How LGBTQ+ Students Thrive in College

Hill, Robert Loren; Nguyen, David J.; Kilgo, Cindy Ann; Lange, Alex C.; Shea, Heather D.; Renn, Kristen A.; Woodford, Michael R.

doi:10.1080/19496591.2020.1738241

Cited by 24 publications

(10 citation statements)

References 25 publications

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“…Participants engaged in curricular and cocurricular activities that helped them feel more connected to peers, faculty, and career options. Findings from other thriving students generally laud the importance of involvement for social connectedness; however, these other studies typically address the need for finding peers with similar social identities (Hill et al, 2020; Kelly et al, 2017; Pérez & Sáenz, 2017; Pérez et al, 2018). In this study, participants pointed out involvement as a mechanism for career enhancement.…”

Section: Discussionmentioning

confidence: 99%

“…Interactions with peers, faculty, and staff positively support thriving because these interactions help students feel like they matter and belong within postsecondary environments. While research has generally lauded thriving as an important developmental outcome for college students, previous findings illustrate barriers to thriving for student populations holding minoritized identities (Hill et al, 2020; Kelly et al, 2017; Okello & Pérez, 2018; Pérez & Sáenz, 2017; Schreiner, 2014; Schreiner & Louis, 2011). Study results illustrated that thriving does not always benefit students with minoritized identities (Okello & Pérez, 2018; Pérez & Sáenz, 2017; Schreiner, 2014; Schreiner & Louis, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Several studies center thriving as a pathway to understanding student success (Hill et al, 2020;Okello & Pérez, 2018;Pérez & Sáenz, 2017;Pérez et al, 2018;Schreiner, 2010aSchreiner, , 2010bSchreiner, , 2013Schreiner, , 2014Stephens & Beatty, 2015). Students thrive when they feel represented and connected within academic spaces, cocurricular offerings, and campus communities.…”

Section: Literature Reviewmentioning

confidence: 99%

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Low-income students thriving in postsecondary educational environments.

Nguyen¹

2023

Journal of Diversity in Higher Education

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All students should have the ability to thrive within collegiate environments. Despite widening access for postsecondary education participation, low-income students often do not experience the collegiate environment in the same ways as their well-resourced peers. Previous research highlights obstacles low-income students face; yet, these results frame low-income students from a deficit perspective as though they lack in specific ways and contribute to further marginalizing this underserved student population. More research must focus on what contributes, enables, or facilitates academic, personal, and social success for low-income students during their enrollment. Understanding individual and organizational features promoting thriving for low-income students can help institutional leaders cultivate campus environments that respond to student’s intellectual, personal, and social development. This study contributes to reframing the conversation about low-income students through an exploration of how low-income students thrived in collegiate environments. Framed using Schreiner’s concept of thriving, this study illuminated how 30 low-income students successfully navigated college expectations. Findings illustrate thriving occurred in three ways: asking for help, taking advantage of opportunities, and integrating financial implications and knowledge. The article concludes with a discussion and implications for student affairs practice, theory, and future research.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Low-income students thriving in postsecondary educational environments.

Nguyen¹

2023

Journal of Diversity in Higher Education

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“…In addition to improving the curriculum, support groups and student centers for LGBTQ + individuals can improve the belonging and retention of LGBTQ + students within the allied health disciplines. Support groups or LGBTQ + resource centers are important sources of support for LGBTQ + college students [24,27,42]. The availability of a safe space where students can learn, study, and converse with those of a similar identity provides solidarity and inclusion.…”

Section: Support On Campus For Lgbtq + Individualsmentioning

confidence: 99%

Contemporary LGBTQ + content that should be included in allied health professions education

et al. 2023

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Though many individuals in the United States of America and worldwide identify as LGBTQ + (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other identities), educational programs for allied health professions often do not adequately cover LGBTQ + issues. The literature clearly identifies a dearth of LGBTQ + information in undergraduate, graduate, and continuing education for allied health professionals. This lack of education and training causes real and perceived prejudice and discrimination by healthcare professionals against people who identify as LGBTQ +. Pertinent issues for people who identify as LGBTQ + and the language used to refer to these individuals changes over time so the LGBTQ + content that allied health education programs cover should be periodically reevaluated. This article summarizes the current state of education on LGBTQ + issues in allied health professions education and suggests contemporary LGBTQ + content that should be included in allied health professions education.

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“…It has been shown that positive campus climates for students of minority identities lead to increased academic success (Garvey et al, 2015;Ost, 2010;Pitcher et al, 2016;Vaccaro, 2012). A wide variety of existing studies have been conducted on campus climate for LGBTQ+ individuals, which demonstrate that inclusion issues persist for LGBTQ+ individuals in higher education (Bilimoria & Stewart, 2009;Blumenfeld, 2012;Forbes, 2020;Garvey et al, 2015;Patridge et al, 2014;Rankin, 2004;Sadika et al, 2020;Vaccaro, 2012;, but little recent research has been done about departments' and academic programs' approaches to LGBTQ+ issues (Renn, 2010, p. 138) academic communities, has a positive impact on their perceptions of campus, as can having LGBTQ+ resources centers and LGBTQ+ events and content on campus (Loren Hill et al, 2020). Having queer or queer-supportive mentors and intuitional support also improves the experiences of queer students on campuses (Graham, 2019).…”

Section: Campus Climatementioning

confidence: 99%

Microaggression Experiences of Queer Science Students in Their Departments

Fitzgerald-Russell

Kowalske

2022

Journal of Research in Science, Mathematics and Technology Education

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This study explored how the feelings of comfort and safety of LGBTQ+ undergraduate science majors in their departments at a mid-size Midwestern university affected their academic success. The literature provides a number of studies about LGBTQ+ STEM faculty, campus and departmental climate studies for LGBTQ+ students, and microaggressions experienced by a variety of students and faculty from historically underrepresented groups. There is little literature directly connecting campus climate work to STEM departments’ climates and the experiences of LGBTQ+ undergraduates. This study utilized a qualitative approach to explore the experiences of STEM majors who identified as LGBTQ+. A narrative approach to the research emphasized the voices of these marginalized students. Three participants participated in one interview per semester over two subsequent semesters for a total of six interviews, which were then coded using emergent themes. The most interesting findings were related to potential microaggressions experienced by the students, such as specific passive negative experiences or general negative feelings about expressing their identities. This study found that LGBTQ+ undergraduates in science departments may experience microaggressions because of their sexual orientation but may lack the language to describe these situations in detail or identify them as harmful. Thus, there is a need to examine and potentially improve science students’ language tools to better identify and describe these experiences.

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How LGBTQ+ Students Thrive in College

Cited by 24 publications

References 25 publications

Low-income students thriving in postsecondary educational environments.

Low-income students thriving in postsecondary educational environments.

Contemporary LGBTQ + content that should be included in allied health professions education

Microaggression Experiences of Queer Science Students in Their Departments

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