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Traditionally, educational environments have been framed within a heteronormative paradigm; in other words, “. . . curriculum, campus activities, and individual interactions taking place . . . assumes all individuals on campus are heterosexual” (Preston and Hoffman 2015, p. 67). Such heteronormative assumptions allow university culture, especially programs and policies targeting student success and retention, to remain unchallenged (Preston and Hoffman 2015, p. 66). Although MTSU has created several sources for supporting LGBTQIA