The impact of campus climate on queer-spectrum student academic success

Garvey, Jason C.; Squire, Dian; Stachler, Brett; Rankin, Susan

doi:10.1080/19361653.2018.1429978

Cited by 57 publications

(62 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings highlighted that perceptions of LGBQ+ inclusion were higher for those within the LGBQ+ community than those who do not identify as such. On one hand, this result can signal a positive reality for LGBQ+ students, especially when we consider the research showing that a collegian's perception of their institutional actions can lead to more academic success (Garvey, Squire, et al, 2018). On the other hand, it may be that LGBQ+ individuals paid more attention to LGBQ+ inclusion.…”

Section: Discussionmentioning

confidence: 98%

Culturally engaging courses and campuses for LGBQ+ issues.

BrckaLorenz

Durán

Haeger

2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in student perceptions by major and sexuality, and that relationships between engagement and LGBQ+ curricular inclusion are strong for LGBQ+ and non-LGBQ+ students. Quotes from students highlight the disconnect felt between coursework and discussions of sexuality, as well as the great importance of creating inclusive spaces for the LGBQ+ community. CULTURALLY ENGAGING COURSES 3 Culturally Engaging Courses and Campuses for LGBQ+ Issues Y'all are not here for us. Step it up." -A queer identifying student's write-in responseWithin the field of higher education, scholars emphasize the reality that the experience of campus climate and culture varies by students' backgrounds and social identities (see Museus, 2014). What this body of research showcases is that students' perceptions of how accepting and welcoming their campus environments are differ based on a person's social location, especially relevant for collegians from historically marginalized identities (e.g., Museus, 2014;Museus, Yi,

show abstract

Section: Discussionmentioning

confidence: 98%

Culturally engaging courses and campuses for LGBQ+ issues.

BrckaLorenz

Durán

Haeger

2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Based on Tinto's Integration Theory [32], students' academic success can be defined in terms of commitment they have to their academic and career goals, as well as to the institution. In a recent study by Garvey et al [31], sexual minority students who had more positive perceptions of institutional action regarding campus climate and warmer perceptions of campus climate rated their academic success as higher. Furthermore, there is still little evidence about whether sexual minority students feel that their academic experiences and satisfaction with their intellectual growth are affected by their sexual identity.…”

Section: Campus Climate and Negative Outcomes In Sexual Minority Studmentioning

confidence: 95%

“…Several scholars have pointed to intellectual and academic success as a key factor for student retention in Higher Education [30]. To date, only a few studies have examined how campus climate for LGBQ+ ties with academic success [31]. Based on Tinto's Integration Theory [32], students' academic success can be defined in terms of commitment they have to their academic and career goals, as well as to the institution.…”

Section: Campus Climate and Negative Outcomes In Sexual Minority Studmentioning

confidence: 99%

“…The need to devote special attention to the Italian context is also supported by evidence from the scientific literature. Overall, Italian sexual minorities have frequently been found to face heterosexist prejudices in their daily lives [31], and negative attitudes toward same-sex parenting are still widespread. Research about negative attitudes toward homosexuality in Italy shows that Italian people are quite ambivalent toward homosexuality [35,36].…”

Section: The Present Studymentioning

confidence: 99%

See 1 more Smart Citation

Sexual Minority Status, Anxiety–Depression, and Academic Outcomes: The Role of Campus Climate Perceptions among Italian Higher Education Students

Amodeo

Esposito

et al. 2020

Behavioral Sciences

View full text Add to dashboard Cite

Students from sexual minorities generally describe Higher Education contexts as unwelcoming and chilly environments. Based on the Minority Stress theory, these disparities in climate perceptions may lead sexual minority students to negative health and academic outcomes. To date, research documenting the experience of sexual minority students within European Higher Education Institutions is limited. Framed within campus climate literature, the current study aimed to expand on previous knowledge by investigating the associations between sexual minority status, students’ perceptions of campus climate and psychological (i.e., anxiety–depression), and academic outcomes (i.e., intellectual and academic success and considering leaving the university) using a self-selected sample of 868 Italian university students (17.9% sexual minority students). The results showed that sexual minority status was associated with negative perceptions of campus climate, which, in turn, were associated with higher levels of anxiety–depression symptoms, lowered academic success, and a high probability of considering leaving university. Further research is needed to investigate the experience of sexual minority students within European Higher Education contexts and to explore possible actions that could contribute to fostering a greater sense of belonging to the campus community for all students, and particularly for students from sexual minority groups.

show abstract

“…Hostile and uncomfortable study climates have shown drastic effects on the performance spectrum of underrepresented students (Yearwood & Jones 2012). The experience of group studying through selecting particular spaces of the university, including library lounge, college coffee shops spaces, and many more comfortable spaces, provides a center for the interactions with other fellows and increases the social involvement (Arriba et al 2018;Garvey et al 2018). The inclusive benefits of providing curricular spaces for the minority students powers the support for diversity and integrity in large institutes.…”

Section: Introductionmentioning

confidence: 99%

The Role of the Co-curricular Spaces in the Engagement and Success of Minority Students

Sharifan

Moore

2020 ASEE Virtual Annual Conference Content Access Proceedings

View full text Add to dashboard Cite

where she received a B.S. in Bio Environmental Engineering in 2006. She then began pursuing her graduate education at Purdue University in the Agricultural and Biological Engineering Department, completing her Ph.D. in 2015. Her primary research areas include 1) mycotoxin risk assessment and treatment in stored grains and 2) innovate instructional strategies for Biological and Agricultural Engineering students.

show abstract

The impact of campus climate on queer-spectrum student academic success

Cited by 57 publications

References 46 publications

Culturally engaging courses and campuses for LGBQ+ issues.

Culturally engaging courses and campuses for LGBQ+ issues.

Sexual Minority Status, Anxiety–Depression, and Academic Outcomes: The Role of Campus Climate Perceptions among Italian Higher Education Students

The Role of the Co-curricular Spaces in the Engagement and Success of Minority Students

Contact Info

Product

Resources

About