Safe but not safe: LGBTTIQA+ students’ experiences of a university campus

Allen, Louisa; Cowie, Lucy; Fenaughty, John

doi:10.1080/07294360.2019.1706453

Cited by 28 publications

(13 citation statements)

References 28 publications

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“…In this article, we understand gender as a ‘biopsychosocial construct, including aspects of identity, expression, role and experience’ (Iantaffi, 2021: 21). While many LGBTQ+ students identify university as a time for personal growth (Formby, 2017; Acciara, 2015), others report experiences of discrimination, such as verbal harassment, exposure to written discriminatory comments, physical violence and a lack of gender-inclusive spaces and inclusive practices for reporting discrimination (Allen et al, 2020; Thompson et al, 2019). Postgraduate students also report experiences of discrimination, with doctoral students outlining a range of inclusivity issues and direct instances of homophobia and transphobia (English and Fenby-Hulse, 2019).…”

Section: Introductionmentioning

confidence: 99%

The management of LGBTQ+ identities on social media: A student perspective

Talbot

Roe

et al. 2020

New Media & Society

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Social media can be used to both enhance and diminish students’ experiences of university and its influence is strong for lesbian, gay, bisexual, transgender, queer and other non-heterosexual and gender-diverse (LGBTQ+) people facing stigma and discrimination. Students may feel exposed when identifying as LGBTQ+, particularly while transitioning to university life. In this study, we used theories of performance and digital personhood to explore how LGBTQ+ students use social media for identity management. We report a thematic analysis of 16 interviews. Four themes were generated from the data, showing that students use social media to explore, conceal, protect and express their identities. We found that different social media provide stages where LGBTQ+ identities are constrained by different and distinctive social factors. Thus, LGBTQ+ students’ online identities are multiple, situated and bound to specific platforms, with some alternatives to Facebook offering a space where students may feel more comfortable performing their authentic selves.

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Section: Introductionmentioning

confidence: 99%

The management of LGBTQ+ identities on social media: A student perspective

Talbot

Roe

et al. 2020

New Media & Society

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“…In terms of young queer people and students, New Zealand researchers have overwhelmingly directed their attention towards the experiences of secondary school pupils, such as victimization of queer and genderqueer youth, inclusivity through school support systems and curriculum-based representations of queer persons and history in the classroom (Allen, 2015;Bruce and Horsley, 2018;Quinlivan, 2012;Sexton, 2012). For queer students at universities, there has been an emphasis on student experiences of homophobia, heterosexism and support in the university environment, including the classroom and residential halls (Allen et al, 2020;Joule, 2015). However, very few scholars have considered how queer students negotiate their identity through various forms of 'family' as emerging adults in New Zealand.…”

Section: The New Zealand Contextmentioning

confidence: 99%

Stretched kinship: Queer female university students negotiating family and identity

Boyd

Wei

2023

Sexualities

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For lesbian, gay, bisexual, transgender and queer + people, family and peer support are often important in their identity development during early adulthood. Young queer adults who have moved out of the family to pursue university education often seek out a sense of community and a feeling of kinship with other LGBTQ+ individuals as they journey through their identity transition. Based on semi-structured interviews with eight self-identified queer female students in a public university in New Zealand, this study examines their experience of ‘stretched kinship’ – moving out from the family (‘leaving home’), building peer connections in shared student accommodations (‘making home’) and developing more independent identities (‘coming out’) in relation to their original and alternative families. This paper helps us make sense of young queer people’s experiences transitioning from the family to university towards independence and adulthood.

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“…Research also investigated individuals' coming out as LGBTQ+ within educational organisations such as schools, colleges, and universities. Publications captured students' 33 experiences of coming and being out to peers, teachers/lecturers, and administrators at school (e.g., Butler et al., 2003; Harris & Bliss, 1997; Lopez & Chims, 1993; Morris et al., 2014) and at university or college (e.g., Allen et al., 2020; Bachmann & Gooch, 2018; Evans & Broido, 1999; Garvey et al., 2019; Graziano, 2004; Rhoads, 1994; Sauve, 1998). In connection to the latter, the term ‘campus climate’ is commonly used (e.g., Ellis, 2009; Garvey et al., 2018; Garvey & Rankin, 2018).…”

Section: Three‐lens Typologymentioning

confidence: 99%

“…It is ‘not the whole story’ because despite positive coming out experiences, studies (e.g., Allen et al., 2020; Bachmann & Gooch, 2018; Ellis, 2009; Graziano, 2004) continue to document higher education students' experiences of unwelcoming environments, discrimination, victimisation, exclusion, and the still common decision to remain (partly) closeted. These experiences are particularly high among trans or gender non‐conforming students (Bachmann & Gooch, 2018; Garvey & Rankin, 2015a).…”

Section: Three‐lens Typologymentioning

confidence: 99%

An overview of coming out research: Introducing a three‐lens typology

Sandler

2022

Sociology Compass

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Coming out is a fast-growing global research area with numerous interdisciplinary publications dedicated to its exploration. To contribute to a more organised and concise way of understanding this rapidly expanding field, I introduce a three-lens typology. Based on the systematic categorisation of over 700 publications, coming out research can be viewed via the following three lenses: (1) the different social institutions in which individuals come out, (2) to whom individuals come out, and (3) the content of individuals' coming out. The identified lenses focus on 'coming out in', 'coming out to' and 'coming out as', which adds to current conceptual understandings of 'coming out into' and 'coming out of'. Further, lens 3 demonstrates another usage shift of the coming out terminology. The concept of coming out originally was used outside of sexuality contexts and currently is being used more broadly again. However, in contrast to its original meaning, the new areas of application (e.g., fatness, atheism, illness) are still linked to conceptualisations and experiences of non-normativity. This publication assists students, scholars, and practitioners with navigating the extensive amount of coming out literature. It further illustrates the potential and challenges of coming out research and points towards the future-the if, how and what-of this field.

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Safe but not safe: LGBTTIQA+ students’ experiences of a university campus

Cited by 28 publications

References 28 publications

The management of LGBTQ+ identities on social media: A student perspective

The management of LGBTQ+ identities on social media: A student perspective

Stretched kinship: Queer female university students negotiating family and identity

An overview of coming out research: Introducing a three‐lens typology

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