Mental health and school climate are two critical components of youth experience and are cardinal components of creating and ensuring equitable education and spaces for youth. LGBTQIA+ Mexican/x youth are highly affected by these two entities as part of their lived realities, being multiply marginalized persons in the U.S. educational system. Thus, to best understand how these entities play into the LGBTQIA+ Mexican/x youth experience, this study utilizes a social sciences testimonio comprised of one-on-one semi-structured interviews, demographic surveys, and a focus group. Through this three-prong approach, I analyze the lived realities of LGBTQIA+ Mexican/x youth, the traumas of discrimination, and the personal and collective resiliencies in and out of schooling spaces that lead to the emergence of Queer Intersectional Capital (QIC). I define QIC as assets an individual acquires through their lived experiences that aid in their navigation of society. QIC produces liberating spaces that allow LGBTQIA+ Mexican/x youth to embrace their whole selves and thrive in hostile spaces that often lead to negative consequences, such as marginalization and suicide. Youth create liberating spaces through the utilization of queered capital and strengthen the resilience of LGBTQIA+ Mexican/x youth, which can lead to a more joyful and fulfilling life.



Document Type


Degree Name

Master of Arts (MA)

Level of Degree


Department Name

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First Advisor

Dr. Irene Vásquez

First Committee Member

Dr. Irene Vásquez

Second Committee Member

Dr. Mia Sosa-Provencio

Third Committee Member

Dr. Shiv Desai

Fourth Committee Member

Mx. Havens Levitt


LGBTQIA+, Mexican/x, Mental Health, School Climate, testimonio, Queer Intersectional Capital (QIC)