High-Impact Practices and Student–Faculty Interactions for Students Across Sexual Orientations

Garvey, Jason C.; BrckaLorenz, Allison; Latopolski, Keely S.; Hurtado, Sarah S.

doi:10.1353/csd.2018.0018

Cited by 47 publications

(36 citation statements)

References 22 publications

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“…Gender and sexual orientation serve as potent examples, whereby group work negatively impacts the enjoyment of queer students, and asexual and bisexual students prefer to work alone rather than in groups. These findings echo recent work demonstrating that, in ALP settings involving group work, LGBTQIA students felt an increased sense of these minoritized identities (Garvey and Rankin, 2015a;Cooper and Brownell, 2016;Garvey et al, 2018), and suggest mechanisms that may contribute to the lower retention of sexual and gender variant minorities in STEM (Garvey and Rankin, 2015a;BrckaLorenz et al, 2017;Garvey et al, 2018;Hughes, 2018). We thus question the idea that group work is a pedagogical panacea to the large-lecture problem.…”

Section: Discussionsupporting

confidence: 78%

“…LGBT students exhibit disproportionately high attrition in STEM. Garvey and Rankin, 2015b;Pryor, 2015;Cooper and Brownell, 2016;Garvey et al, 2018;Hughes, 2018 Commuter status Students who live off-campus may feel less included in all aspects of the community, including classroom discourse and group work; commuters may be less open to diversity. Pike, 2002;Jacoby andGarland, 2004 (Kim andSax, 2009a;Aschbacher et al, 2010;Rocca, 2010).…”

Section: Factorsmentioning

confidence: 99%

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Hidden Identities Shape Student Perceptions of Active Learning Environments

et al. 2019

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Active-learning pedagogies represent one suite of tools commonly thought to promote greater classroom inclusivity. However, the social aspects of many active-learning techniques, such as in-class group work, may differentially impact students who feel pressure to conceal certain aspects of their identity, such as sexual orientation, political affiliation, or religion. We used a post-course survey of over 1300 students at a large midwestern University to ascertain which aspects of a student's identity are most salient in their experiences in active-learning environments, especially with respect to group work. Using path analysis, we show that students who are politically conservative, religious, or who commute to campus perceive lower inclusion in active-learning environments, while students who identify as queer report negative experiences in groups. These and other findings lead us to conclude that targeted efforts to improve classroom climate, such as equitable teaching strategies, will benefit students who might feel marginalized in peer-learning environments.

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Section: Discussionsupporting

confidence: 78%

Section: Factorsmentioning

confidence: 99%

Hidden Identities Shape Student Perceptions of Active Learning Environments

et al. 2019

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“…According to Vaccaro's [77] research, LGBT students considered supportive faculty members to be the most positive aspect of their undergraduate experience. Meanwhile, Garvey, BrckaLorenz, Latopolski, and Hurtado [78] noted the potential adverse impact of negative interactions with faculty, asserting that LGBQ students may choose to leave the institution if faculty do not create learning environments that are inclusive for students of all sexual orientations. They wrote, "Faculty members have a unique influence on students' classroom perceptions and academic experiences.…”

Section: Learning Experiences and The Role Of Facultymentioning

confidence: 99%

“…They wrote, "Faculty members have a unique influence on students' classroom perceptions and academic experiences. LGBQ students' experience in the classroom largely governs perceptions of the overall academic experience; therefore, it is critical that scholars examine the relationships between faculty and LGBQ students and the relationship with academic success" [78] (p. 212).…”

Section: Learning Experiences and The Role Of Facultymentioning

confidence: 99%

Expanding the Scope of Universal Design: Implications for Gender Identity and Sexual Orientation

Couillard

Higbee

2018

Education Sciences

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This article encourages postsecondary educators to expand the scope of applications of universal design and universal instructional design by exploring how principles of UD and UID can be applied to other social identities, and specifically to gender identity and sexual orientation. There are many parallels that can be drawn between students who are excluded because of their disability and students who are marginalized on the basis of nonconforming gender identity or sexual orientation. It is important that faculty and staff understand intersectionality and interdependence among social identities and consider what steps they can take to apply UID principles in ways that consider multiple aspects of identity in order to provide inclusive educational experiences for all students. Scenarios for further discussion are provided.

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“…In order to make this sensibilization effective and reach all university members, it has been shown that the inclusion of LGBT literature in academic curriculums has the highest impact in the reduction of LGBT-phobia (18,26). Another protective factor for the prevention and intervention in cases of violence based in sexual orientation, gender identity and gender expression is the explicit institutional support towards the LGBTQI + groups through the implementation of politics and strategies towards the reduction of hetero-sexism (6,9,27,28).…”

Section: Introductionmentioning

confidence: 99%

Sexual Orientation, Gender Identity and Gender Expression-Based Violence in Catalan Universities: Qualitative Findings from University Students and Staff

Nieto

Gómez

Gairal‐Casadó

et al. 2020

Preprint

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BackgroundHate crimes have raised in Spain and the gender and sexuality-based conflict persist worldwide which leads to this problem having an effect on health and wellbeing. Following a focus of transforming Higher Education Institutions (HEI), this research focusses on analysing how this problem affects undergraduate students in six Spanish universities. The goal of this study is to improve the quality of life of LGBTQI+ University students, breaking the silence that exists about the violence that this group suffer in Catalonia, Spain.MethodsFollowing the Communicative Methodology, this study has identified violence based on sexual orientation, gender identity or expression in the target universities and provided guidelines to improve anti-discrimination protocols. A qualitative method has reached experiences of university students, heads of equality commissions, professors and administrative staff regarding this conflict. Focussing on the qualitative research tools, 30 half-structured interviews were conducted with university students, staff and professors around issues related to LGBTQI-phobic violence: 1) perception of violence and discrimination, 2) institutional measures, 3) actions against violence. An analysis of exclusionary and transformative dimensions was used to identify emergent themes. ResultsWe have identified two dimensions for the analysis: exclusionary -those that maintain the problem-, and transformative, -those that contribute to transform the problem of LGBTQI-phobia-. On the one hand, exclusionary facts have been described by participants in the study as a wide range of forms of violence against the LGBTQI+ community perpetrated at university, mainly verbal and psychological. Moreover, equality commissions have not received reports of LGBTQI-phobic violence, and university staff and professors show certain unfamiliarity regarding measures and politics to prevent and intervene in cases of violence on the grounds of sexual orientation, gender identity and gender expression. On the other hand, in the study of variables that contribute to overcoming this conflict, actions of LGBTQI groups against violence and the professors’ commitment to intervene show relevant changes in student’s wellbeing. An improvement and implementation of anti-discrimination protocols with mandatory measures has also been documented.ConclusionsFindings highlight the need for evidence that contributes to the improvement of protocols, measures and politics to protect the LGBTQI community at university. A better understanding of violence based on sexual orientation, gender identity and gender expression in HEI’s may guide national and international governments to improve the LGBTQI collectives’ health and well-being. This study provides relevant information regarding this pressing challenge and presents an important impact achieved contributing to the improvement of the quality of life of the LGBTQI+ community.Trial registrationNot applicable

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High-Impact Practices and Student–Faculty Interactions for Students Across Sexual Orientations

Cited by 47 publications

References 22 publications

Hidden Identities Shape Student Perceptions of Active Learning Environments

Hidden Identities Shape Student Perceptions of Active Learning Environments

Expanding the Scope of Universal Design: Implications for Gender Identity and Sexual Orientation

Sexual Orientation, Gender Identity and Gender Expression-Based Violence in Catalan Universities: Qualitative Findings from University Students and Staff

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