution were incredibly progressive when it came to their acceptance of diverse personalities and sexualities. Her high school has more recently become a visible beacon, having graduated their openly first transgender student. Frojen recognizes this is an incredible accomplishment, especially for a Catholic school. Frojen maintains a close relationship with the high school and its faculty members. Frojen remembers her childhood outside of school affectionately, speaking about her parents with admiration, and recognizing how hard her father worked to provide for her family. Frojen describes her mother as a strong and supportive force, particularly when Frojen came out to her family at 22. Frojen explains that the way in which she came out to her family was not ideal. Afraid her sexuality would ruin her relationship with her family, Frojen agreed to have a good friend break the news to her mother over lunch. Frojen admits that her mother suspected she was a lesbian, so was not shocked by Frojen’s coming out. Her mother had refrained from asking her daughter outright, because she valued integrity and honesty and did not want to put Frojen in a position that would require her to lie. After Frojen came out, her mother proceeded to call all of their immediate family members to break the news and affirm her love and support for Frojen. After moving around the country, from coast to coast, Frojen eventually settled down in Corvallis, Oregon in 1997. In Corvallis, she rediscovered her love for food and made the courageous decision to pursue a degree in chemistry and food science. Frojen is now the manager of the Oregon State Creamery. Corvallis’s welcoming community has made it an amazing city to reside in for Frojen and her family. It has allowed her to become active in different communities throughout Corvallis. She has helped with the LGTBQ+ community by attending diversity panels held by Kathy Grieves. Frojen also helps with NAMI, a program that helps families deal with mental illness.  Robin always expresses that she is available for anyone who needs help and lives by the motto, “Work hard at being yourself, not someone else.” Interviewers: Madeleine Selfors and Kevin More. Interview video and index available online.
Item 11: Panel - “Occupying Margins: A Panel Discussion on Gender", November 14, 2016 Add to Shelf
(1:27:26) As part of Trans Awareness Week 2016 on OSU’s campus, SOL and the Pride Center hosted an event entitled “Occupying Margins: A Panel Discussion on Gender” in which three OSU students—Tara Crockett, Malik Ensley, and Vickie Zeller— with moderator Samantha Wood, spoke about their personal experiences with gender, as well larger impressions of the topic. The description of the panel was as follows: “This panel aims to spotlight the lived experiences of non-binary/genderqueer/gender non-conforming folx who live beyond the gender binary.” During the event, the panelists answered pre-decided questions as well as queries from the audience. A wide array of issues were addressed, including South Asian poetry duo Dark Matter and their argument that if you are a person of color, queer, differently abled, neuro-diverse, low-income, etc. you already do not fit the definition of “man” or “woman.” The three describe their vision for working towards a society that cherishes these trans and non-binary genders and relationships, rather than just “accepting” non-binary people. In addition, the group explores the ways in which the definition of gender can be expanded and improved upon by acknowledging histories and legacies of slavery and colonization. All of the panelists stress the need for difficult conversations, and interventions that make others question their harmful assumptions. They explain that this includes talking to strangers, standing up for your friends, and fostering dialogue with family members. Filmed panel and index, as well as a more detailed summary available online.
Series 3: Interviews, 2017 Add to Shelf
Series three consists of two event recordings and ten interviews.
Item 1: Panel - "Consent is Asexy and Required: Healthy Relationships with Asexual and Aromantic People", April 25, 2017 Add to Shelf
(1:41:00) This panel, held on Tuesday, April 25, 2017 at 6PM at Eena Haws Native American Longhouse, considers what healthy relationships look like when centering asexual (ace) and aromantic (aro) identities. The ace and aro community face high levels of sexual violence and corrective rape, and this panel seeks to amplify their voices in the discussion because their community is so often invisible and stigmatized. The event primarily centers around a panel of self-identified ace and aro community members who speak about their experiences with relationships, consent, and ace/aro awareness. However, the event aims to benefit anyone of any sexual orientation or gender hoping to be better equipped with tools to establish and maintain healthy relationships. The filmed panel and index is available to view online and a more detailed description is available on the blog.
Item 2: Vanessa Vanderzee, May 2, 2017 Add to Shelf
(0:55:49) In the interview, Vanderzee discusses her young life and upbringing at length—detailing her personal and academic pursuits. In addition, Vanderzee explores the role—or lack thereof—of LGBTQ+ issues in her youth. While LGBTQ+ issues were not taboo in her family, Vanderzee explains that they did not become a significant part of her life until after college. Because she did not discover asexuality until her early twenties, this played a role in her journey towards identity and community development. Much of the interview revolves around Vanderzee’s experiences with the academic institution, and Vanderzee describes her experience as a first generation college student—explaining how she learned to navigate academia with the help of family and mentors. Having lived the majority of her life in Illinois, Vanderzee also compared and contrasts Chicago and Corvallis, and expands upon the differences between her small liberal arts undergraduate experience and her graduate experience at OSU. Finally, Vanderzee reflects on her experiences working for the Oregon State University Queer Archives, the role these experiences played in her thesis research, and her personal and professional plans for the future. Interviewer: Natalia Fernandez. Interview video and index available online.
Item 3: Brenda McComb, May 19, 2017 Add to Shelf

(0:38:15) In the interview, retired Oregon State University faculty member and administrator Brenda McComb begins by describing her early life in a conservative, blue-collar family, and growing up on a New England farm. McComb details how she struggled with gender identity for most her life, not knowing who to talk to or how to articulate her experience. Having no one to confide in, McComb explains that she always preferred to share her time with her dogs and other animals, spending long hours in nature. McComb describes the many ways that gender expectations were rigid in the 1950s and 60s, and how the actions of her peers made it clear from a young age that it was not safe to reveal her true self.

McComb explains how and why she continued living under her assigned gender for most of her education and career, all the while struggling with severe depression and depending on coping mechanisms like throwing herself into work and abusing alcohol. Nevertheless, McComb did her best to maintain a “normal” life, marrying her wife Gina and raising two sons. Not long after their son's birth, McComb and her wife decided to move to Oregon, where she taught and conducted research in the Department of Forest Sciences and the Department of Fisheries and Wildlife at Oregon State University. After moving to teach at the University of Massachusetts, McComb explains that she finally began to seek therapeutic help for her depression and suicidal thoughts. She describes how this was a breakthrough moment in her struggles with gender identity, given that this was the first time she understood the cause of much of her unhappiness. In the interview, McComb describes the difficult situation she faced at this point in her life—to continue suffering with depression and risk suicide, or to begin the transition process and finally fell comfortable with herself.

McComb shares that she waited to “come out” to her colleagues and students until her oldest son had graduated from high school, as he had requested. When this time came, on a Friday afternoon, McComb sent an email to over 300 faculty and undergraduate students stating that on Monday she would like them to use she/her pronouns and referred to her as Brenda. After years of silence, depression and struggle, McComb was finally able to live her life openly and honestly. Interviewers: Evelynn Castillo, Madeline Mathewson, and Sami Quintero. Interview video and index available online.

Item 4: Searainya Bond-Frojen, May 19, 2017 Add to Shelf

(1:11:00) In the interview, Bond-Frojen describes her atypical childhood in Florence, Oregon, under the care of an extremely progressive, politically active mother. Bond-Frojen explains that drugs and alcohol were prevalent in her early life, due to her “pot smoking” parents, and her father’s struggles with alcoholism. Although she describes her mother as a good parent, she also recognizes that drugs and alcohol sometimes interfered with consistency in her upbringing. In Bond-Frojen’s youth, she was heavily involved in the Evangelical Christian church and was extremely passionate about music—participating in both her school’s drumline, marching band, and jazz band. Bond-Frojen shares that religion and spirituality have played a large role throughout her life, and she forged many meaningful relationships with mentors through the church as a young person. Bond-Frojen did not identify as lesbian throughout most of her youth, and so experienced no conflict between her sexual identity and religious beliefs. Although LGBTQ+ issues were not discussed in her K-12 schools, Bond-Frojen recalls her mother using terms like “lesbian” and “gay,” and giving her the classic book Our Bodies, Ourselves to help her explore her sexuality. Bond-Frojen’s mother even told her that she knew Bond-Frojen was a lesbian and that she was supportive of it—even though Bond-Frojen herself was offended at the time, given that she did not yet identify as such.

Bond-Frojen describes how she continued to express her faith after high school, attending Christian universities for both her undergraduate and graduate education. Bond-Frojen earned her bachelor’s degree in Bible and Christian counseling from Eugene Bible College, after taking a 15-year break from her education. Bond-Frojen details how she spent her time during this break—working with adults with developmental disabilities for five to seven years, and as a receptionist at Portland’s Adventist Medical Center for almost a decade. Following this period, Bond-Frojen pursued a master’s degree in marriage and family therapy from George Fox University from 2006 to 2010, even receiving a student-of-the-year award for her major. Bond-Frojen explains that it was during her time in graduate school that she came to identify as lesbian, though she did not feel safe “coming out” for fear that it would jeopardize her educational opportunities. In the interview, Bond-Frojen also describes the inner turmoil she faced when her spiritual and religious beliefs came in conflict with her sexual identity.

After much reflection, and while working as a mental health counselor following her academic career, Bond-Frojen found a way to reconcile this conflict. In the second half of the interview, Bond-Frojen describes her relationship with her wife Robin Frojen, whom she met online through the dating website OkCupid. This portion of the interview includes a lengthy discussion of Searainya and Robin’s relationship, including how it has evolved over time. In addition, Bond-Frojen briefly speaks about how the marriage equality act affected them as a couple. Interviewers: Brooke Wendland, Sanghyeon (Han) Yu, and Ariana Rabette. Interview video and index available online.

Item 5: Jill McAllister, May 22, 2017 Add to Shelf
(0:30:52) In this interview, Reverend Jill McAllister begins by describing her upbringing in St Louis, MO and her subsequent education at Duke and Washington Universities. McAllister briefly worked for the Environmental Protection Agency in Washington, DC, before relocating to Corvallis, OR.  It was in Oregon that she discovered the Unitarian Universalist organization, and was exposed to LGBTQ rights for the first time. While studying to be a minister, McAllister discovered that "love was just love," and soon started using her position to encourage others to be more tolerant or supportive of LGBTQ communities.  In the interview, she describes the forward-thinking nature of Unitarian Universalists, who performed LGB marriages before they were legally binding, and taught physically accurate and comprehensive sexual education courses. Following seminary, McAllister spent a decade in Michigan, working with the congregation to receive a "Welcoming Congregation” certification. This certification was awarded to congregations which went through a series of acceptance classes, but her community in Michigan felt that they were accepting enough already. However, McAllister was eventually successful in finishing the process. During her time in Michigan, the sexual education curriculum was updated and transgender rights became a topic of discussion. McAllister emphasizes that she believes a healthy sexual identity is an essential component of a healthy person. After participating in adult sexual education classes, she realized that many people were never formally taught about sexuality, and this propelled her involvement. The Unitarian Universalists' curriculum was so successful that community members from outside the congregation often enrolled their children in the class. The interview concludes with McAllister explaining that the local Unitarian Universalist building does not have gender-specific bathrooms, and that their national convention has designated some gender-inclusive bathrooms as well. She views this as a positive, explaining that it even makes sense from a building design standpoint—if there are not that many bathrooms, it would be better to make each one accessible to everyone. Interviewers: Zachary T Barry, Chad Lee, Khalaf Albaqawi. Interview video and index available online.
Item 6: Brooke Collison, May 23, 2017 Add to Shelf

(1:03:35) The interview with Brooke Collison ranges from topics such as discussing LBGTQ issues with those uneducated on the subject to the importance of counselling and creating stronger community outreach. Professor Collison discusses his Midwestern childhood in which the size of the small towns he lived in never gave him the chance to meet and learn about those within the LBGTQ community. Also during the first decades of his life, as for many during this time, Professor Collison observed little to no activism regarding the LBGTQ community. Professor Collison describes that for years, there were only “whispers” about men who seemed effeminate and thus must, in the eyes of peers and adults, be gay. As activism progressed and events such as Stonewall occurred, it gave many such as Professor Collison the chance to learn more and do more for those around them. During his tenure at Oregon State University he took the first steps in creating an outreach program for LGBTQ folks at OSU. The importance of creating safe space and support for LGBTQ youth was matched by its risk. Professors and other parties at the time risked their jobs and careers for creating the Opening Doors Conference which included fellow professors, public school teachers, students, and counselors. During the 1990s, LGBTQ activism had started to reach national levels, yet for a small community such as Corvallis there were still risks for professionals who encouraged LGBTQ youth to discuss their lives openly and seek support. Social stigma, community backlash and lack of support would clash with the progressive ideals of aiding those who needed guidance for a better understanding of their true identity.

Professor Collison goes on to detail the importance of activism and the effort it took from all parties involved: students, parents, teachers, counselors, and administrators. In the interview, Professor Collison also outlines his previous and ongoing work with the Methodist Church. It is well known that the Methodist Church is one of the most accepting sectors of Christianity for groups in the LGBTQ community. Professor Collison explains that his work has not been confined to the United States, for he has done an enormous amount of outreach and collaboration in Kenya, specifically at the Kenya Methodist University in Meru. Interviewers: Brooke Collison Interviewers: Alexa Huewe, Luke Van Lehman. Interview video and index available online.

Item 7: Leah Houtman, May 24, 2017 Add to Shelf
(1:27:03) In the interview, Leah Houtman begins by providing a detailed description of her childhood as somewhat of a transient. Houtman describes what life was like in rural Indiana in the late 1980s and 90s, the tumultuous experience of her parents’ divorce and her mother coming out as a lesbian, and her varying experiences with both public and homeschool education. Houtman describes her childhood self as a bookish nerd who sometimes struggled in social situations, which was often exasperated by their many relocations. She speaks about the close relationship she had with her sisters, who were her only social life while they were being homeschooled. During this portion of the interview, Houtman also tells the story of her coming out, which she explains was in part prompted by a short stay at an inpatient facility when she was experiencing severe depression and suicidal thoughts. She also reflects on how her mother’s identity as a lesbian also made the identity more accessible to her at a young age. Houtman goes on to explain the complicated relationship she had with her parents during her youth, as well as the impact some of her mother’s partners had on her following the divorce. The interview then explores Houtman’s undergraduate studies and how she met her wife and explored a variety of different occupations at this time, before moving to Oregon and completing her degree at Oregon State. After talking about her college experiences, the interview shifts into more specific questions regarding LGBTQ+ issues and how they have affected her throughout various stages in her life. This includes a transition into questions regarding her wife and how they met, their marriages, and the journey to have children together. The interview ends with a discussion on the legal issues regarding Houtman and her wife’s children, as well as the support they’ve felt while living in Oregon, especially as compared to other places. Interviewers: Lily Waggoner, Clarice Gilray, Kat Dykstra. Interview video and index available online.
Item 8: Marlene Massey, May 24, 2017 Add to Shelf

(0:57:25) In the interview, Marlene Massey begins by describing her early life growing up in a middle-class New Jersey suburb with two siblings—a younger brother and sister. During this first portion of the interview, Massey touches on the highly visible pushback against sex education in New Jersey schools, and the complete lack of discussion surrounding “alternative sexualities” which occurred during her youth. Massey explains how she came to realize her sexuality through a crush on a female gym teacher, and by getting in trouble for being too close or “too much of a sister” to her fellow Girl Scouts in high school. Massey describes how neither she nor her lover Barb in high school identified as lesbians or used the term, they would sneak out of their houses at night to see one another. Massey moved to Oregon in the 1980s with a woman she had, funny enough, met at her Girl Scout camp.

Following a discussion of her youth, Massey describes an incident which occurred while she was teaching preschool in Oregon. She describes how the assistant director of the school attributed a student’s problems to their lesbian mother, and Massey disagreed. A year later, that same assistant director cut Massey’s hours, but no one else’s. When no one at the school came to her defense, Massey left to find another job, and says she decided not to pursue a legal case based on advice from a friend. Massey discusses why she joined the Benton County LGBT organization After 8, describing herself as not political but motivated by a desire to live a normal life with her partner. Her involvement with After 8 included doing the decorations for the Harvey Milk dinner, picking up trash for a sponsored highway section, and helping organize for the “Gay Games” event. Then Massey explains how her involvement with After 8 ended, when she was hospitalized for a rare brain injury, and discusses her experience with being hospitalized. Massey then explains how her involvement with After 8 planted the seeds for her current activism. Massey shares her views of the similarities and differences between advocating for disability justice and LGBTQ+ rights. Massey then discusses her work with the local public library and the Unitarian Church. Finally, she reflects upon changes she has seen in attitudes towards the LGBTQ+ community both locally and nationally. Interviewers: Angela Dunham, Jessica Osborn, and Pedro Arenas. Interview video and index available online.

Item 9: Merry Demarest, May 25, 2017 Add to Shelf

(1:07:08) In the interview, Merry Demarest begins by discussing her youth, including her many relocations during childhood and young adulthood, and a tumultuous family dynamic after her mother remarried. Following this portion of the interview, Demarest focuses on her social justice activism through the years, which began fairly early in her life. Demarest discusses her involvement with the National Organization for Women (NOW), her positions within the organization, and her campaigning for the federal Equal Rights Amendment. After this, Demarest proceeds to a discussion of her work campaigning for Hillary Clinton by encouraging constituents in Texas to attend party caucuses for the Democratic nomination. After 8 is the next organization she discusses, including her involvement with that organization in fighting Corvallis Measure 02-06, a homophobic measure written by the Oregon Citizens Alliance. She then talks about campaigning for Bill Clinton in the 1984 gubernatorial election in Arkansas. Demarest’s involvement with the Democratic Party of Oregon and her chairing of the Democratic Oregon State Fair booth for 12 years are the next topics she discusses. Demarest then describes the importance of Emily’s List to her extended family because of their early involvement. Demarest then outlines how she became the founding chair of the LGBTQ+ organization Basic Rights Oregon after being a co-chair of the anti-Oregon Measure 9 campaign, and what the organization’s goals were both when it was founded and at the time of the interview, in 2017.

In the latter portion of the interview, Demarest details her involvement with the Human Rights Campaign and the award she and her husband Harry received from the organization. She then returns to a discussion about campaigning in Utah for the Equal Rights Amendment, and her interactions with the women opening their doors to her. One of the last topics Demarest spends time on is her work campaigning for Hillary Clinton, and then for Barack Obama in the 2008 election. Demarest gives her thoughts on the 2016 presidential election and advice for today’s young activists, and explains what her more recent involvement with the Benton County Democrats has been. Finally, Demarest discusses her current project: trying to encourage local music venues to refuse to book the Eugene, Oregon band Cherry Poppin' Daddies. Interviewers: Justyn Jacobs, Lucy Hillenbrand, and Meredith Bowers. Interview video and index available online.

Item 10: Harry Demarest, May 26, 2017 Add to Shelf
(1:09:57) Harry Demarest is a long-standing Democrat in Oregon who has a history of advocating for women’s rights and organizing against anti-LGBT ballot measures. The oral history interview begins with Harry Demarest describing his background, including several of the things that caused him to become involved in politics, such as the Vietnam war. Interestingly enough, in his earlier years, Harry identified as a Republican, though eventually joined the democratic party and become a party leader in Oregon. He also describes how he met his wife and co-conspirator Merry. Later on, he and Merry were publically ex-communicated from the Mormon church as part of an effort to support the Equal Rights Amendment. At length, Harry describes his participation in electoral politics, which included compiling voter lists, canvassing, and designing computer software for the party. Harry was also involved with the Oregon Chapter of the National Organization for Women. Interviewers: Hunter Murga, Nikki Bott, and Jordan Morrison. Interview video and index available online.
Item 11: Bradley Boovy, June 6, 2017 Add to Shelf

(1:12:00) Bradley Boovy is a professor in World Languages and Cultures and also teaches courses in Women, Gender, and Sexuality Studies at Oregon State University. In this oral history interview, Bradley first talks about his childhood growing up in the vibrant city of New Orleans, Louisiana and attending religious schools, including a Jesuit High School. He describes his early experiences with LGBTQ people and identities, paying special attention to the role religion played in mediating these experiences. Bullying was common during his primary school years and affected his sense of belonging to the community. He also discusses his relationship with his family, both during his childhood and later on in life, especially his mother and father.

Moving on from his childhood and adolescence, Bradley talks about going to college and discovering a love for language. His college years were important in shaping his understandings of religion and social justice as well as his own personal identities. He struggled to come out to his girlfriend of many years and spent some time in Texas and Germany afterward before coming back to Oregon to teach in the position he currently holds. Coming out to his family was also difficult and has affected his relationship with many of his family members. He has yet to tell some of them, and probably never will, for fear of their reactions. Finally, the interview concludes with Bradley talking about his hopes for the future. Interviewers: Dalton Holt, Ian Lipanovich, and Elizabeth Jung. This oral history interview is only available in the SCARC reading room.

Item 12: Panel - "Herstory and Culture of Drag", October 18, 2017 Add to Shelf
(1:38:31) Starting with a presentation about the growth of drag culture and terminology, the panelists offer a useful introduction to the topic from the perspective of performers with varying levels and types of engagement with drag. Following their presentation, the panelists responded to a series of questions, mostly relating to the history of drag, the many complexities of drag performance, and the ongoing violence and risk affecting drag performers and their allies. The event is geared towards a general audience, but the panelists often spoke directly to people considering the possibilities of drag in their own lives. The filmed panel video and index is available to view online and a more detailed description is available on the blog.
Series 4: Interviews, 2018 Add to Shelf
Series four consists of one oral history interview.
Item 1: Miss Dharma Prada MacPherson (Dharma Mirza), January 22, 2018 Add to Shelf

(1:42:49) In this interview, Miss Dharma Prada MacPherson (Dharma Mirza) begins by describing her early life growing up in a strict Islamic household in Utah with several siblings and a religious father. During this first portion of the interview, she describes many of her childhood and adolescent experiences, which were often traumatic and greatly impacted her relationship with various members of her family and community. She also talks about coming into her own identities and how her self-perceptions have changed over time, due to shifts in language, experiences with discrimination, discovering popular culture representations, and other catalysts. Much of her background is marked by experiences with violence and harm, including, among other things, sexual violence, substance abuse, being diagnosed as HIV positive, employment discrimination, and persistent transphobia. These experiences are one of the main reasons why Dharma has become such a fierce activist and advocate for queer and trans people today. During this portion of the interview, she also talks about her experiences in school, including mentors she had growing up, her experiences with work, and her experiences with moving from Utah to Oregon.

In the second part of the interview, Dharma speaks to the often uneasy relationship between drag performances/cultures and trans people/communities. She believes that drag often does become transphobic, especially when it is narrowly defined as cross-dressing, but that it can ultimately be a form of resistance for trans and gender non-conforming folks as well as anyone who wants to trouble gender norms. For her, drag has provided a space to engage in activism surrounding a number of social issues: her performances often take on a political edge and founding the “Haus of Dharma” has enabled her to create a community for herself and other trans drag performers, who are so often mistreated and isolated. In this portion of the interview, she also discusses how drag relates to other aspects of her identity, such as her nationality. Finally, based on themes that emerged throughout the oral history, the interviewer (Sam Shelton) poses two additional questions. The first question asks Dharma to discuss the relationship between transness and trauma, which is often (problematically) talked about in causal terms with traumatic experiences causing transness. Dharma asserts that transness is trauma in the sense that being or becoming trans means that an individual will have many traumatic experiences throughout their life as a result of systems of power that make transphobia and violence so pervasive. The second question asked Dharma to expand on the relationship between transness and religion/spirituality. Her response offered insights into how she has brought these two aspects of her identity together and navigated through the tensions between them. Interviewer: Samuel Shelton. Interview video and index available online.

Series 5: Interviews, 2019 Add to Shelf
Series five consists of fourteen oral history interviews, and one event recording.
Item 1: Bryant Everett, February 6, 2019 Add to Shelf

(2:41:39) Bryant Everett’s life begins in Philomath, Oregon, in a rural, isolated home on the outskirts of the town. She explains that not being able to express herself openly in the tight knit community left her feeling hopeless after high school. She then describes that once she found her footing in employment, and quickly moving up the ladder into a national management position, she began a long-term relationship that would change her forever. At the end of the relationship, she temporarily left Oregon and began therapy where she was introduced to the phrase ‘gender dysphoria’. Everett's new dialogue in describing her personal experience was the start of her transition journey. This journey began while she continued to travel over the United States and train employees on a weekly basis. She expresses that since transitioning, she has a new way in interacting with the world. Sharing her experiences is not only part of her self-care, it is also at the root of her activism. Representation, being outspoken, self-reflection, and inner strength are traits that Everett brings into the LGBTQ+ community. Towards the end of the interview she discusses her enrollment in college as a Biochemistry and Pre-Med double major, and living in Eugene, Oregon. Interviewer: Natalia Fernandez. Interview video and index available online.

Content Warning: Various parts of the interview discuss sexual abuse/assault, domestic violence and suicide.

Item 2: K.B., March 2, 2019 Add to Shelf
(0:43:02) K.B. began their interview by talking about their childhood, having been born in a small town in Washington to a family and community whose views were in direct opposition with K.B.’s to-be-realized identity. Those identities, K.B. shares, are non-binary and pansexual. K.B. talked about moving away from the town after graduation, attending a same-sex institution on the East Coast and one in the South. This opened them up to their identity and mutually rewarding, intense, platonic relationships. Moving back to Oregon and living near Tillamook, K.B. found themselves in a multi-generational community, making friends with older adults. K.B. affectionately refers to an older woman, with whom they cohabitated, as their aunt. A family from K.B.’s church community “adopted” them and became their chosen family. K.B. is also supported by their older brother, with whom they were not as close during childhood under the watchful eye of strict, expectant parents. Many close friendships have helped K.B. through mental health difficulties, including crippling bouts of anxiety and depression. Now a graduate student in the public health program at Oregon State, K.B. is not out to their family and appreciates OSU’s official recognition of their gender. Though not active in everyday struggles to “come out” again to each individual professor, they feel accepted in the university. K.B. also is fulfilled by their experience in the Unitarian Universalist Church, which is a multi-faith community affirming multiple versions of Truth. K.B. grew up in a protestant household and found comfort in church and youth services, but fell out with traditional Christian institutions when one church became outspoken about denying gay marriage rights. Finding the Unitarian fellowship finally, to K.B., felt right, and they began working with youth in their faith community. Interviewers: Tiana Weeks and Hannah Hunicke. Interview video and index available online.
Item 3: Kim Kraemer, March 3, 2019 Add to Shelf
(0:39:32) In this interview, Kim Kraemer discusses her family, her relationship with Thomas Kraemer, her schooling, some of the jobs she has had throughout her life, and what tips she has for both the current and future generations. For her family, Kim talks about how her stepfather didn’t seem to like her as much as her sister and how he never encouraged her to pursue a career in mechanics. Kim also talks about how she was not really too close to her sister, and still isn’t to an extent due to her sister being a born-again Christian with rather homophobic views. For her relationship with Thomas Kraemer, Kim talks about how they met, some of his experiences as being an out gay man, and his contributions to the LGBTQ community after his retirement. Kim also talks about how she had to help him with his work for the archives as his health declined. For her schooling and jobs, Kim talks about how she took mechanics classes all through high school, and how she was not able to fully pursue what she wanted to in college due to not doing well in math. Kim talked about how she took summer jobs working on boats and later had a job working at an auto shop in Corvallis and being a “novelty” at those places due to (biologically) being female. Kim says for current and future generations to make transgender (and LGBTQ in general) lives be better would be to accept people for who they are and to let them express themselves however they want. Interviewers: Jacob Novotny and Chase Sublette. Interview video and index available online.
Item 4: Minerva Zayas, March 5, 2019 Add to Shelf
(0:59:41) Minerva Zayas’ interview began with discussing her childhood. Minerva spent much of her young life with her single mother and siblings. She found herself working very hard and taking care of her siblings from a young age in order to help out her mom, who worked multiple jobs. Minerva spoke about the relationship that she was in throughout high school, which she soon realized was unsafe and abusive, similar to what she saw her mother face with her stepfather. Minerva reflected upon her Catholic upbringing and the effects that these beliefs and environment had on the way she self-identified. Minerva mentioned the most influential event in her young life that greatly impacted the LGBTQ+ community was most likely the legalization of same-sex marriage. As Minerva finished high school, she always knew she wanted to go to college and being the first generation in her family to do this means a lot to her. Minerva attended Eastern Washington University and majored in Psychology and Women and Gender Studies. When Minerva moved to Corvallis for an Oregon State graduate program, she found a community through the Women of Color Caucus. Yet, she found that even in her field of study, (Women, Gender & Sexuality Studies), women of color were not being adequately supported. Minerva dove into leadership in the queer Latinx community. When asked how she felt about the current social and political climate surrounding the LGBTQ+ community, Minerva expressed how difficult it has been. Minerva highlighted the importance of self-care amidst turmoil and how having a reliable support system can make a very big difference. In the future Minerva hopes to continue work in the Latinx community and possibly get her PhD and become a family counselor, something she thinks she might have benefited from when she was younger. Interviewers: Hailey Brooks and Grace Brod. Interview video and index available online.
Item 5: Susan Shaw, March 5, 2019 Add to Shelf
(0:59:10) Current Professor of Women, Gender, and Sexuality Studies Oregon State University, Susan Shaw, born in the conservative Deep South town of Rome, GA tells us of her courageous journey to selfhood. At a young age, Shaw had close connection to her female peers while watching the women’s movement happen upon her television amidst an intolerant/quiet community. Raised within the Southern Baptist Church, which had a strict no tolerance attitude towards homosexuality and feminism, Shaw oppositely found the love and tolerance the Bible preached, while studying in seminary school. She describes becoming a feminist while attending The Southern Baptist Theological Seminary, Louisville, KY and what feminism means to her. Although ready to come out in the 80’s and 90’s, she feared being fired from her position of Assistant Professor of Religion, Chair of the Department of Religious Studies and at California Baptist College, as well as during her time as Associate Professor of Religious Studies at George Fox College (a fundamentalist Quaker university). She describes herself as a Baptist in exile in the United Church of Christ after finding the Southern Baptist churches to be more conservative on the West coast than in the South. She describes living a double life during her last two years working for George Fox and attending OSU. Shaw extrapolates on her time, working for the HIV respite care in Portland and the discrepancies in class vs funding. She also tells us of her “coming out” to family and friends afterwards. Shaw stresses how being in the closet equates to death and how moving from theology to women’s studies at OSU was a breath of fresh air.  Shaw describes how OSU directors have been supportive of her sometimes-controversial feminist religious writings and what she learned from the WGSS program. She stresses how faith and sexuality do not have conflict for her and discusses the classes she has taught that support this concept. Shaw tells of her life partner and their struggle with marriage equality. To conclude, Shaw explains the need for the LGBTQ community to be more inclusive/intersectional, discusses how ageism affects her, and her book/programs she is currently working on. Interviewers: Sarah Shields and Kelsie Rust. Interview video and index available online.
Item 6: Bradley Boovy - Corvallis Queer Films Festival, March 7, 2019 Add to Shelf
(0:45:46) Dr. Boovy is an assistant professor at Oregon State University with a background in Germanic studies, Spanish studies and women studies. He grew up in New Orleans, Louisiana and attended most of his early and undergraduate education there. While he was in New Orleans, he focused on studying the relationship and conflicts between the LGBTQ society and religious society. Boovy has a background in the Catholic religion from his upbringing, so religion was one of the key influences for him to start activism for the LGBTQ community because of the homophobic opinions of Catholicism. After several years, he moved to Austin, Texas when he completed his Ph.D. in Germanic studies in 2012. His experiences in Austin helped him understand the LGBTQ+ community at the time and inspired him to work even more to create more spaces that are open for all people under the LGBTQ+ umbrella. When he moved to Oregon for his German studies job at Oregon State University, he began to organize and work on the Corvallis Queer Film Festival until 2016. During the festival, Boovy took charge of the marketing part, finances and scholarships, and general overview of the festival as a whole. He was in-charge of organizing where the event took place, Corvallis Darkside Cinema, which has since become the permanent home of the festival.  The main reason for his departure from the festival was to help create OSU’s Queer Archives, in Oregon State’s special collections and archives with Natalia Fernández. Boovy’s research currently focuses on queer history and the changes in culture over time, especially in Europe, and how it was influenced by nationalism. Interviewers: Eliya Dunmire and Yoo Jin Seol. Interview video and index available online.
Item 7: Cindy Konrad, March 8, 2019 Add to Shelf
(0:37:52) In this interview, Cindy Konrad talks about being from Wisconsin and her move to Oregon, which occurred about three and a half years ago from the date of this recording. She details her career path and what drove her to move to Oregon.  She also talks in length about her education and work in literature before she found herself as a director of the Pride Center at Oregon State University.  She also talks about the differences she has discovered between Wisconsin and the Midwest in general and Oregon and the Northwest, particularly in the topic of the LGBTQ+ community.  Konrad explores what she has seen in the community and the changes that have occurred especially in the past three and a half years in Corvallis.  She explains how Oregon seems like a safer place for someone in the LGBTQ+ community, but that does not include the people of color or the trans community.  She also talked about the prevalence of white supremacists in the Corvallis area and the rampant racism and transphobia. Konrad was able to provide insight into what the future could look like and what she hopes the future will be for the LGBTQ+ community in Corvallis and Oregon in general.  She also covered some specific changes that could be made at Oregon State University to make the lives of LGBTQ+ students and faculty a lot better. Interviewers: Andrew Sunderland and Ryan Rundell. Interview video and index available online.
Item 8: Trina Hogg, March 12, 2019 Add to Shelf
(0:23:51) In this interview, Dr. Hogg begins by discussing her childhood and secondary education experiences with in an arts high school in the Toronto suburbs and the lack of LGBTQ+ presence within those atmospheres. Dr. Hogg shared that while many of her friends and herself came out post-graduation, none of them came out during high school. She goes on to explain that she was unsure about her about her sexual orientation until she was an adult. She then turns to her post high school entering higher education era, where she was introduced to Toronto’s LGBTQ+ community and continued her education. However, she examines how her sexuality had no connection with her academics, and had little to no expectations for the treatment of LGBTQ+ on her college campuses. She compared the LGBTQ+ communities at Columbia University and Oregon State University along with what she saw in the classrooms at each institution. She also compares her experiences as a queer person while living in Africa and how they differ from living in North America. Dr. Hogg finished up by discussing her many brilliant and inventive ideas of how she would like to incorporate the history of the LGBTQ+ community in her post graduate class syllabi’s and creates a more inclusive environment. Interviewers: John Boileau and Haleigh Sudbeck. This oral history interview is only available in the SCARC reading room.
Item 9: Mina Carson, March 15, 2019 Add to Shelf

(01:18:07) Dr. Mina Carson shares her life experiences as a lesbian woman and coming out later in her adult life. She was born in San Francisco in 1953 and shortly thereafter moved with her family to Brunswick, Maine where she grew up with her two sisters. She described what life in Maine and the late divorce of her parents. For Carson, homosexuality was not talked about while she was growing up. Her earliest recollection of questioning stemmed from her first childhood crushes that she described as “really intense friendships.” She then delved into the process of her coming out. While in graduate school, during the summer in New York, she stumbled upon the Pride Parade. Now this was before she was out of the closet, so she found herself participating and chanting but still apologetic about her identity. In Missouri, she worked at Northeast Missouri State (now Truman State University) in the College of Liberal Arts. It was there that Carson had her first recollections of the HIV/AIDS epidemic. She remembers the shock and horror she felt that people her age were dying of this disease. She attributes her hyperawareness of the disease to her generation and a fear that many experienced. While in Corvallis, the anti-homosexual ballots of the 1990s in Oregon added to Carson’s fear. Ballot Measure 8 was in response to Neil Goldschmidt’s order for anti-discriminatory protections for gay and lesbian people. The measure overturned this order, causing fear, hate and joblessness for many people in the LGBT community. Carson noted living in downtown Corvallis and having a campaign poster in her lawn torn down. When she got the opportunity to move to a different area, she did and noted part of her reasoning was from being scared of the hate. Now, the reactionary political climate and the current Donald Trump Administration have focused Carson’s attention on climate change, abortion rights, and preservation of the Supreme Court and Constitution from corruption.

Toward the end of the interview, Carson touches on the importance of music in her life, especially as a coping mechanism. She started writing songs when she was a teenager and to this day uses music to bring all parts of herself together. She describes her relationship with music and songwriting as a hobby that allows her to bring about emotional release and address the things that are important to her, including politics and relationships. The most important parts of life are her kids. In this interview, Carson describes getting a master’s degree at Portland State University in Social Work and trained in psychotherapy and working as a therapist. However, in wanting children, having two careers was simply not viable and returned to the sole career of teaching to be a mother. She describes the process of adoption and parenting and the importance of her children in her life. Throughout the interview, Carson adds important commentary on the way fear has affected her life and her relationships and details her struggles with self-acceptance, doubt, and bravery. She closes the interview with a statement that she realizes she owes her community honesty and the wish that she was bolder and less cautious in owning her identity and strives to be that way. Interviewers: Sarah Carroll and Paige Sim. Interview video and index available online.

Item 10: Derron Coles, SOL Oral History, February 13, 2019 Add to Shelf
(0:47:32) Coles discusses his journey in creating SOL as a place where students can feel safe in expressing all aspects of their identities and learn from each other. As a student with multiple marginalized identities, he realized the importance of communication, education, and community. With faculty support from Larry Roper, SOL has become a permanent fixture on the OSU campus since 2002. Despite some groups on campus originally not acknowledging the need for a LGBTQIA+ group specifically for students of color, it has continued to thrive with student support each year. Interviewer: Cori Elam. Interview audio and index available online.
Item 11: Larry Roper, SOL Oral History, February 13, 2019 Add to Shelf
(0:22:48) Roper discusses how his position as Vice Provost allowed him to engage with Derron Coles one-on-one to get funding for the creation of SOL. Roper discusses the OSU university statement on inclusion, equity, and diversity which can be supported with funding student programs that meet the needs of our less visible students. Interviewer: Isabella Arrieta. Interview audio and index available online.
Item 12: Justine Anaya, SOL Oral History, March 3, 2019 Add to Shelf
(0:18:11) Anaya discusses her identity as a queer indigenous woman and how that has shaped her activism. Anaya discusses the status of SOL during her time working for the organization for 2 years, how her ideas of activism have changed, and what is it like to be a minority identity in STEM classes at OSU. Interviewer: Hope Trautman. Interview video and index available online.
Item 13: Tamara Lash, SOL Oral History, April 16, 2019 Add to Shelf
(0:20:44) Lash discusses the differences between her experience as an undergraduate student at OSU and as a grad student after taking a two year break from academia. She talks about the importance of resources in higher education that go beyond student led organizations and how students of color are able to see the institution through a different lens. Lash gives advice to SOL members about other ways they can support the surrounding community of Corvallis and share how SOL had a positive impact on her life. Interviewers: Corey Illum and Isabella Arrieta. Interview video and index available online.
Item 14: Kobe Natachu Taylor, SOL Oral History, April 25, 2019 Add to Shelf
(0:30:07) Natachu Taylor discusses the journey of finding themself and community at Oregon State University. As a marginalized identity, they unintentionally fell into social justice roles by having a need to advocate for themselves and other indigenous/queer students. Interviewer: Julian Chu. Interview video and index available online.
Item 15: Event - Indigenous Trans and Two Spirit Stories of Resilience, November 20, 2019 Add to Shelf
(0:50:20) As part of Native Heritage Month as well as Trans Awareness Week, and in partnership with the Women, Gender, & Sexuality Studies and Queer Studies programs, the Native American Longhouse (NAL) Eena Haws hosted the event "Indigenous Trans and Two-Spirit Stories of Resilience." Leadership Liaison Kobe Natachu Taylor shared that the motivation behind the event was to create a space which centered queer, trans and Two-Spirit Indigenous people, and celebrated the resilience of Indigenous communities. It was also acknowledged that the event was occurring on Trans Day of Remembrance, the 50th anniversary of the Occupation of Alcatraz, and the 3rd anniversary of protest actions on Backwater Bridge during the Dakota Access Pipeline protests. Two-Spirit,  queer and trans Indigenous people were invited to share their own stories, or to read the work of Two-Spirit, queer and trans Indigenous  writers. The authors whose writing and poetry were shared include Janice Gould, Arielle Twist, Doe O’Brien, Malea Powell, Qwo-Li Driskill, Beth Brant, and the collective Queer Indigenous Gathering. The event speakers included Roman Cohen, Tiramisu Hall, Raven Waldron, Luhui Whitebear, Qwo-Li Driskill, and Kobe Natachu. Event recording and index is available online.
Series 6: Interviews, 2020 Add to Shelf
Series six consists of eight oral history interviews and three story circles.
Item 1: Trans Story Circle #1, January 22, 2020 Add to Shelf
(01:37:24) In this story circle, participants take turns sharing their stories regarding the topic of “coming in vs. coming out.” After an ice-breaker and introductions, Juniper Alliston, the story circle co-facilitator, explains that the goal of the story circle is to talk about what “coming in” to identity means for the participants, rather than just a focus on stories about coming out to peers, friends, and family. Alliston (she/her/hers pronouns) starts by sharing her own story. She speaks first about coming out and then about the experience of coming in. She shares that she has come out several times throughout her life and also shares her experiences coming in to her identity. She reflects on examples of identity exploration from her earlier life. The next person to share their story is Ray Wolf (he/him/his pronouns). He shares that his story is divided into two periods and it has a focus on mental health. He shares his experiences growing up in Spain, reflects on the trauma and loss he has endured during his adolescence, and describes his experiences finding community and support now living in the United States. Caden DeLoach (they/them/their pronouns) shares their story next. They begin by reflecting on Wolf’s thoughts about building a masculinity which is different from dominant culture’s masculinity; they talk about their experiences in the Navy; and they express their thoughts on their transition experience. The next person to share their story is Kate Schilke (she/her/hers pronouns). She begins her story by talking about coming out and shares how this impacted her personal and professional experiences. She reflects on where she found her support network and the challenges she endured, including her experiences with mental health, as she transitioned. The next person to share has chosen to remain anonymous and will be referred to as “A” (they/them/their pronouns). They reflect on their coming out experience, their thoughts on their identity, and their relationship with their parents in relation to both of those subjects. A also discusses their experiences related to their medical transition and their social life on the OSU campus in relation to their identity. Quincy Meyers is the next person to share hir story (ze/hir/hirs pronouns). Ze begins by talking about hir childhood and shares being diagnosed with an intersex variation known as ‘Turner’s syndrome’ at the age of 12 and navigating the healthcare system as a teenager. Ze then talks about hir experiences of coming to understand hir gender identity through gender euphoria and talks about hir family and hir relationships with them, especially her grandmother. The story circle then opens up as Quincy continues to share hir story and others chime in with their reflections and thoughts. Some topics that are spoken about are ‘passing’, body dysphoria, and the societal erasure of non-binary identities and experiences. The group then spends some more time unpacking ‘non-binary’ identity. They discuss how gender and the gender binary are a social construct and a part of colonization. The group talks about Quincy’s grandmother with Quincy reflecting on hir relationship with her. The group spends some time unpacking how death is often used by cis society as a metaphor for describing someone’s transition and how problematic this metaphor can be. Wolf describes how cis people do not understand how tiring and exhausting it can be to experience transphobia. Alliston notes that the story circle was healing. She wraps up the event by thanking everyone and sharing information about future events. Audio and full transcription are available online.
Item 2: Mina Carson - History of HST 368, January 29, 2020 Add to Shelf
(0:59:05) As Professor Mina Carson has previously shared an interview for the OSU Queer Archive, this interview primarily focuses on the development and history of the class she taught for 25 years, HST 368 “Lesbian and Gay Movements in Modern America.” A course name which she mentions that she hopes to change to something more inclusive of the diverse identities in queer communities. Carson begins with her course’s main topics and objectives and then moves on to its structure. Using a wide array of videos thanks to OSU’s subscription to Kanopy, an academic-style video-streaming website, she explains that she mainly sticks to a chronological time frame in terms of historical events covered in the course. In addition to the videos, Carson holds discussions and reflections based on assigned written materials. More recently, Carson has partnered her class with the OSU Queer Archive and assigns a term-wide group project to interview a individual within or involved with the LGBTQ community to add to the OSQA. The interview then migrates towards the development of the course, from when it was first formulated, to the expansion to “primitive” e-campus classes, and the differences between the type of course styles. She touches on co-teaching the course and the support the course received from other faculty on campus. The sociopolitical climate at the time of the course’s creation in the 1990s was brought into play. Carson points out that, thankfully, there was a strong LGBTQ (specifically lesbian) presence in Benton and Linn Counties. She states that in the 1990s, current events played a huge role in the class, including major Oregon Citizens Alliance ballot measures and community activism, and she notes that cultural climate plays an important role in her teaching/subject matter. From there, she talks about the Difference, Power, and Discrimination program within OSU, and how the goal of creating the class was to expand it into that program. However, HST 368 began as a history class, and is an option for majors and minors within the History program. She later discusses the schedule, size, and timing of the class and how those impact the class environment, and she expands on the older, no-longer used material previously assigned in the course. The topic of “coming out” comes up. Carson remarks on her struggles with this monumental decision in regards to sharing her personal life with her students and expands further into comparison with other LGBTQ individuals her age. She did note that she is more comfortable walking into the class every day in comparison to the past, and that the students seem to have a more laid back approach to sexual and gender identity. Lastly, she touches more on the progression of student culture and the shifting variety of students who choose to take the class. Transcribed video available online.
Item 3: Trystan Reese and Biff Chaplow, February 5, 2020 Add to Shelf
(1:34:18) Reese and Chaplow begin their interview by giving a brief background on themselves and their relationship. Reese begins by discussing his coming out story and childhood, and briefly touches on his decision to become pregnant. Chaplow then talks about their childhood and the hardships that they faced in coming out in a conservative town. A good portion of their interview was spent talking about their decision to have Reese get pregnant and the backlash that they faced as a result, especially the Daily Mail article written about them. Once they discuss Reese’s pregnancy they move on to answering questions from the class, beginning with the controversy surrounding the “first” pregnant man and the damage that their story did. Discussions of transphobia and dating as a trans person in this digital age come up, and lead them to eventually discuss relationship advice and how to overcome adversity in long-term relationships. Reese and Chaplow also talk about the process of adopting Chaplow’s niece and nephew early on in their relationship and how that has impacted both them and their children. They discuss their parenting style and how they are treated as a queer couple in the Portland area. They wind down the interview by discussing Reese becoming internationally famous, astrology, and the decision to bring their children to church. Chaplow talks about how they felt robbed of the church because of the homophobia they were presented with, and they want to bring the joy that the church brought them as a child to their children. The interview ends on a positive, cheerful note with their son, Leo, coming in and being very excited to see his dads and the class. Transcribed video available online.
Item 4: Trans Story Circle #2, February 12, 2020 Add to Shelf
(01:11:48) In this story circle, participants take turns sharing their stories regarding their experience of gender. The gathering’s co-facilitator, Juniper Alliston, explains that the goal of this conversation is for the individual participants to talk about their lives and understandings of themselves. The group then takes about fifteen minutes to allow participants to create a drawing expressing their understanding of gender. From there, Alliston begins the conversation by describing her own drawing. She speaks about the difficulties associated with being a transgender individual, and notes that in the past she allowed others to influence her perception of herself. She concludes that her experiences as a trans person have involved learning to love herself and embrace her identity. The next person to share their story is Aneeq Ahmed. Ahmed notes that their experience of gender has been complicated because of their cultural background and their family’s views on gender roles. They also state that despite that there can be a lot of joy associated with being trans, and they have fun with their gender. The next person to share their story is Anna Lantry. She describes her drawing as an egg, explaining that she has understood her own gender since she was three years old, but that other people have perceived her differently throughout her life. Bailey Garvin talks next and says that he has become much more comfortable with his gender identity over the course of his life, although in the past it has been tumultuous. After Garvin speaks, Cori Elam describes their drawing and experience. They explain that they try to avoid identifying with a binary conception of gender, and that they want to push back against the idea that being trans is a uniformly unhappy experience. They state that they have found happiness in their gender identity and that the community they’ve found with other trans people has given them joy. Ray Wolf is the next person to share his story. He says that his experiences have been painful, but that he has grown from that pain. The final person to share is Catherine Raffin. She says that she has often felt isolated, both within cis society and within the trans community. From there, the group briefly describes issues that are contentious within the trans community itself, and how trans individuals treat each other. The group then moves into a more informal conversational format and discusses recent experiences they’ve had within trans and queer communities. They talk about how the language that is used to describe trans and queer people has changed over time and discuss their preferred terminology. They then discuss their favorite seasons and holidays, before concluding with anecdotes about their memories of Halloween. Audio and full transcription are available online.
Item 5: DJ Travers, February 16, 2020 Add to Shelf
(2:02:28) DJ Travers is a former member and one of the “founding mothers” of the Lesbian Avengers in Corvallis. Travers speaks of his early childhood when he was known as Amy. He mentions that growing up he always wanted to dress in more boy clothes and that he would try to sneak his brother’s clothes but eventually got caught by his mother. He also mentions that he grew up with strict and conservative parents which made it really difficult for him to understand who he was. He explains his fear of being sent to get psychiatric care and his parents’ fear when he came out that he would sexually prey upon his younger sisters; at that time, those who identified as part of the LGBTQ+ community were seen as child predators. He then talks about school and how he was not aware of anyone around him being in the LGBTQ community, because no one was really out. He also speaks of choosing Oregon State University because of its program in his chosen field. Travers then speaks of his role in the Lesbian Avengers. He explains how he initially heard about the Lesbian Avengers because of the uproar in New York after the murders of Oregon residents Hattie Mae Cohen and Brian Mocks, and how it felt crazy that the murders had happened in Oregon, yet he never even heard about it. He and a few other people banded together in order to strengthen the community and show that they were here to stay. He mentions his experience that during the 1990s, if you weren’t a white cisgendered male, school was going to be really hard for you and the OSU administration wouldn’t do much about it. Travers explains that he wanted to incorporate other communities into the Lesbian Avengers in order to strengthen their group, much to the dismay of Sarah Schulman, the New York based scholar and founder of the Lesbian Avengers. But he argues that we were all in the same struggle of not being able to fit in the “normal” groups that society had created and being criticized for it unfairly. Travers turns to his current views and his life. He talks about the expansion and increased inclusivity of language related to queer identities. He explains that he loves the fact that we are learning and arguing and getting into more depth about the words we use, because we should really learn how to express ourselves the way we want to. He discusses the Lesbian Avengers’ work in going to local high schools and helping the students create GSAs in their schools when no one else would help. People admired Travers for his willingness to help and would often come to him when they didn’t know where else to go. When asked what he would say to his younger self if he had that opportunity, he said that he knows that his younger self would probably be so confused, but he would just say that they are going to get through it and that they will find people who will love them for who they are. Although it won’t be easy, it will all be worth it. Interviewers: Avery Carr, Alice Desai, and Aitofi (Tofi) Mago. Transcribed video available online.
Item 6: Julie Derrick, February 16, 2020 Add to Shelf
(1:16:10) In this interivew, Julie Derrick speaks about her life and time as a Lesbian Avenger. She starts by talking about her origins in Twin Falls, Idaho, and she speaks of wanting to leave her small town to move somewhere bigger where she can be herself. She recalls that when her eldest sister came home from college with the Rocky Horror Picture Show soundtrack and New Wave music, that is when she felt hope that she’d make it out of the small towns she grew up in. When she graduated from high school, Derrick decided to go to college at the University of Idaho in Moscow; she majored in communications and graduated in 1989. After coming out as a lesbian in 1992, she joined activist groups and learned about the Lesbian Avengers in Portland, Oregon. She reflects back on the fear and anger she felt directed at the LGBTQ+ community in the 1990s which stemmed from her own experiences with the Oregon Citizen’s Alliance and Neo-Nazi groups in Portland that would gather outside the Lesbian Avengers headquarters. Appreciating the Lesbian Averngers’ goal to give a voice to marginalized groups, including queer people, she wanted to be part of their change. What she liked about the Lesbian Avengers was that they were punk and a call for action group that elevated marginalized voices. Derrick then explains that after coming out to her mother, who felt like she did something wrong that led to Derrick being a lesbian, her mother met Derrick’s chosen family. Her chosen family was a group of queer kids who had been abandoned by their families. Her mother saw this and she more or less adopted the kids as her own and this revelation led to Derrick and her mom becoming even closer. Derrick shares that she moved to Corvallis in 1995 to join her partner at the time, DJ Travers. Derrick goes on to talk about her time as a teacher for the Corvallis Montessori school while her partner was a student at Oregon State University. In 1995, Derrick, Travers, and other members of the community in Corvallis particiapted in the first meeting of the Lesbian Avengers Corvallis chapter. She then speaks about the actions of the Lesbian Avengers in Corvallis, such as the Fire Eating at the day-long vigil in front of the OSU Memorial Union. This was in reaction to the murders of Roxanne Ellis and Michele Abdill, shot to death in a hate crime at the end of 1995. Lastly, Derrick talks about her current life in Portland and her business as a shoe cobbler. The interview concludes with a reflection from Derrick in which she reads a small biography she wrote in a zine called “Necessary Friction” in the mid-1990s, and she talks about how she’s changed since her Lesbian Avengers days. Interviewers: Laura (Love) Rathbun, Molly Aton, and Madilyn Sturges. Transcribed video available online.
Item 7: Disabled and Queer Story Circle, February 25, 2020 Add to Shelf
(01:23:45) In this story circle, participants share personal experiences based on prompts related to care, identity, and advocacy. The conversation begins with the facilitator explaining the process and offering a few prompts. Participants then offer anecdotes about finding support in their special interests, having caring friends who embrace their interests without judgment, and acknowledging that needing assistance doesn't signify weakness. The conversation then shifts to themes of inclusivity and understanding, with participants sharing instances where their disabilities were accommodated, and supportive friends recognized their struggles within an education system designed without their needs in mind. The conversation covers topics like struggles with depression, seeking accommodations, dealing with mental health stigma, and the challenges of accessing medical assistance due to financial constraints. Participants express the need for understanding and support from both peers and institutions, highlighting instances where their efforts to advocate for themselves led to positive outcomes. Throughout the discussion, participants mention their experiences with mental health conditions, navigating the education system, and seeking validation for their identity and needs. Some express frustration with bureaucratic systems that fail to provide necessary accommodations, and they share their determination to fight for their rights despite the obstacles they face. The conversation also touches on the intersection of mental health, education, and financial barriers, emphasizing the importance of being heard and validated. They discuss how these issues impact their personal lives, educational experiences, and career opportunities. Participants then reflect on their experiences with openness and honesty. They share common struggles while also acknowledging their own strengths and successes in advocating for themselves and embracing their identities. The conversation concludes with a facilitator changing the discussion format from being prompt-based to more spontaneous. As such, the participants discuss their weekend plans, favorite tv shows, activities, and movies. Transcribed audio available online.
Item 8: Robyn Leigh Tanguay, February 28, 2020 Add to Shelf
(0:22:21) In this interview, Robyn Leigh Tanguay focuses on her ideas and advice about coming out as a trans person, as well as some of her experiences within her professional career, future research, and influences in her life. Tanguay states that her thoughts of gender identity began when she was very young, pinpointing the age of five, but she didn’t know exactly what to make of it. She further explains that the relationship she had with the LGBT community and LGBT issues of the time were limited to hearing negative rhetoric. Growing up in a Catholic environment, she had limited access to information about gender identity. This changed when Tanguay moved to California, and in high school, where she was able to gain better access to information and live in a more progressive environment. She observes later in the interview that one of the most shocking moments after her move from the Midwest to the West Coast was the first-time running track and seeing someone who wasn’t white running alongside her. The topic then changes to the initial moments of coming out. Tanguay states that her perception of her professional career and personal life were mutually exclusive, believing that she couldn’t have one without the other. When asked about her advice for other people questioning their gender identity and going through coming out, she states that this experience varies with the community with which you surround yourself. She says that coming out is scary and the process never stops. Finding people that listen and provide their perspective is a first step. Additionally, she says that one of the most important parts is realizing that gender identity and coming out are not the only aspects of life; it’s the decisions you make that make you who you are. She states that coming out is an experience that is never finished. Interviewers: Alvin Jaury, Hannah Preiser, and Angelo Ursini. Transcribed video available online.
Item 9: Dan Dawhower, March 2, 2020 Add to Shelf
(0:45:21)  In this interview, Dan Dowhower talks about his experience being a gay man throughout his life, starting with his childhood. He speaks about coming out to his family after a conversation with his mother around the 1980s when the AIDS epidemic was in its prime and how that impacted his relationship with his relatives. He also shares his experiences as a young man while having a stable partner since the age of 19. Dowhower then shares his journey towards adoption during a time where same-sex couples were not allowed to have the paperwork to be married. He explains how hard it was for him and his partner to adopt in Ohio. He observes that he and his partner were not interested in being married, and the only reason they did it was to adopt children because it was a life-long dream for Dowhower's partner. They faced rejection from the Christian community and other organizations and found love and acceptance in a place where they didn't expect it: the Jewish community. Towards the end of the interview, Dowhower remarks on the differences he perceives in the Queer community now and then. He talks about the word Queer, its meaning and impact on folks of other generations. He discusses changes in how the community is perceived and an increased level of acceptance. Interviewers: Ray Wolf, Wynton Skowrup, and David Ford. Transcribed video available online.
Item 10: Brian Parks, March 4, 2020 Add to Shelf
(1:15:38) Parks begins his interview sharing information about his childhood. Because his father was in the military, he moved many times as a child, but lived in Dallas, Texas, until he graduated from high school. He shares that his parents were happily married, and they actually met while attending Oregon State University. He expresses that he had a more than ideal childhood; his family was comfortably middle class and Texas was a great playground for him when he was younger. Parks observes that he knew he was gay at the age of seven, having innocent crushes on boys. Entering high school, he found his people in the marching bands, which he remarks was something to be really proud of in Texas. He was part of the black shirt punk group and would get bullied in high school, with jocks saying “faggot” under their breath while passing in the halls. Parks switched high schools his senior year to a place that he reflects, wasn’t full of rich white boys. He explains that while growing up, he would often visit Oregon and the Oregon State campus, so there was no doubt in his mind about where he was going to go for college. He started OSU as a botany major and found friends very quickly and easily in the dorms. He started attending what was then called the Lesbian, Gay, and Bisexual Alliance Club. They needed to have a male head chairperson, so he offered to take the position and shortly after that he came to terms with his sexuality and was on the front page of The Barometer for National Coming Out Day. He reflects that he started getting very close to Julie Derrick and DJ Travers, who were the leaders of the Lesbian Avengers Corvallis chapter. He lived with them and recalls that they joked their house contained the entire queer community of Corvallis. He doesn’t recall all the events that the Avengers ran, because he wasn’t involved in most of them, but he does say that every one of the events that the Avengers planned was brilliantly thought out and executed, with the purpose of bringing awareness to the oppression faced by the LGBTQ community. During this time, the mid-1990s, the political and cultural climates in Oregon were heated, and he helped collaborate as much as he could as an honorary member of the Lesbian Avengers. He shares that he did not graduate from OSU because he was caught up in all of the activism and never thought twice about where his priorities lay. However, he eventually started culinary school at Linn Benton Community College as he felt it was a much better fit for him. He shares that he owns the Bellhop Restaurant in downtown Corvallis, and has a husband of ten years. Interviewers: Emelia Paullus and Stephanie Ignacio. Transcribed video available online.
Item 11: Ray Wolf, March 12, 2020 Add to Shelf
(0:24:17) Ray Wolf talks about his childhood growing up in Spain and his journey in finding his identity. He was born and raised in Spain as a girl, and talks about his journey through several identities, including lesbian girl, straight man, and trans man. He talks about the role that the Catholic Church played in his childhood and his struggle to accept himself and how he felt about himself as a child and as a teenager. He remembers the feeling of not knowing how to deal with what he felt until he discovered the internet and other resources that he could use to get answers to questions that he couldn’t ask those around him. He then talks about the discovery of Pride as a negative exposure in his home environment and finding others like himself in Madrid. He remembers, as a junior in high school, which was his last year at high school in Spain, that other students would come to him for advice instead of the teachers or other adults because the subject of being queer was taboo in his high school. He also talks about the struggle with dysphoria instead of his gender, and feeling at home in his body once he started testosterone. At the end of his story, he talks about the vast differences between the community in the United States compared to Spain. He talks about seeing all of the Pride flags on display all the time in Corvallis, and compares it to the lack of display or feeling of community in Spain, saying that you only see Pride flags in Spain when it is Pride week and only in specific areas. He says that the sudden availability of community and information really helped in his journey and figuring out how to be himself. He ends by giving a message of hope to others who are in similar situations to his own. He tells them that it does get better, no matter how bad it may seem. He implores them to avoid isolating themselves and to reach out to those around them or in the LGBT+ community for help and advice. Interviewers: Caitlin Walsh and Alex Sturgeon. Transcribed video available online.
Series 7: Interviews, 2023 Add to Shelf

Series seven includes seven interviews featuring nine interviewees conducted by a spring term 2023 course, WGSS 521 Feminist Leadership, taught by Dr. Kali Furman. The class consisted of 8 graduate students, most of whom, but not all, were students within the Women, Gender, and Sexuality Studies Program. The course consisted of a term-long oral history project, with the interviews added to this collection due to the Queer Studies Program’s development as part of the WGSS Program, as well as for the content and perspectives shared within the interviews. The interviews provide a range of perspectives on the OSU WGSS Program and what feminist leadership means; the students wrote the interview summaries.

The series also includes a Trans Story Circle.

Item 1: Ron Mize, May 10, 2023 Add to Shelf
(01:31:54) In this oral history with Dr. Ron Mize, the conversation begins by Dr. Mize describing a small insight into his homelife before he decided to pursue higher education. He describes how he was the second person in his family to attend college and what the alternative would have been if he didn’t (working full time for his family’s carpet cleaning and chemical business). After he graduated with a bachelor’s degree in journalism from the University of Colorado Boulder, he worked in radio for a few years before deciding to pursue additional higher education. He earned his Master’s in sociology from Colorado State University then continued on to get his PhD in sociology from the University of Wisconsin Madison. Once he received his doctorate, he entered the job market in institutions of higher education. He talked about his experiences trying to get tenure at Cornell University and the challenges he faced in the process, which ultimately led to his tenure being denied and him leaving the university. Throughout the approximately dozen institutions of higher education at which he has worked, he finally settled at Oregon State University within Ethnic Studies. He talks about the institutional changes that were in progress and continued once he arrived, including the institutional movement from departments to programs and colleges to schools (to encourage more interdisciplinary work). Throughout the conversation, Dr. Mize details the challenges he and others faced doing critical pedagogical and research work. He details the institution systematically working against the advancements he and other colleagues in the ethnic studies and women, gender, and sexualities studies programs were doing to advance critical feminist and race studies at Oregon State University. Throughout the conversation, Dr. Mize speaks to how women, feminist principles, and feminist leadership impacted the work he has done and continues to do. He intertwines narratives and experiences from growing up with how those moments impact the work he continues to do now. He strives to embody feminist practices and principles in every classroom he is a part of without necessarily labeling himself or his actions in that way. Dr. Mize acknowledges and honors the work and legacy others did within the WGSS program here at Oregon State before he arrived and the work that others continue to do now. While not chronological in narrative, this oral history of how Dr. Mize became affiliated with the WGSS program at Oregon State and is unique in detailing the institutional barriers and successes this program has experienced. Interviewer: Jakki Mattson. Interview available online.
Item 2: Qwo-Li Driskill, May 22, 2023 Add to Shelf
(01:17:35) Dr. Qwo-Li Driskill begins the conversation by providing background information about how they came into their own feminist praxis and the formation of their own feminist ideologies, stemming from their mother, growing up in rural Colorado, queer, and trans organizing, and being influenced by Indigenous feminisms, Black feminisms and Womanisms, Crip and Disability feminisms and Transfeminisms. Dr. Driskill continues the conversation by talking about the importance of looking to queer and trans ancestors who cleared the way for the work they do in WGSS to be possible and to look to their work for answers to current political issues. They talk through the development of Queer Studies at Oregon State University, creating the largest number of course offerings in Trans Studies for graduate education, and the many strengths of the Women, Gender, and Sexuality Studies Program, including that the WGSS graduate program at Oregon State is mostly comprised of queer and trans-identifying students. Interviewer: WGSS Student. Interview available upon request.
Item 3: Mehra Shirazi, May 22, 2023 Add to Shelf
(01:01:02) A Bonding of Transnational Feminists ~ Oral history has an immense power to uphold the intersectional history of narrative and experience – an unstructured decolonized talk with one of the prominent professors of the Department of Women, Gender and Sexuality Studies at Oregon State University – Dr. Mehra Shirazi is no stranger to anyone. Their postcolonial approach to working broke and created conversations in academia. Migrating from Iran and earning a Ph.D. wasn’t a smooth journey for Dr. Mehra Shirazi. No matter how qualified they showed to the world, the white power structure always struck her down with questions like – “How women like you, Muslim women like you- who wear a Hijab can contribute to the feminist world?” Who’s the feminist world white people are talking about? The narrative they have created? Who gave the power to say a person can wear this or that- how can ideology be this much segregated? Throughout the interview, Dr. Mehra Shirazi shared how lived experiences helped her to get into her own feminist journey. Dr. Mehra’s decision to migrate wasn’t an easy one; it was more like a forced one. She spoke about her positionality in academia, shared a couple of triggering stories for being targeted as traditional Muslim women, and spoke highly about her stance with antiracist, anticapitalist, and anti-imperialist- although being vocal also comes with a price. Dr. Mehra Shirazi being in the department is a political statement; it gives a very strong intersectional and transnational to the white-dominated culture. Unfortunately, the number of people like her is so low that the journey can be very tough and lonely. As a South Asian, brown, Queer, international student- voices like Dr. Mehra give me strength and hope for greater intersectionality in movement and leadership building. This oral history is a monument of the change, the diversity we have been craving for a long time. Interviewer: Md Tanveer Hossain Anoy. Interview available online.
Item 4: Patti Duncan and Patti Sakurai, May 23, 2023 Add to Shelf
(01:17:00) “Asian/Asian American Feminisms on the OSU Campus” ~ Starting the interview, Nguyen introduces the purpose of this specific issue of OSU Oral History Interview project focusing on the celebration of 50 years anniversary of Women, Gender, and Sexuality Studies (WGSS) program at OSU. Duncan and Sakurai then each introduce themselves before delving into stories of how they first met at Emory University where Sakurai was doing her postdoc while Duncan was working on her doctoral degree. The two continue to share their favorite memories of each other including another graduate student that they had previously co-mentored. Duncan, Sakurai, and Trung then reflects on what it means to be an interdisciplinary or anti-disciplinary programs like WGSS and Ethnic Studies (ES). Duncan and Sakurai next describe what feminism means to each of them. They continue by sharing the roots of their feminisms which stem from their mothers and the feminist authors and books that they read. Both Duncan and Sakurai agree that their feminisms are unapologetically inspired by women of color and Asian/Asian American feminisms. After sharing briefly about their feminist journey at OSU, Duncan and Sakurai expressed both hope and critiques for the status quo of Asian/Asian American Studies at OSU. They move on by sharing the complexity and muddled grouping of Asian American and Pacific Islander in recent political contexts. Nguyen briefly mentions the hope for future interview with Patricia Fifita, a new Ethnic Studies and Indigenous Studies Assistant Professor at OSU, in order to discuss more in depth this identity politics topic. Duncan and Sakurai sum up the significance of feminist leadership that is elevated by Asian & Asian American feminisms on OSU campus. They reflect on how their feminist leadership has changed over time in support of students on campus who need their guidance and feminist practices. Their practice of women of color feminist leadership can at times conflict with institutional barriers that they themselves find creative resistant methods to challenge these obstacles while managing to offer the best support they could for their students. The three, Nguyen included, conclude by staking their hopes for the future of women of color feminist practices and its presence on OSU campus so that Asian, Asian American, Pacific Islander, and other students of color could feel represented and supported for a better and more diverse campus environment. Interviewer: Trung Nguyen. Interview available online.
Item 5: Whitney Archer and Kali Furman, May 25, 2023 Add to Shelf
(01:12:08) Using a Story Corp Model, Kennedy poses questions to Whitney Archer and Dr. Kali Furman about feminist leadership and the relationship between the Women, Gender, & Sexualities Studies program and the Women & Gender Center at Oregon State University. Within this interview, they share their thoughts on what feminism means to Archer and Furman, how they each came to find feminism, and in turn how feminism informs their work. In addition to how feminism informs their work now, they discuss how their approach has changed overtime and how that change has been reflected in the relationship between the Women & Gender Center and the Women, Gender & Sexualities Studies program.  Both Archer and Furman discuss what brought them to Oregon State University and some of the experiences they have had in their time at the institution, including challenges they have faced and ways in which they have been strategic in their work.  Archer and Furman speak to how they grappled with the reality of trying to do feminist work in an inherently hierarchical system of higher education and how they have built accountability with each other to strive for congruence between their values and the work they do. As a follow up to their conversation about finding congruence, Archer and Furman discuss how we can move from performative tropes of feminism or social justice in the institution to making meaningful institutional change. They focus on ways they have seen push back against a White liberal feminist leadership framework that positions feminist leadership as the GirlBoss aesthetic. Archer and Furman conclude their conversation by sharing how they hope to see the partnership between the Women & Gender Center and the Women, Gender & Sexualities Studies program grow in the future. Interviewer: Elizabeth Kennedy. Interview available onlie.
Item 6: Nana Osei-Kofi, May 30, 2023 Add to Shelf
(00:58:27) In this oral history with Dr. Nana Osei-Kofi, the conversation begins with Dr. Osei-Kofi sharing about her cultural background, being raised by her Swedish mother and Ghanaian father, living between Ghana and Sweden, and moving to the U.S. when she was in her 20’s. She comes from a family of educators but ended up doing work in non-profits around diversity, equity, and inclusion for many years. She decided she loved education and pursued her Ph.D. in educational studies. During her graduate programs, she found herself in a couple of women’s studies classes, discovered that women’s studies focus on race, class, and sexism, and completed an M.A. in applied women’s studies alongside her Ph.D. Dr. Osei-Kofi worked at Iowa State University before joining OSU as the Director of Difference, Power, & Discrimination. After briefly discussing her background, we discussed how feminism found her. She decided it was best to have her tenure housed in WGSS, where the work she was interested in was happening at OSU. Dr. Osei-Kofi discusses how feminism found her and the feminist authors that informed her practice. Her interest is, and she is invested, in a radical feminist praxis. She is not interested in liberal feminism. She speaks on how feminism is a way of life, and a feminist praxis is part of your life, not just scholarship, “the personal is political.” Next, Dr. Osei-Kofi speaks on how she has engaged with activism and teaching and how feminism gave her language and tools to describe, understand, and make meaning. She speaks about other feminists of color who have influenced her scholarship. As well as mentioned how some of her colleagues and students work, which is equally important. She is intentional and appreciates and cites the work of activities, especially youth. We discuss not limiting your intellectual learning and engagement to the canon because it keeps us in rigidity and does not allow for movement within the community. Speaking of her time at OSU, she shared of her experiences as an administrator and faculty in WGSS. She is describing how her department is unique in how WGSS colleagues engage and each other. She feels that the diversity in disciplines and interests contributes to the lack of direct competition with other colleagues and the support they provide each other in this space. Dr. Osei-Kofi also touches on the challenges of making true institutional change and the resources and policies needed to make the actual changes identified. She felt it was important to talk about how institutions know what to do and they should put their resources where the work needs to be done. We then discuss the status of students of color within WGSS and student and faculty retention. She mentions how the student body in undergraduate mirrors the institution, and it is better in graduate programs, but still not many Black students in either area. Student and faculty retention is impacted by finances as well as the interest of students in social justice activities and activism over the past decade; in addition, by the time graduate students come to WGSS, most folks have an idea of what they want to do within WGSS. We then discuss how her feminist leadership has changed over time. An example she gave was her choosing when she would engage in activities or projects—balancing time and effort as a way to redress burnout in her field and career and recognizing whom we can do the work with, in solidarity, and when it is not possible. Within WGSS, it has played out in how she decides not to take on student defense or independent work outside of her 9-month contract and is transparent with students about why. This connects to taking a stance on doing the work they compensated, not taking on free labor as an institutional issue, and making it clear that it is. Dr. Osei-Kofi discusses an instance where the institution challenged feminist leadership. Then we move into conversations around the institution’s engagement in DEI work surrounding the Gorge Floyd murder and how that engagement did not go as far as hoped. As well as the need for sufficient financial support and power to the DEI leadership team, who is doing good work. Regarding our conversation around DEI, Dr. Osei-Kofi can be heard saying, “We know what to do.” We moved into a conversation about BIPOC faculty experiences within WGSS, the institution, the classroom, and living in Corvallis. This segwayed us into talking about the Difference, Power, & Discrimination (DPD) program in that she is the current director. DPD is a faculty-wide professional development project started based on student activism. It was Black student activism’s push to address racism on campus and, as part of anonymous students’ demands to the institution, curriculum to address racism, bias, and discrimination. It is now part of the general education requirements. It is about introducing scholarships about DPD issues and supporting faculty and graduate teaching assistants to create courses within their schools that address DPD through workshops and extended cohort support. We wrap up with what she was most proud of during her time at OSU, which includes the book published about the DPD program and what she hopes for the program’s future. We discuss Dr. Osei-Kofi’s upcoming retirement as director of DPD and tenure faculty, her future work, and why she chose to do intellectual activism within the academy with like-minded folkInterviewer: Keara Rodela. Interview available online.
Item 7: Luhui Whitebear, May 31, 2023 Add to Shelf
(00:21:48) “The Intersection of Motherhood, Feminism, and Culture” ~ Dr. Luhui Whitebear describes her journey and experiences with indigenous feminism and how it has shaped her way of life through her indigenous culture, community, and motherhood. She describes the different ways she has experienced feminism in her life and within her motherhood, coming from a long line of resistance and activism it has always been part of who she is and as a mother. Being able to use her voice and carry on her traditions has transcended into her motherhood, passing those cultural values and resiliency to her children. Dr. Luhui Whitebear describes her journey as a single mother while also being a Ph.D. student at Oregon State University and how it has shaped her feminist experiences, her story is a story of resilience, activism, and determination. Giving hope to OSU students who may be in similar situations to never give up. An ice-breaker moment in one of her classes in the Women’s Gender and Sexual Studies Program (WGSS) is when she discovered her dream job which allowed her to dream big. Dr. Luhui Whitebear's academic scholarship and leadership are shown through the various roles she’s had throughout her journey as an indigenous Ph.D. student, mother, and advisor, she is grateful to her community and WGSS program for providing the support she needed to reach her goals. Interviewer: Gabriela Esquivel. Interview available online.
Item 8: Trans Story Circle #3, May 31, 2023 Add to Shelf
(1:38:25) In this story circle, participants take turns sharing their stories regarding the topic of preserving stories, resources, and ongoing legacies. They start the story circle with a Land Acknowledgment and Black Lives Matter statement. They then do introductions and answer an icebreaker question: if you were famous, what would you be famous for? After that, Quincy Meyers (ze/hir/hirs), one of the co-facilitators, shares the prompt and they begin the circle by each sharing their ideas from the prompt, and then others responding before moving to the next person. Some of the key ideas they touch on in relation to the prompt include physical and online communities and networks, online ownership, history and modern day parallels, the Pride Center staff, and representation. After some brief technical issues, they continue the conversation with reminiscing about people who have moved on or they are no longer in contact with and how their legacies still live on within the community, and about choosing resistance versus safety, in terms of safe states to be in. Some of the participants work with children, so the participants discuss ideas such as what you want to pass down to trans kids right now, exploration and education for children, not needing a further explanation than “because I like it,” queer existence as disruption, and being someone who sparks conversations for others. The participants also discuss what helped them realize their identity, which includes discussions about seeing representation in normal life, the effects of having queer family members, and gendered clothing and exploration as kids. The conversation also explores ideas such as experimental genders, experiences with autism and gender, and identity politics. The conversation concludes with a discussion on institutional memory at OSU and being a part of that. Transcribed audio available online.
Series 8: Interviews, 2024 Add to Shelf
More information forthcoming!