Lesbian, Gay, and Bisexual International Students Transitions Conceptualized Using Relational-Cultural Theory: A Phenomenological Study

Lértora, Ian; Herridge, Andrew S.; Smith, Nathaniel; Croffie, Alexis L.

doi:10.1080/15401383.2021.1924095

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…Other theories have been employed, including social relation theory, which looks at the complexities of interpersonal relationships and their intrapersonal impacts (Lértora et al, 2021), and postcolonial theories, which examine legacies of colonialism and imperialism and their impacts on individuals and their lands (Bhattar, 2019;Lee, 2015). In comparison, Yu's (2021) study on queer Malaysian international students in Taiwan pulled primarily from mobilities theories, which track the influences of individuals' queer and international identities on their migration experiences and trajectories; it also used Sinophone as theory in their exploration of the experiences, everyday practices, and future aspirations.…”

Section: Theoretical Perspectives Usedmentioning

confidence: 99%

“…In terms of comfort and belonging, queer international students have reported positive experiences through their on-campus engagement (Michl et al, 2019;Tan & Wang, 2018). These positive experiences were often a result of contact with university staff, especially openly queer staff (Lértora et al, 2021;Michl et al, 2019) who serve both as role models and sources of information and support. Other policies that provide positive experiences for queer international students are resources related to students' queer identities and clubs, organizations, and associations for LGBTQIA + and international students (see Lértora et al, 2021;Michl et al, 2019).…”

Section: Experiences In International Educationmentioning

confidence: 99%

“…Regarding negative experiences at universities, students have cited university staff, clubs, resources and services, and classmates as sources of stress and conflict (Dos Santos, 2022;Duran & Thach, 2018). Factors that contributed to queer international students' negative university experiences included climates enforcing cisheteronormativity (Brown, 2016;Dos Santos, 2022) and discrimination from staff and classmates based on students' intersecting queer and cultural, racial, and international identities (Dos Santos, 2022;Lértora et al, 2021). Furthermore, in some cases, university resources, especially mental health and counseling services, failed to accommodate students' queer identities, international identities, or both (Duran & Thach, 2018;Hamilton & Giles, 2022;Herridge et al, 2022;Tan & Wang, 2018).…”

Section: Experiences In International Educationmentioning

confidence: 99%

“…Scholars also spoke of queer students seeking additional mental health support overseas (Lértora et al, 2021). Yet, Oba and Pope (2013) and Herridge et al (2022) highlighted challenges in seeking mental health support, including significant stigma for some students about accessing services, how many counselors may be untrained to counsel international students, and cultural norms of seeking trusted friends for support over professional counseling.…”

Section: Distinct Considerations For Queer International Studentsmentioning

confidence: 99%

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Queer students in international higher education: a review of distinct motivations, considerations, and challenges

Campbell,

Dezago,

Townsend

2024

High Educ

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Pursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.

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Section: Theoretical Perspectives Usedmentioning

confidence: 99%

Section: Experiences In International Educationmentioning

confidence: 99%

Section: Experiences In International Educationmentioning

confidence: 99%

Section: Distinct Considerations For Queer International Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

Campbell,

Dezago,

Townsend

2024

High Educ

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LGBTQIA+ International Students and Socioemotional Well-Being

Herridge

Al-Sharif

Leong

et al. 2022

jis

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International students are more likely to experience mental health issues and increased stress. Mental health is often surrounded by negative societal stigmas that act as barriers to seeking support and tend to lead to greater mental health concerns. International students tend to seek socioemotional support from other international student peers rather than seeking out counseling services. However, this study shows that LGBTQIA+ international students were less likely to seek socioemotional support from other international student peers due to fear of their sexual orientation being discovered and their families finding out about their identity. This study examines how LGBTQIA+ international students talk about their experiences on and off campus in relations to their socioemotional well-being. Specifically, this study sought to better understand the complexities of LGBTQIA+ students’ identities, and the challenges they faced in terms of their socioemotional well-being. Implications for practice and future research are discussed.

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Experiences of Queer Latinx Men at Hispanic-Serving Institutions

Herridge

2022

Advances in Higher Education and Professional Development

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This chapter examines the experiences of queer Latinx men at Hispanic-serving institutions. Approximately 22% of Latinx millennials reported holding an LGBTQ identity. As new generations of students enroll in institutions of higher education, administrators are seeing an increase in the acceptance of queer students and the expectation for inclusive policies and services. With the campus climate playing a role in engagement and academic performance for both queer students and Latinx students, institutional diversity and support for queer Latinx men are important. The policy implications include increasing representation of faculty and staff who hold Latinx and queer identities, addressing lack of awareness of resources, and addressing the impact racial/ethnic and queer discrimination have on the campus climate.

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Lesbian, Gay, and Bisexual International Students Transitions Conceptualized Using Relational-Cultural Theory: A Phenomenological Study

Cited by 8 publications

References 27 publications

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

LGBTQIA+ International Students and Socioemotional Well-Being

Experiences of Queer Latinx Men at Hispanic-Serving Institutions

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