Academic and Social Integration on Campus Among Sexual Minority Students: The Impacts of Psychological and Experiential Campus Climate

Abstract

A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors.

Faculty as Sources of Support for LGBTQ College Students

“…It is not clear to what extent LGBTQ students may struggle academically in comparison to others, but scholars have noted the particularly hostile climate LGBTQ students face (Rankin 2005;Rankin et al 2010;Woodford, Han et al 2014;Woodford, Kulick et al 2014), fulfilling at least half of Choy's definition for high risk of attrition. This study builds on recent studies exploring LGBTQ students' perceptions of faculty (Garvey and Inkelas 2012) and the link between instructor relations and students' academic outcomes and social integration (Woodford and Kulick 2015) by shedding light on how faculty are sources of support for this potentially at-risk group. This study bears implications primarily for practice, policy, and future research.…”

“…They found that "LGB students, on average, reported significantly higher rates of satisfaction with faculty and staff interactions than [did] heterosexual students" (179). In another study, Woodford and Kulick (2015) found that more positive instructor relations were associated with higher selfreported grade point average, classroom engagement, social acceptance on campus, and institutional satisfaction, even when considering heterosexist harassment and psychological climate; however, instructor relations did not protect students from the negative effects of heterosexism. These studies, while illuminating, did not include transgender students.…”

“…Given this evidence and decades of documented positive outcomes for student-faculty interactions, such as higher GPA and academic persistence (Lambert et al 2012;Pascarella and Terenzini 2005;Woodford and Kulick 2015), faculty who seek positive interactions with students in general are likely also to have a positive influence in the lives of their LGBTQ students. In considering how to develop as LGBTQ allies, faculty might pursue opportunities on their own campuses.…”

“…Overall, interaction between faculty and students is beneficial for students. In the last decade, there has been an increase in research on LGBTQ individuals in higher education, including studies of campus climate (Rankin et al 2010;Woodford and Kulick 2015;Woodford, Kulick, Sinco and Hong 2014), identity development (Abes and Jones 2004), and student involvement (Renn 2007). The corpus of literature on…”

Cocurricular and Campus Contexts

“…Representations of LGBTQA+ lives should move beyond acceptance and tolerance toward celebration and inclusion. Such representations may engender a sense of belonging and acceptance of LGBTQA+ people not only in an individual program but across the campus climate (Woodford & Kulick, 2014). Conducting an audit of all current communications, programs, and services-as well as being mindful in creating new ones-can contribute to positive climate.…”