Improving the Campus Climate for LGBTQ Students Using the Campus Pride Index

Garvey, Jason C.; Rankin, Susan; Beemyn, Genny; Windmeyer, Shane

doi:10.1002/ss.20227

Cited by 23 publications

(8 citation statements)

References 23 publications

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“…Previous research suggests that exclusionary policies can contribute to the chronic stress that LGBQ+ students face, whereas inclusive policies, awareness programs, and LGBTQ resources can promote acceptance, challenge experiential heterosexism, and provide support for LGBQ+ students (Hatzenbuehler & Pachankis, 2016; Pitcher et al, 2016; Woodford et al, 2016). Although the number and diversity of pro-LGBTQ policies and resources is growing on campuses (Consortium of Higher Education LGBT Resource Professionals, 2014; Garvey, Rankin et al, 2017), the current federal administration has threatened protections for LGBTQ students (Battle & Wheeler, 2017). Thus, the role of institutional actors may be especially poignant in either protecting students from these threats or further exacerbating the hostility LGBTQ students experience in society writ large (Garvey, Sanders, & Flint, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, the ratio of LGBTQ student groups to the number of students at the institution could reflect the strength of the campus LGBTQ community and on-the-ground efforts to support LGBQ+ students. The range of pro-LGBTQ initiatives on college campuses (Consortium of Higher Education LGBT Resource Professionals, 2014; Garvey, Rankin, Beemyn, & Windmeyer, 2017) and the variance among institutions to establish such initiatives reinforce our decision to investigate each structural factor separately.…”

Section: The Current Studymentioning

confidence: 99%

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LGBTQ policies and resources on campus and the experiences and psychological well-being of sexual minority college students: Advancing research on structural inclusion.

Woodford

Kulick

Garvey

et al. 2018

Psychology of Sexual Orientation and Gender Diversity

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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.

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Section: Discussionmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

LGBTQ policies and resources on campus and the experiences and psychological well-being of sexual minority college students: Advancing research on structural inclusion.

Woodford

Kulick

Garvey

et al. 2018

Psychology of Sexual Orientation and Gender Diversity

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“…Although leaders of colleges and universities cannot know all the intricate nuances of their students' lives, it is critical for administrators, faculty, and staff to seek an understanding of the systemic and individual forces impacting the retention and persistence of minoritized student populations on college campusesparticularly those who hold multiple minoritized identities who often live in the margins of praxis (Hooks, 1990). While some scholars have explored issues impacting retention and persistence of queer and transgender students on college campuses (Garvey, Rankin, Beemyn, & Windmeyer, 2017;Marine, 2017) and other scholars have delved into the retention and persistence of Black students (Jones & Williams, 2006;Wood & Palmer, 2014), limited scholarship exists specifically addressing the experiences of Black queer and transgender college students that consider the ways anti-Blackness, and other forms of systemic oppression, contribute to their attrition.…”

mentioning

confidence: 99%

Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention

Coleman

Wallace

Means

2020

Journal of College Student Retention: Research, Theory & Pr

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Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that erase queer and transgender experiences from Black student retention discourses and (b) address the ways scholars erase Black racial identity from broader queer and transgender student retention research. Centering the case of Joshua, a Black queer cisgender male-identified college student, the authors highlight research, practice, and policy implications that consider social class, institutional type, multilevel intervention strategies, and intersectionality in Black queer and transgender college student retention discourse.

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“…These numbers become more alarming once broken down, indicating a 42% increase in hate crimes against transgender individuals (Kozuch, 2019). Colleges are an important integrator, as acceptance and social climate are core contributors to SGM students wellbeing and academic success (Coulter & Miller, 2018;Garvey, et al, 2017;Woodford, et al, 2018). Hatchell, et al (2017) conducted a longitudinal study of SGM high school students demonstrating that peer sexual harassment victimization precedes depressive episodes.…”

mentioning

confidence: 99%

“…Undergraduate institutions rarely collect gender or sexual identity information in student applications, resulting in information deficits for retention data (Windmeyer, et al, 2013). Beyond basic retention data, there are few assessments available or investigated to evaluate the availability and efficacy of resources for minority students (Garvey, et al, 2017).…”

mentioning

confidence: 99%

Evaluating social inclusion: An adaptable measure for use on college campuses

Bird

Island

2020

IJURCA

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Gender and sexual identity discrimination are commonly reported among persons of non-heterosexual or non-cisgender identities. Sexual and gender minority (SGM) students are more likely to experience discrimination, hate crimes, poverty, sexually transmitted infections, anxiety, and depression compared to heterosexual and cisgender individuals. These marginalized experiences create a unique need for education, resources, support, and community. Greater awareness of sexual and gender minorities encourages college students to feel comfortable sharing their experiences, and openly identifying as a sexual and/or gender minority. Consequently, to retain the full breadth of diversity within university communities, centers on campus that provide programming, education, and advocacy for minority students are essential for an inclusive campus climate that nurtures diverse student populations. Given the dearth in empirical instruments to support social inclusion among Sexual and Gender Minorities on college campuses, the purpose of this research was to, 1.) Develop a meaningful measure for use in the evaluation of gender identity and sexuality among college students and their perceived social inclusion through the lens of a social inclusion center; and 2.) Include questions addressing efficacy of relevant social inclusion centers for SGM students, staff, faculty, and their allies. This research focuses on self-report data collected through the Gender and Sexual Inclusion, Knowledge, and Attitude Survey from staff, faculty, and undergraduate students from a small liberal arts college in the Pacific Northwest (N = 218).

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Improving the Campus Climate for LGBTQ Students Using the Campus Pride Index

Abstract: This chapter describes how institutions can best use data from the Campus Pride Index, focusing on student recruitment and resource/policy advocacy for LGBTQ constituencies.

Cited by 23 publications

References 23 publications

LGBTQ policies and resources on campus and the experiences and psychological well-being of sexual minority college students: Advancing research on structural inclusion.

LGBTQ policies and resources on campus and the experiences and psychological well-being of sexual minority college students: Advancing research on structural inclusion.

Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention

Evaluating social inclusion: An adaptable measure for use on college campuses

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