Using Astin's inputs-environments-outcomes model and intersectional quantitative inquiry as a conceptual framework, we sought to understand which subgroups within the LGBQϩ student of color (SOC) population indicated a higher sense of belonging. Furthermore, we were interested which collegiate environments and experiences contributed to belonging for different subgroups of LGBQϩ SOC. Employing multiple linear regression analyses, we analyzed data from 1,468 LGBQϩ SOC. Results showed belonging for LGBQϩ SOC was associated with many collegiate experiences, including supportive residential environment, cocurricular engagement, campus engagement, faculty interaction, living on campus, racial campus climate, and LGBQϩ campus climate. Models were then run to examine conditional effects of these environments and experiences. Findings revealed how institutional environments differentially related to certain subgroups of LGBQϩ SOC. Implications for research and student affairs practice are discussed.

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