Background Although the rates of sexual assault in general are alarming, students who identify as lesbian, gay, bisexual, transgender, queer, asexual, or pansexual, hereafter referred to as LGBT+, are even more likely to experience sexual assault. Aim The aim of this study was to examine the correlates to sexual assault and other forms of sexual misconduct of LGBT+ college students. Methods The Administrator Researcher Campus Climate Collaborative campus climate survey was administered at 10 universities, and a final sample size of 6,973 student surveys were analyzed. All continuous and categorical data were compared by sexual orientation using linear mixed models and logistic generalized linear mixed models. Results In this study, we learned that LGBT+ students are more likely than their heterosexual peers to have friends who approve of risky sexual behavior, which is correlated with sexual victimization; understand that absence of physical resistance does not confer consent; engage in bystander intervention; and anticipate supportive responses from peers. LGBT+ students are less likely than their heterosexual peers to feel an overall sense of well-being, perceive that the campus climate regarding sexual misconduct was positive, and feel that the campus was safe. There were no differences between LGBT+ students and heterosexual students regarding most elements of consent, perpetration of any sexual misconduct (stalking, sexual harassment, sexual assault), or stalking victimization. Discussion Interventions to reduce campus sexual assault must be tailored to fit the students. Lack of clarity around consent and bystander intervention education are the mainstay of campus sexual assault prevention efforts.

Sexual assault, dating violence, stalking, and sexual harassment present serious challenges to the health and well-being of college students across the United States. An estimated one in five female college students is sexually assaulted during college. Under the federal protection of Title IX, institutions of higher education are responsible for addressing sexual harassment and sexual misconduct as forms of discrimination, thus campus climate surveys are increasingly being conducted in campus settings to examine student beliefs and experiences about sexual assault, dating violence, stalking, sexual harassment, and related campus prevention and response efforts. The Administrator-Researcher Campus Climate Collaborative (ARC3) Campus Climate Survey was designed to assess a range of Title IX violations that include sexual harassment, dating violence, and sexual misconduct victimization and perpetration. This article used a sample of students drawn from seven universities to assess the psychometric properties of the ARC3 survey. Specifically, factor analysis (exploratory and confirmatory) was used to examine the factor structure of each module of the ARC3 survey. Results indicated that the majority of modules within the ARC3 survey were valid and reliable. Recommendations are provided for university administration to utilize a scorecard approach in order to get a brief but comprehensive view of campus safety status.