Heterosexism, in the form of microaggressions, contributes to hostile, anti-lesbian, gay, bisexual, transgender, and queer (LGBTQ) college campus climates, thereby limiting sexual and gender minority students’ social engagement and academic persistence. Using Tinto’s model of institutional departure, we examined the degree to which experiencing microaggressions affects sexual minority college students’ retention as a function of their feelings of discomfort in the classroom. Mediation analyses were performed on a subsample of data from 152 self-identified LGBTQ college students at a southern university in the United States to examine relations among experiences of self-reported microaggressions, self-rated classroom discomfort, and expressed intentions to transfer from the university. Self-reported discomfort in the classroom accounts for the relation between experiences of microaggressions and LGBTQ students’ intentions to transfer from the university. Specifically, LGBTQ students who experienced microaggressions more often reported greater discomfort in their classrooms and reported fewer intentions to continue studying at their university. Universities should strive to implement campus-wide programs that help minimize microaggressions, encourage cultural competency and comfort in the classroom, and combat anti-LGBTQ prejudice to better support students in their day-to-day academic endeavors. LGBTQ students who feel safe and supported in the classroom may be protected from heterosexism and social isolation and, thereby, may be more likely to persevere in their academic pursuits.

Through globalization, the demand for high-quality education is increasing significantly, leading to rising competition among universities and colleges for enhancing educational services and attracting more students to enroll. Meanwhile, students are always looking for and demanding the most proper environments to experience education and have the foundation to find a job after graduation. This need leads to the tendency that education becomes a service that benefits both private education enterprises and their potential customers. Nevertheless, the private institutions might not have the reputation and sponsorship from the government as public universities. Therefore, the importance of studying the determinants of student satisfaction with the quality of services provided is increasingly essential and required for private educational institutions. This research aims to propose a research model in calculating the level of student satisfaction with the facility service quality in private institutions. This study was conducted using a questionnaire to survey 221 students of the FPT University Da Nang campus in the Fall semester of 2020. This research attempts to examine the relationship between facility service quality and student satisfaction, along with investigating the key factors in the aspects of service quality that contribute significantly to student satisfaction. The findings of this study identify the factors and the impact degree of these factors on student satisfaction of facility service quality in private universities.

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This narrative review examines literature informing policy and laws relevant to the health and well‐being of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) adult populations. Empirical factors related to structural stigma, specifically policy and law, were examined. Empirical studies examining structural stigma and health‐related outcomes in LGBTQ+ populations have proliferated since the publication of the Institute of Medicine's The Health of Lesbian, Gay, Bisexual and Transgender People (2010) and Hatzenbuehler's theoretical work on stigma‐related influences on LGBTQ+ health. Databases were searched using a priori terms. Over 2,100 articles were identified that included original data from the United States since 2010. Studies identified for inclusion (n = 78) were roughly evenly split according to whether results related to the influence of federal‐, state‐, or local‐level policies on LGBTQ+ adults’ health. Policy recommendations center around the expansion of anti‐discrimination law and policy, abolishment of law and policy that restricts access and rights of LGBTQ+ adults, supplemental training in relevant cultural competencies, and the provision of additional resources for vulnerable subpopulations of LGBTQ+ adults.

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