Institutionalizing LGBTQ+ student support.

Singh, Anneliese A.

doi:10.1037/0000281-002

Cited by 4 publications

(2 citation statements)

References 30 publications

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“…One possible explanation for these findings is differences in group privilege and persistent issues of institutionalized racism, even within LGBTQ+ groups. White students may benefit more than students of color from campus supports—that are grounded in and framed by a “White lens” (Singh, 2022)–further marginalizing students of color. White students also may be unaware of their privilege and assume that what works for them works for other (marginalized) members of their community.…”

Section: Discussionmentioning

confidence: 99%

“…While campus-based organizations, such as multicultural, diversity, and LGBTQ+ centers, may serve as sources of support for TNG students of color, these places also often “mask” the overall dominant identity of college campuses—specifically, White, cis, and heterosexual (Jourian, 2017; Singh, 2022). Even when campuses provide resources for gender identity exploration and community-building (e.g., LGBTQ+ centers, college-sanctioned LGBTQ+ and TNG-specific student groups), these spaces are often predominantly White, making them less safe and affirming for TNG students of color (Nicolazzo, 2016a, 2016b; Singh, 2022). In summation, given that members of race-based groups are predominately heterosexual and cis, and members of LGBTQ+ groups are predominately White and cis, these groups tend to focus on single-issues and may be oblivious to or ignorant of the unique needs of TNG students of color (Singh, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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Associations between trans-inclusive resources and feelings of inclusion in campus LGBTQ+ groups: Differences for trans students of color.

Day¹,

Goldberg²,

Toomey³

et al. 2022

Psychology of Sexual Orientation and Gender Diversity

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Transgender, nonbinary, and gender nonconforming (TNG) college students, especially TNG students of color, often face marginalization and victimization within higher education settings. Implementing inclusive policies and practices may help to mitigate the harmful effects of these experiences and strengthen students’ connections to colleges and universities. Using data from a 2016 online survey of TNG students’ experiences (n = 523), we conducted multivariate ordinal regressions to examine whether knowledge of trans-inclusive campus resources was associated with stronger perceptions of inclusion in campus LGBTQ+ groups, particularly in relation to TNG students’ intersecting gender and racial identities. We found that TNG students who knew of a higher number of trans-inclusive resources generally felt a stronger sense of inclusion in campus LGBTQ+ groups. This association was moderated by students’ race: White students, but not students of color, reported feeling stronger levels of inclusion in LGBTQ+ groups if they were aware that their institutions had a relatively greater number of trans-inclusive resources. Therefore, TNG students of color were more likely to feel marginalized within LGBTQ+ groups, even when they reported higher levels of trans-inclusive resources on their campuses. Findings are considered in light of existing research on TNG students’ experiences within higher education settings, and recommendations are made for providing stronger supports for TNG students of color.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Associations between trans-inclusive resources and feelings of inclusion in campus LGBTQ+ groups: Differences for trans students of color.

Day¹,

Goldberg²,

Toomey³

et al. 2022

Psychology of Sexual Orientation and Gender Diversity

View full text Add to dashboard Cite

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Examining the Interplay of Psychological Well-Being, Health, and Aging in Older LGBT Adults: A Systematic Review

Chan,

Tam,

Leung

et al. 2024

Sex Res Soc Policy

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Introduction Lesbian, gay, bisexual, and transgender (LGBT) individuals face mental health challenges and psychological issues due to societal pressures. Discrimination based on sexual orientation and gender identity continues to affect the well-being of older LGBT adults, despite progress in acceptance and equality. This systematic review examines the health and mental health challenges faced by older LGBT adults. Methods We conducted a search of four electronic databases to retrieve primary studies published between 2000 and 2022. Fifteen articles were included in the systematic review. Results Our findings reveal that older LGBT adults face victimization and are often forced to conceal their identity. Differential victimization based on sexual identity leads to severe outcomes, such as stress, post-traumatic stress disorder, and loneliness. Discrimination against older LGBT adults contributes to an unhealthy life, disability, depression, and physical health problems. Conclusions Tailored interventions, including sensitizing the public and changing perceptions, should address the health challenges and psychological issues faced by older LGBT adults in their lifetime. Discrimination against older LGBT adults must be addressed to ensure they receive the appropriate care and support they require. Policy Implications This systematic review highlights the need for targeted interventions and policies to support the mental health and well-being of older LGBT adults. Such policies should aim to sensitize society, challenge discrimination, and address the unique challenges faced by older LGBT adults.

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Nurturing a Sense of Belonging in LGBTQIA2S+ Community College Students

Bennett

2024

Teachers College Record: The Voice of Scholarship in Education

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Background/context: Challenges faced by community college students have both intensified and transformed since COVID-19 hit in spring 2020. As colleges transitioned operations online and are still gradually returning to in-person teaching and learning, they have had to experiment with how to help students maintain some sense of connection to their peers, their learning, and their schools. This task is complicated in a community college setting because of the size and diversity of student populations; supporting particular populations such LGBTQIA2S+ students calls for additional layers of ongoing reflection. Purpose: Amid increased backlash and a surge in legislation against LGBTQIA2S+ individuals, community colleges face the challenge of helping this marginalized part of our student population feel confident that they belong on campus. In reflecting on efforts by my college to support LGBTQIA2S+students before, during, and after the pandemic, I show how a focus on increasing feelings of belonging are instrumental in retaining LGBTQIA2S+ students.

show abstract

Institutionalizing LGBTQ+ student support.

Cited by 4 publications

References 30 publications

Associations between trans-inclusive resources and feelings of inclusion in campus LGBTQ+ groups: Differences for trans students of color.

Associations between trans-inclusive resources and feelings of inclusion in campus LGBTQ+ groups: Differences for trans students of color.

Examining the Interplay of Psychological Well-Being, Health, and Aging in Older LGBT Adults: A Systematic Review

Nurturing a Sense of Belonging in LGBTQIA2S+ Community College Students

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