INTRODUCTION
In order to create our research, the two of us decided to combine our initial journal entries for STSC 339. We were given the task to use concepts of subjectivity, cultural agency, and performance to write an autobiographical essay about our time as students at Queen’s University. The discussion of makeup artistry and queer culture at Queen’s was brought up because of our own personal connections to the topics. Naturally, the topic of drag was brought to our attention as this art form combines both the aspect of professionalism in makeup, as well as LGBT issues amongst Queen’s students. As people who aren’t associated with any LGBT groups on campus, we have been brought into a place in which we can learn about the activism that LGBT social groups such as Get Real on campus are involved with. This has allowed us to become more informed students as well as help to get the word out about equality amongst LGBT individuals. Get Real has planned two drag shows at the Underground, a bar on campus, which has helped to give the drag queens more exposure to fellow students. Throughout our research, we’ve learned a great deal about how much drag really can relate to everyday student life. Especially as arts students, the performative aspects of drag relate to much of what we have learned in our drama classes. This explores not only aspects of gender identity and performativity, but also explores the way in which we express our own identity through gestures, speech, and body language. Throughout this process, we came up with the research question, "What is the difference between being a Drag Queen in a University environment, versus other larger settings? More specifically, our subquestion: How does being a drag queen at queen’s differ from the environments our participants grew up in?"