Coming Out (or not) on College Applications: Institutional and Interpersonal Dimensions of Disclosing LGBQ+ Identities

Abstract

Many college campuses recently began asking undergraduate applicants about their sexual identities on their college applications. How do applicants who are lesbian, gay, bisexual, and otherwise on the queer spectrum (LGBQ+) experience this question, and what factors influence how they respond? The authors use focus group and interview data with 60 LGBQ+ undergraduate students attending two college campuses to explore these questions. Although many students were comfortable with coming out, they described evaluating the potential risks and benefits of disclosure, and some lacked trust in the institution and were concerned about loss of information control. Unlike when coming out in other institutions, many expressed serious concerns about how the information might get back to their parents. Such spillover effects from institutional disclosure have not been previously identified in the literature. These concerns were heightened for students of color. The present results extend theoretical understandings of coming out and offer valuable insights to college administrators.

A systematic literature review on bi+ college students using an ecological lens.

“…Further, students seem to be embracing multiple identity labels, such as biromantic demisexual (A. A. Duran, 2019) and queer/bi (Van Dyke et al, 2021). More research into the adoption of compound or interchangeable labels is needed.…”

“…A. Duran, 2019) and queer/ bi (Van Dyke et al, 2021). More research into the adoption of compound or interchangeable labels is needed.…”