Contemporary heterosexism includes both overt and subtle discrimination. Minority stress theory posits that heterosexism puts sexual minorities at risk for psychological distress and other negative outcomes. Research, however, tends to focus only on 1 form at a time, with minimal attention being given to subtle heterosexism. Further, little is known about the connection between minority stressors and underlying psychological mechanisms that might shape mental health outcomes. Among a convenience sample of lesbian, gay, bisexual, and queer (LGBQ) college students (n = 299), we investigated the role of blatant victimization and LGBQ microaggressions, both together and separately, on psychological distress and the mediating role of self-acceptance. We conducted structural equation modeling to examine hypothesized relationships. Heterosexism was measured as blatant victimization, interpersonal microaggressions, and environmental microaggressions. Self-acceptance included self-esteem and internalized LGBTQ pride. Anxiety and perceived stress comprised the psychological distress factor. Our results suggest that students with greater atypical gender expression experience, greater overall heterosexism and victimization, and younger students experience more overall heterosexism, and undergraduates report more victimization. Microaggressions, particularly environmental microaggressions, are more influential on overall heterosexism than blatant victimization. Overall heterosexism and microaggressions demonstrated main effects with self-acceptance and distress, whereas victimization did not. Self-acceptance mediated the path from discrimination to distress for both overall heterosexism and microaggressions. Our findings advance minority stress theory research by providing a nuanced understanding of the nature of contemporary discrimination and its consequences, as well as illuminating the important role self-acceptance plays as a mediator in the discrimination-psychological distress relationship.

A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors.

Heterosexism on campus can create a chilly climate for sexual minority students. Research has documented the negative impacts of campus climate on sexual minority students’ health; however, little research has examined the role of potential protective factors among this population. Drawing on data collected from self-identified sexual minority students as part of a larger campus climate study, we examine the relationship between heterosexism on campus (experiential and psychological) and mental health (depression, anxiety, and alcohol abuse) and negative physical health symptoms. To explore potential protective factors, we investigate the role of individual-level (self-esteem and physical exercise) and interpersonal-level (LGB friends and instructor relations) variables on the climate-mental/physical health relationships. Our findings suggest that experiencing heterosexist harassment, but not perceived attitudes toward sexual minorities, is a risk factor for all 4 outcomes. Further, exercise moderated the impacts of heterosexist harassment on depression and anxiety, self-esteem and LGB friends moderated the impacts of heterosexist harassment on risk for alcohol abuse, and instructor relations moderated the relationship between heterosexist harassment and negative physical health symptoms. Practitioners and researchers should consider the specific buffering impacts of protective factors on health outcomes among sexual minority students.

LGBTQ people experience health disparities related to multilevel processes of sexual and gender marginalization, and intersections with racism can compound these challenges for LGBTQ people of color. Although community engagement may be protective for mental health broadly and for LGBTQ communities in buffering against heterosexism, little research has been conducted on the racialized dynamics of these processes among LGBTQ communities. This study analyzes cross-sectional survey data collected among a diverse sample of LGBTQ college students (n = 460), which was split by racial status. Linear regression models were used to test main effects of interpersonal heterosexism and engagement with campus organizations on depression, as well as moderating effects of campus engagement. For White LGBTQ students, engaging in student leadership appears to weaken the heterosexism-depression link-specifically, the experience of interpersonal microaggressions. For LGBTQ students of color, engaging in LGBTQ-specific spaces can strengthen the association between sexual orientation victimization and depression.

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Although LGBQ students experience blatant forms of heterosexism on college campuses, subtle manifestations such as sexual orientation microaggressions are more common. Similar to overt heterosexism, sexual orientation microaggressions may threaten LGBQ students' academic development and psychological wellbeing. Limited research exists in this area, in part due to lack of a psychometrically sound instrument measuring the prevalence of LGBQ microaggressions on college campuses. To address this gap, we created and tested the LGBQ Microaggressions on College Campuses Scale. Two correlated subscales were generated: Interpersonal LGBQ Microaggressions and Environmental LGBQ Microaggressions. The results indicated that the subscales demonstrate strong reliability and validity.

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Among sexual minority (LGBQ+) college students, research suggests that experiencing heterosexist discrimination can contribute to poor psychological well-being. Institutional policies and resources can also affect students’ well-being and experiences, but structural-level factors have received little empirical attention among this population. We present the results of a cross-sectional study that investigates the association between campus-based structural factors and the experiences and psychological well-being of cisgender LGBQ+ college students. Participants (n = 268, 58% undergraduates; 25% students of color; 62% gay/lesbian) from 58 colleges completed an anonymous online survey addressing experiential heterosexism and psychological well-being. Based on information available on each college’s website/staff interviews, we documented the existence of 11 policies and institution- or student-operated resources/programs designed to promote the inclusion and well-being of sexual and gender minorities (LGBTQ). Combining survey and objective data, we examined participants’ experiences of heterosexist discrimination (victimization, microaggressions), psychological distress (perceived stress, anxiety), and self-acceptance (self-esteem, pride) and associations with each LGBTQ-related policy and resource. Structural equation modeling results suggest nondiscrimination policies inclusive of gender identity and sexual orientation (vs. only sexual orientation), offering at least one for-credit LGBTQ course, and a higher ratio of LGBTQ student organizations to the student population were directly associated with participants reporting lower levels of discrimination, which was associated with less distress and higher self-acceptance. The results underscore the importance of particular structural initiatives on campus in protecting LGBQ+ collegians from discrimination. The findings also highlight the value of studying specific structural initiatives when investigating structural stigma and inclusion.