Latina Lesbian Students: Understanding their Experiences and Perceived Sexual Identity Development at a Hispanic-Serving Institution

Abstract

The purpose of this phenomenological study was to explore the experiences of 15Latina lesbian students and their perceived sexual identity development at a predominately Hispanic-serving Institution (HSI). Participants for this study were purposefully selected using criteria, convenience, and snowball sampling.Using a conceptual framework comprised of the four tenets consistent across the spectrum of all sexual identity development models, participants' experiences were described, analyzed, and interpreted to inform the study. Data were collected through individual face-to-face interviews, using an interview protocol, and were analyzed using inductive, deductive, and comparative analyses.Three themes emerged during the inductive analysis: (a) the trifecta: family, religion and gender, (b) the paradox of being Latina and lesbian, and (c) institutional care. In the deductive analysis, a rubric of a priori codes was derived from their (a) cultural perspectives, (b) identity awareness, and the four tenets sexual minorities consistently experience which included: (c) alienation, (d) social exclusion, (e) vii disclosure, and (f) self-acceptance of a non-heterosexual identity. The deductive analysis confirmed that participants' experiences and perceived levels of sexual identity development were determined by the challenge or support they received from family, peers, and their Hispanic-serving institution overall. The comparative analysis revealed an overlap of the inductive and deductive themes. Among 15 participants, the inductive themes of (a) the trifecta: family, religion and gender, (b) the paradox of being Latina and lesbian, and (c) institutional care were present in all segments of the deductive analysis.The findings highlighted the complex and challenging experiences of Latina lesbians as they attempt to navigate their intersections of sexuality, gender, and culture in the context of higher education. The study makes a critical contribution to understanding the experiences and sexual identity development of Latina lesbian students at an HSI. The study concluded that while Latina lesbian students struggle to reconcile their Latina and lesbian identities, their experiences at a HSI can be a source of challenge or support in their overall well-being and identity development.

Queer and of color: A systematic literature review on queer students of color in higher education scholarship.

“…For example, studies have universally described the advantages of establishing connections with fellow QPOC (Goode-Cross & Good, 2008;Hill-Silcott, 2015;Revilla, 2010;Vaccaro & Mena, 2011). Wall and Washington (1991), in particular, contended that the presence of QPOC faculty and staff is extremely significant for this student demographic. However, in the absence of other QPOC individuals, queer collegians of color also have been seen to find support with White gay peers (Strayhorn, 2013;Strayhorn et al, 2010;Strayhorn & Mullins, 2012), Black women (Strayhorn, 2013;Strayhorn & Mullins, 2012;Strayhorn & Tillman-Kelly, 2013b), White women (Hill-Silcott, 2015), other people of color regardless of gender (Goode-Cross & Good, 2008), with significant others (Peña-Talamantes, 2013;Strayhorn, 2012b), or with family (Gresham, 2009).…”

“…Participants discussed this unique intersection as being conflicting for them" (p. 85). For this reason, Wall and Washington (1991) challenged practitioners to think about the role that religion plays for African Americans and Hispanics. Yet, Chan (2017) and Narui (2011aNarui ( , 2011b) also argued that religion has a similar impact for queer Asian/Asian American students.…”

“…Scholars have increasingly started to explore the unique experiences of queer collegians of color enrolled at minority-serving institutions, such as historically Black colleges and universities (HBCUs; Carter, 2013; L. N. Harris, 2014; Lewis & Ericksen, 2016; Means & Jaeger, 2013; Mobley & Johnson, 2015; Patton, 2011; Patton & Simmons, 2008; Strayhorn, Glover, Kitchen, & Williams, 2013; Strayhorn & Scott, 2012) and Hispanic-serving institutions (HSIs; Vega, 2016). Means and Jaeger’s (2013) study underscored the reality that even though QPOC students found a home at their historically Black university, they also experienced harassment and discrimination because of their sexuality: “Although these students felt connected to their campus, they still experienced campus disconnection by being called homophobic slurs or feeling like they are the ‘only one’” (p. 130).…”

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

“…Several researchers have examined college student retention for Black students at community colleges (e.g., Derby & Watson, 2007;Wood, 2012Wood, , 2014Wood & Harris, 2015) and the collegiate experiences of queer and transgender students at community colleges (e.g., Garvey, Taylor, & Rankin, 2015;Ottenritter, 2012;Sanlo & Espinoza, 2012;ZamaniGallaher & Choudhuri, 2011, 2016, including work on racially minoritized queer students at a community college (Whitehead, 2019). For example, Sanlo and Espinoza (2012) provided a list of topic areas to examine and address, including discrimination, health outcomes, and resiliency, as well as to enhance college student retention for queer and transgender students at community colleges.…”

“…Although researchers have discussed the collegiate experiences of queer and transgender students at MSIs (e.g., Means & Jaeger, 2013;Mobley & Johnson, 2015;Patton, 2011;Patton & Simmons, 2008;Vega, 2016), limited research examines college student retention for Black queer and transgender students at MSIs. In our systematic literature review, we found several articles that focus broadly on college student retention at MSIs (e.g., Brooks & Allen, 2016;Merisotis & McCarthy, 2005;Montgomery & Montgomery, 2012).…”