Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

Abstract

Aim/Purpose: While there are studies that examine the experience of LGB or international students, we are not aware of any study that examines both intersectionalities. In this study, we attempt to be the first to examine the experiences of international LGB students and the resources they utilize on campuses. Background: This research provides an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes. Methodology: This narrative qualitative research study was guided by the unifying model of sexual identity development and the model of multiple dimensions of identity. This study conducted semi-structured interviews with eleven participants from two states to attain a deeper insight and perspective on the experiences of LGB International students. Contribution: With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGB community. Findings: The respondents indicated a mixture of experiences based on their sexual orientation and national identity. Emerging themes for RQ1 were Fear, Isolation, and Openness. Respondents expressed the utilization of a wide variety of resources from campus based on online resources. Emerging themes for RQ2 were Campus Based Resources, Online Resources, and Negative Experiences. Recommendations for Practitioners: Based on these findings, institutions of higher education can promote the resources available to students within these populations. Institutions should be intentional in supporting the spiritual and religious needs of international LGBTQIA students to aid in the holistic development of their students. Recommendation for Researchers: It is recommended for researchers to explore how international students who identify as LGBTQIA students experience community colleges. Future Research: Future research should explore how staff, administrators, and faculty attempt to support students from regions of the world that are very conservative as they recruit students from those regions.

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

“…Most commonly, queer and intersectionality theories were selected to explore the experiences of queer international students in higher education, with queer theory applied in seven papers and intersectionality theory in ten papers. Specifically, these theories were selected for studies related to campus resources and institutional support for queer international students (see Herridge et al, 2019), the likelihood of participating in education abroad programs and experiences in these programs (see Bryant & Soria, 2015), and how queer international students navigate their classroom experiences (see Nguyen & Yang, 2015). Through these theories queer international students are positioned as individuals often marginalized by cisheteronormative and other dominant systems operating in higher education.…”

Empowered to Serve?

“…Prior research has shown that international students experience challenges and stressors when they transition to the United States. Herridge et al (2019) and Oba and Pope (2013) mentioned cultural differences, discrimination, language barriers, and academic and financial problems being the most common stressors among international students. Academically, international students have to adapt to a new learning environment as the education system in the United States could be different and less structured than their home country (Herridge et al, 2019;Wu et al, 2015).…”

“…Herridge et al (2019) and Oba and Pope (2013) mentioned cultural differences, discrimination, language barriers, and academic and financial problems being the most common stressors among international students. Academically, international students have to adapt to a new learning environment as the education system in the United States could be different and less structured than their home country (Herridge et al, 2019;Wu et al, 2015). In the Western education system, educators tend to emphasize autonomy, critical thinking, and engagement in the learning process whereas in non-Western cultures, students are taught to learn information from their professors who are viewed as experts in the field (Scheyvens et al, 2003).…”

“…There is a growing body of literature focused on the needs of international students (Ammigan & Jones, 2018), as well as the service offered to them (Roberts & Dunworth, 2012). However, there is scant research on the leaders of the staff who support this group of students from a managemental perspective (Herridge et al, 2019;Roberts, 2014).…”

Demonstrating the Therapeutic Values of Poetry in Doctoral Research: Autoethnographic Steps from the Enchanted Forest to a PhD by Publication Path

“…In matters that concern educational research and experiences, poetry is a privileged way of engaging intimately with the reader (Saunders, 2003). While not all doctoral journeys can be described as a positive experience, many of them have fluctuations, and some of them have dramas (Corcelles et al, 2019;Herridge et al, 2019;Ramos and Yi, 2020;Weise et al, 2020). My first doctoral drama was traumatic.…”