Purpose-The purpose of this paper is to further the understanding of experiences of antisocial behaviour in LGBTIQ+ youth in university settings. Design/methodology/approach-The discussion reflects on qualitative interviews with LGBTIQ+ young people studying at university (n ¼ 16) exploring their experiences of antisocial behaviour including harassment, bullying and victimisation in tertiary settings. Findings-The findings demonstrate that attention should be paid to the complex nature of antisocial behaviour. In particular, LGBTIQ+ youth documented experiences of microaggressions perpetrated by other members of the LGBTIQ+ community. Using the taxonomy of antisocial behaviour against LGBTIQ+ people developed by Nadal et al. (2010, 2011), the authors build on literature that understands microaggressions against LGBTIQ+ people as a result of heterosexism, to address previously unexplored microaggressions perpetrated by other LGBTIQ+ people. Research limitations/implications-Future research could seek a larger sample of participants from a range of universities, as campus climate may influence the experiences and microaggressions perpetrated. Practical implications-Individuals within the LGBTIQ+ community also perpetrate microaggressions against LGBTIQ+ people, including individuals with the same sexual orientation and gender identity as the victim. Those seeking to respond to microaggressions need to attune their attention to this source of antisocial behaviour. Originality/value-Previous research has focused on microaggressions and hate crimes perpetrated by non-LGBTIQ+ individuals. This research indicates the existence of microaggressions perpetrated by LGBTIQ+ community members against other LGBTIQ+ persons. The theoretical taxonomy of sexual orientation and transgender microaggressions is expanded to address LGBTIQ+ perpetrated antisocial behaviour.
This article provides an analysis of the issues and ethical challenges faced in a study with LGBTIQ student participants concerning their experiences of violence, harassment and bullying in tertiary settings. The authors detail the ethical challenges behind the development of the project, and around conducting research with a minority and vulnerable population. The article illustrates how the utilization of feminist and queer theory has impacted the process of conducting ethical research, including approaches to recruitment and participant autonomy. The dilemmas of confidentiality within a self-labelled and easily identifiable population are resolved. Further, unexpected challenges and risks to participant safety created through adherence to institutional ethical research frameworks are rectified. Importantly, the authors seek to avoid revictimization of participants and to instead empower students in their responses to violence, harassment and bullying that they may have experienced. The authors point to utilization of theoretical foundations and continual reflexive improvement as elements of best practice for those seeking to research minority populations, and in projects marked by the participation of those deemed vulnerable and high-risk.
Objective: Using student narratives of experiences of exclusion and non-inclusion at university, this paper builds an evidence base for, and explores ways in which universities can respond to, the contemporary concerns of lesbian, gay, bisexual, transgender/transsexual, intersex and queer/questioning (LGBTIQ+) undergraduate students. Design: Qualitative exploratory study of undergraduate students who identify as LGBTIQ+ regarding their experiences of exclusion and non-inclusion at university. Setting: Large metropolitan university in Australia. Methods: Sixteen semi-formal interviews with undergraduate students who identify as LGBTIQ+ attending a large Australian university. Data were analysed using phenomenological analysis. Results: Students indicated university-level gaps in service provision and failures to support them in their attempts to access, or create opportunities to access, information regarding sexual and mental health and improve inclusion. They also indicated the importance of queer visibility and its impact in creating a positive experience for LGBTIQ+ members of a campus community. Conclusions: Universities should be aware of the need for formalised diversity and inclusion programmes to tackle contemporary experiences of exclusion. Universities can harness and support student initiatives to better serve the LGBTIQ+ campus community, responding to gaps in knowledge, resources and service needs. These gaps include resources and information regarding sexual health, the provision of gender-neutral toilets and other facilities, and support for peer-led programmes to enhance inclusion. Universities should help increase the visibility of a diverse queer presence on campus to help prevent experiences of exclusion.
Presented within this article is a systematic discourse analysis of the arguments used by the then Australian Prime Minister and also the Minister for Indigenous Affairs in explaining and justifying the extensive and contentious intervention by the federal government into remote Northern Territory Aboriginal communities. The methods used within this article extend the socio-legal toolbox, providing a contextually appropriate, interdisciplinary methodology that analyses the speech act's rhetorical properties. Although many academics use sound-bites of pre-legislative speech in order to support their claims, this analysis is concerned with investigating the contents of the speech acts in order to understand how the Prime Minister's and Minister for Indigenous Affairs' argumentations sought to achieve consensus to facilitate the enactment of legislation. Those seeking to understand legislative endeavours, policy makers and speech actors will find that paying structured attention to the rhetorical properties of speech acts yields opportunities to strengthen their insight. The analysis here indicates three features in the argumentation: the duality in the Prime Minister's and Minister's use of the Northern Territory Government's Little Children are Sacred report; the failure to sufficiently detail the linkages between the Intervention and the measures combatting child sexual abuse; and the omission of recognition of Aboriginal agency and consultation.
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