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The challenges facing lesbian, gay, bisexual, and transgender (LGBT) students on college and university campuses are many. For example, LGBT students face harassment and discrimination at significantly higher levels than their heterosexual peers, and are twice as likely to receive derogatory remarks (Rankin, Weber, Blumenfeld, & Frazer, 2010). As the visibility of LGBT college students and the adversity they face has increased, there is ever more pressure on college and universities to evaluate whether LGBT students' needs are being met. A dependable method of determining this is to conduct an assessment of the campus climate for LGBT students. Campus climate can be consists of the mutually reinforcing relationship between the perceptions, attitudes, and expectations of both individuals and groups, as well as the actual patterns of interaction and behavior between individuals and groups (Cress, 2008). Thus, in order to assess a campus climate, one must determine the current perceptions, attitudes, and expectations that define the institution and its members. Campus climate has a significant impact upon students' academic progress and achievement and their level of satisfaction with their university. Whether or not a student feels as though they matter on their campus is largely a result of the climate. Evaluations of campus climate for LGBT students allow administrations to uncover what inequalities may exist on their campus, which is the first step toward being able to correct them. There have been many methods of improving campus climate that have been effective at a variety of colleges and universities. Administrations that wish to provide LGBT students on their campus with a better experience should invest in as many of these practices as possible. The most important action in improving campus climate is to institute an LGBT resource center or office with a full-time staff member and significant office space. Other impactful strategies include establishing a Safe Zone or Allies program, encouraging LGBT students to form organizations for themselves and their allies, increasing the amount of interaction between LGBT students and faculty - especially LGBT faculty, and establishing a Queer Studies academic program.
The University of Missouri has been engaging in ongoing campus climate research since 2001. Previous studies have revealed that lesbian, gay, bisexual, transgender, and queer (LGBTQ) students perceive the campus climate as more hostile and experience more harassment than any other identity group. This case study explores further, utilizing qualitative methods, the perceptions of the campus climate at the University of Missouri by LGBTQ-identified undergraduate students as well as the unmet needs of this population. Five broad themes emerged from the data including (a) discrimination, (b) intersecting identities that influence the perception of discrimination, (c) (dis)comfort, (d) support, and (e) suggestions for improvement. Data analysis shows that while the LGBTQ undergraduate population does experience high levels of harassment and discrimination, these students have created their own supportive communities and networks utilizing existing on and off campus resources. Recommendations for campus improvement are included.
This book provides guidelines for establishing and operating LGBT centers or program offices on college and university campuses.
Upon entering college, students that identify as LGBTQQ [lesbian, gay, bisexual, transgender, queer, questioning] often search for schools that are accepting and have a good or positive campus climate for that identity group. This problem of safety and security for LGBTQQ people is not just restricted to college campuses, it is a daily struggle that effects the society at large. The purpose of this thesis is to evaluate the current campus climate at The University of Alabama at Birmingham. To do this, a survey was conducted, then an evaluation of current policies, and the completion of the Campus Pride Campus Climate Index. The use of all three tools will show the beginning pictures of what the campus climate is for LGBTQQ identified students, faculty, and staff. The implications of this work are far reaching. It will allow the university to begin to identify areas of improvement, and allow other researchers some pilot data to base their justifications off of.
This book examines campus climate data collected from undergraduates at several large, public research universities across the nation to enhance understanding of the long-term impact of campus climate on student success. Many universities have refocused their attention and energy on campus climate, defined in this volume as students’ perceptions of how welcoming and respectful their campus environments are for students from different social identities. As structural diversity continues to grow more complex on college campuses around the nation, campus leaders have begun to take more steps to understand campus climate and address persistent inequalities, acts of discrimination, and violence against students from diverse backgrounds. The authors in this volume address initiatives to improve campus climate and provide empirical evidence on the effectiveness of those programs.
Co-published with NACADA.Changes on college and university campuses have echoed changes in U.S. popular culture, politics, and religion since the 1970s through unprecedented visibility of LGBTQA persons and issues. In the face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students. In addition, allies in the field of academic advising (both straight/cis-identified and queer) reflect on becoming an ally, describe obstacles and challenges they have experienced and offer advice to those seeking to deepen their commitment to ally-hood.
Since 2005, research on identity development, campus climate and policies, transgender issues, and institutional features such as type, leadership, and campus resources has broadened to encompass LGBTQ student engagement and success. This volume includes this enlarged body of research on LGBTQ students, taken in the context of widespread changes in public attitudes and public policies related to LGBTQ people, integrating scholarship and student affairs practice. Specific foci include: transgender identity development, understanding intersections of sexual orientation and gender identity with other salient identities such as faith/religion/spirituality, race, social class, and ability, and studies about LGBTQ students in special-mission institutions (for example, Historically Black Colleges and Universities, religiously affiliated institutions, or women’s colleges). This is the 152nd volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
The study of climate for underrepresented groups on college campuses across the country has emerged as an important topic in higher education research over the last three decades (Hurtado, Carter & Kardia, 1998; Rankin, 2003, 2005, 2010; Rhoads, 1995; Waldo, 1998). More recently, a focus on climate for Lesbian, Gay, Bisexual, Trans* and Queer+ (LGBTQ+) students has been added to the dialogue. A limited number of studies of climate on campus for LGBTQ+ students examine climate in general (Rankin 2003, 2005, & 2010), while a lesser amount still study specific spaces, such as university housing (Evans & Broido, 2002; Fanucce & Taube, 2010; Herbst & Malaney, 1999). This qualitative study attempts to examine perceived climate in residence halls for LGBTQ+ students through an examination of their lived experiences. The questions guiding this study are: (a) How do LGBTQ+ students perceive residence hall climate? (b) What experiences have contributed to their perceptions? and (c) What policies, programs, and practices contribute to positive climate within the residence halls? This study utilizes a queer theoretical framework to address these questions through 28 semi-structured interviews with students at Lakeland University, a large public research university in the Midwest. This study illuminates the landscape of climate in residence halls for LGBTQ+ students, thus informing practice and research for student affairs practitioners, campus administrators, and faculty.