LGBTQ Experiences in Curricular Contexts

Linley, Jodi L.; Nguyen, David J.

doi:10.1002/ss.20144

Cited by 32 publications

(24 citation statements)

References 39 publications

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“…Additionally, results revealed that those in fields such as engineering and business perceived less LGBQ+ inclusion, echoing previous studies finding that certain disciplines further identityneutral practices that do not attend to LGBQ+ collegians' social identities (see Linley & Nguyen, 2015;Rankin et al, 2019).…”

Section: -Bisexual Identifying Studentsupporting

confidence: 72%

“…Specifically, a growing body of research named the ways that LGBQ+ individuals experience curricular spaces (e.g., Bilimoria & Stewart, 2009;Brown, Clarke, Gortmaker, & Robinson-Keilig, 2004;Hughes, 2018;Patridge, Barthelemy, & Rankin, 2014;Sevecke et al, 2015). For example, reviews of literature pertaining to LGBQ+ students regularly reveal the differences that exist across academic disciplines concerning LGBQ+ inclusion (Linley & Nguyen, 2015;Rankin, Garvey, & Duran, 2019). Studies showcase that LGBQ+ individuals frequently perceive STEM disciplines as more likely to overlook the relevance of sexuality and to render LGBQ+ issues invisible (Bilimoria & Stewart, 2009;Hughes, 2017;Patridge et al, 2014).…”

Section: Inclusive Classroom Environments and Lgbq+ Studentsmentioning

confidence: 99%

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Culturally engaging courses and campuses for LGBQ+ issues.

BrckaLorenz

Durán

Haeger

2021

Journal of Diversity in Higher Education

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Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in student perceptions by major and sexuality, and that relationships between engagement and LGBQ+ curricular inclusion are strong for LGBQ+ and non-LGBQ+ students. Quotes from students highlight the disconnect felt between coursework and discussions of sexuality, as well as the great importance of creating inclusive spaces for the LGBQ+ community. CULTURALLY ENGAGING COURSES 3 Culturally Engaging Courses and Campuses for LGBQ+ Issues Y'all are not here for us. Step it up." -A queer identifying student's write-in responseWithin the field of higher education, scholars emphasize the reality that the experience of campus climate and culture varies by students' backgrounds and social identities (see Museus, 2014). What this body of research showcases is that students' perceptions of how accepting and welcoming their campus environments are differ based on a person's social location, especially relevant for collegians from historically marginalized identities (e.g., Museus, 2014;Museus, Yi,

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Section: -Bisexual Identifying Studentsupporting

confidence: 72%

Section: Inclusive Classroom Environments and Lgbq+ Studentsmentioning

confidence: 99%

Culturally engaging courses and campuses for LGBQ+ issues.

BrckaLorenz

Durán

Haeger

2021

Journal of Diversity in Higher Education

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“…Scholars may feel more or less comfortable disclosing in a given department based on its perceived climate, which varies. Linley and Nguyen () find that LGBTQ students typically rate STEM disciplines as less open to their identities. Finally, at the individual level, professors cultivate their own gendered practices.…”

Section: Disclosing Trans Identitiesmentioning

confidence: 99%

Transgender experiences and transphobia in higher education

Siegel

2019

Sociology Compass

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While categories like “campus climate” highlight variation across institutions, trans people's experiences also vary within an institutional context. By studying trans people's experiences in higher education, however, we can better understand and respond to the differentiated and changing needs of transgender people in other arenas. In this paper, I review key qualitative and quantitative findings along several themes: (a) disclosing trans identities, (b) trans communities, and (c) resources and career‐level support. Specifically, I use the concept of microclimates to explain how trans people encounter various forms of support and discrimination on campus. For example, someone might receive support from particular individuals, such as an advisor, or spaces, like a gender studies classroom, but not others. Researchers also report both similarities and differences between binary and nonbinary trans people, as well as between transgender men and transgender women, suggesting that there is no universal trans experience, nor a one‐size‐fits‐all approach to supporting trans students and faculty members. Challenging interpersonal and systemic transphobia requires context‐specific interventions.

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“…Oppressive campus climates decrease LGBTQ student engagement in both curricular and cocurricular involvements (Bazarsky, Morrow, & Javier, ; Linley & Nguyen, ). Previous scholars have documented the negative climate experiences that LGBTQ students face in Greek organizations (Case, Hesp, & Eberly, ; Hesp & Brooks, ), athletics (Worthen, ), and religious organizations (Stewart & Gold, ).…”

Section: Campus Climate For Lgbtq Studentsmentioning

confidence: 99%

“…Previous scholars have documented the negative climate experiences that LGBTQ students face in Greek organizations (Case, Hesp, & Eberly, ; Hesp & Brooks, ), athletics (Worthen, ), and religious organizations (Stewart & Gold, ). Chilly campus climates may discourage LGBTQ undergraduate students from feeling attached to their learning experience (Renn, ) because they may feel invisible and underrepresented in the academic environment (Gortmaker & Brown, ; Linley & Nguyen, ). Disparities in climate perceptions and experiences may prevent LGBTQ students from achieving successful academic and social outcomes because students who endure harassment and/or victimization on campus are less likely to experience success (Vaccaro, ).…”

Section: Campus Climate For Lgbtq Studentsmentioning

confidence: 99%