Andrew John Erdmann
Published: 2020
Total Pages: 0
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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.