Peer Educators

LGBTQIA Peer Educators serve as supportive and accessible resources for students with questions or concerns relating to the issues facing lesbian, gay, bisexual, transgender, asexual, and questioning students. As part of their outreach efforts, LGBTQA Peer Educators also attempt to inform the larger University community to issues of homophobia, transphobia, heterosexism, and stereotyping of LGBTQA people. 


Princeton LGBTQIA Oral History Project

The Princeton LGBTQIA Oral History Project launched in the summer of 2017 and is a partnership between the LGBT Center, BTGALA/FFR, the Program in Gender and Sexuality Studies and University Archives, with support from the Provost's Office's Princeton Histories Fund. During the summer, undergraduate and graduate students interview LGBTQIA alumni and current and former LGBTQIA staff and faculty to learn about their lives, particularly their experiences being LGBTQIA (out and not out) at Princeton, and their perceptions of the climate for LGBTQIA people at Princeton at different points in time. The audio and transcripts are available for general and research use. Click below for more.



Q’nnections, the revived and revamped LGBT Center mentorship program, helps create an open, cohesive, and inclusive Princeton LGBTQIA community. Through regular formal and informal meetings, structural support, group dialogues, and community building, we will provide an opportunity for all folks within the gender/sexuality kaleidoscope to be “q’nnected” with each other, including undergraduate students, graduate students, faculty and staff.

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#Woke101 is a semester-long intensive workshop (6 sessions) intended to awaken a diverse array of Princeton University students to the myriad expressions of intra and interracial oppression. Though racial oppression is the central focus of this workshop, its intersections with gender and sexuality will also be explored. While promoting intra and intergroup dialogue, this workshop also encourages students to be self-reflexive at every step of the process. Only when students acknowledge their own roles in systems of oppression can they begin to change.