Aim/Purpose: While there are studies that examine the experience of LGB or international students, we are not aware of any study that examines both intersectionalities. In this study, we attempt to be the first to examine the experiences of international LGB students and the resources they utilize on campuses. Background: This research provides an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes. Methodology: This narrative qualitative research study was guided by the unifying model of sexual identity development and the model of multiple dimensions of identity. This study conducted semi-structured interviews with eleven participants from two states to attain a deeper insight and perspective on the experiences of LGB International students. Contribution: With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGB community. Findings: The respondents indicated a mixture of experiences based on their sexual orientation and national identity. Emerging themes for RQ1 were Fear, Isolation, and Openness. Respondents expressed the utilization of a wide variety of resources from campus based on online resources. Emerging themes for RQ2 were Campus Based Resources, Online Resources, and Negative Experiences. Recommendations for Practitioners: Based on these findings, institutions of higher education can promote the resources available to students within these populations. Institutions should be intentional in supporting the spiritual and religious needs of international LGBTQIA students to aid in the holistic development of their students. Recommendation for Researchers: It is recommended for researchers to explore how international students who identify as LGBTQIA students experience community colleges. Future Research: Future research should explore how staff, administrators, and faculty attempt to support students from regions of the world that are very conservative as they recruit students from those regions.

International students are more likely to experience mental health issues and increased stress. Mental health is often surrounded by negative societal stigmas that act as barriers to seeking support and tend to lead to greater mental health concerns. International students tend to seek socioemotional support from other international student peers rather than seeking out counseling services. However, this study shows that LGBTQIA+ international students were less likely to seek socioemotional support from other international student peers due to fear of their sexual orientation being discovered and their families finding out about their identity. This study examines how LGBTQIA+ international students talk about their experiences on and off campus in relations to their socioemotional well-being. Specifically, this study sought to better understand the complexities of LGBTQIA+ students’ identities, and the challenges they faced in terms of their socioemotional well-being. Implications for practice and future research are discussed.

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Colleges across the world have increased the representation of international students. This increase is associated with a desire to globalize, while others see international student growth as an opportunity for additional revenue, with some past research labeling these students the “cash cow." The services offered to these students has been called into question and little research has been dedicated to the supports that institutions offer. Some institutions have sought to centralize the supports they give students through the development of a center dedicated to international students, that is led by a director or manager. Our study focuses on the role and empowerment of these international center leaders. We utilized a multi-institution case study approach, guided by the empowerment framework. Findings include international center directors reporting their sense of empowerment is founded in their desire to serve, sense of autonomy and the sense of meaning they find engaging in the work.

This chapter examines the experiences of queer Latinx men at Hispanic-serving institutions. Approximately 22% of Latinx millennials reported holding an LGBTQ identity. As new generations of students enroll in institutions of higher education, administrators are seeing an increase in the acceptance of queer students and the expectation for inclusive policies and services. With the campus climate playing a role in engagement and academic performance for both queer students and Latinx students, institutional diversity and support for queer Latinx men are important. The policy implications include increasing representation of faculty and staff who hold Latinx and queer identities, addressing lack of awareness of resources, and addressing the impact racial/ethnic and queer discrimination have on the campus climate.