How Magic: The Gathering and Dungeons and Dragons Affinity Groups and Third Spaces Impact LGBTQ Students' College Experiences

This qualitative study examines how LGBTQ college students who play Magic: The Gathering (Magic) and/or Dungeons & Dragons (D&D) engage with other players and how these interest-driven “third spaces” shape their college experiences. Guided by queer theory, I conducted semi-structured interviews with LGBTQ students involved in Magic and/or D&D affinity groups and third spaces. Data was analyzed through inductive and deductive thematic analysis. Findings show that Magic and D&D affinity groups function as identity-affirming third spaces where students made friends, built social capital, and found a sense of belonging. Collaborative storytelling and role-play were sites of social-emotional learning, where participants practiced empathy, communication, and perspective-taking. Mentorship and leadership emerged organically as experienced players supported newcomers and modeled inclusion. Magic and D&D third spaces also served as an academic escape and emotional anchor, helping students cope with stress, build resilience, and remain connected to campus. These groups fostered intrinsic motivation and supported academic persistence. Participants challenged hegemonic norms and created inclusive spaces that affirmed queer identity and community. Implications for higher education include recognizing affinity groups and third spaces as co-curricular learning environments and providing resources and support for inclusive third spaces that affirm LGBTQ students’ identities and promote retention.