Perceptions of Campus Climate by Sexual Minorities

Abstract

Previous research has indicated that students who identify as lesbian, gay, bisexual, or transgender (LGBT) often have negative experiences on university campuses due to their sexual orientation or gender identity. Direct and indirect experiences contribute to an overall perception of the campus climate. This study used an online survey to assess students' perceptions of campus climate, their experiences confronting bias, support of family members and friends, and whether they had considered leaving campus. Multiple regression analysis indicated that perceptions of poorer campus climate were predicted by greater unfair treatment by instructors, more impact from anti-lesbian, gay, bisexual, transgender, or queer (LGBTQ) bias on friends' and families' emotional support, and having hidden one's LGBT identity from other students. Cluster analyses revealed four groups of participants distinguished by openness about their sexual orientation and negative experiences, with one group appearing to be at risk for poor retention. Results are discussed in terms of the needs of LGBTQ students on campus.

Latina Lesbian Students: Understanding their Experiences and Perceived Sexual Identity Development at a Hispanic-Serving Institution

“…This is in contrast to the existing literature on campus climate for sexual minorities (Rankin et al, 2010;Tetreault et al, 2013). The reasons students felt included are discussed below.…”

“…Despite the fact that the student affairs professional purpose is to educate the whole student, sexual minorities still remain virtually invisible (Rankin et. al 2010;Tetreault, Fette, & Meidlinger, 2013).…”

“…of staff avoided disclosure of their sexual identity for fear of these negative consequences (Rankin et al, 2010;Tetreault et al, 2013).…”

Mental disorder comorbidity and suicidal thoughts and behaviors in the World Health Organization World Mental Health Surveys International College Student initiative

“…In our previous publication (Auerbach et al, ), these students reported high rates of mental disorders compared with other college students, which is unsurprising given that prior to arriving on college campus, many are subject to family rejection, bullying, and social isolation (Dean et al, ; Heatherington & Lavner, ). Further, once on college campus, these students are frequently marginalized and harassed (Rankin, ; Tetreault, Fette, Meidlinger, & Hope, ). Despite the greater incidence of mental disorders and comorbidity, transgender and sexual minority students are often less likely to utilize counseling services (e.g., Beemyn, Curtis, Davis, & Tubbs, ).…”

Illuminating the On‐Campus Experience of LGBTQ Students Through Photovoice

“…Stroup, Glass, and Cohn (2014), for example, conducted a qualitative study of 56 LGBTQ students attending rural colleges in the United States and found that more than half of the participants reported having experienced an act of discrimination because of their LGBTQ identity. However, tapping into LGBTQ students’ strengths and activating protective factors, such as positive support networks and an affirming campus environment, can positively affect LGBTQ students’ psychological well‐being during these critical years, as well as their academic and social success (Rankin et al, 2010; Tetreault, Fette, Meidlinger, & Hope, 2013).…”