Beyond generic support: Contextual influences on careers of gender and sexuality diverse groups in higher education

Abstract

Despite the emerging attention to career development for gender and/or sexuality diverse (GSD) students, the literature is largely limited to generic support, missing a specific focus on either careers or being GSD. Such a generic view about contextual influences makes it difficult to guide the design and implementation of concrete, feasible practices for supporting GSD students' careers. Extending the existing body of work, this study employed qualitative methods to explore more specific, nuanced contextual factors within the university setting that influence GSD students' career development. We conducted semi‐structured interviews with 25 Australian university students who self‐identified as GSD. Our findings report seven major themes that could explain the influence of university contexts on the career development and experiences of GSD students. These themes include generic mentoring not always being useful, the negative effects of framing diversity as a “risk,” small things that can foster a sense of safety, the importance of designated areas and resources, the importance of advice on safe workplaces and being authentic at work, the importance of the visibility of key people, and the need for intersectional support. In addition to unpacking the influence of unique contextual features, these findings contribute to the extension of existing career frameworks such as the career self‐management model into GSD contexts. Our results also shed light on detailed, implementable practical solutions for universities, career counselors, and psychologists to support the career development of GSD students.