Supporting LGBTIQ+ students in higher education in Australia: Diversity, inclusion and visibility

Abstract

Objective: Using student narratives of experiences of exclusion and non-inclusion at university, this paper builds an evidence base for, and explores ways in which universities can respond to, the contemporary concerns of lesbian, gay, bisexual, transgender/transsexual, intersex and queer/questioning (LGBTIQ+) undergraduate students. Design: Qualitative exploratory study of undergraduate students who identify as LGBTIQ+ regarding their experiences of exclusion and non-inclusion at university. Setting: Large metropolitan university in Australia. Methods: Sixteen semi-formal interviews with undergraduate students who identify as LGBTIQ+ attending a large Australian university. Data were analysed using phenomenological analysis. Results: Students indicated university-level gaps in service provision and failures to support them in their attempts to access, or create opportunities to access, information regarding sexual and mental health and improve inclusion. They also indicated the importance of queer visibility and its impact in creating a positive experience for LGBTIQ+ members of a campus community. Conclusions: Universities should be aware of the need for formalised diversity and inclusion programmes to tackle contemporary experiences of exclusion. Universities can harness and support student initiatives to better serve the LGBTIQ+ campus community, responding to gaps in knowledge, resources and service needs. These gaps include resources and information regarding sexual health, the provision of gender-neutral toilets and other facilities, and support for peer-led programmes to enhance inclusion. Universities should help increase the visibility of a diverse queer presence on campus to help prevent experiences of exclusion.

LGBTQI+ Youth and Mental Health: A Systematic Review of Qualitative Research

“…In particular, Steinke et al (2017) suggest that a lack of any such supportive community for some sexual and gender minority youth is a valid driver of the need for online LGBTQI+ community groups, which is further supported by Higa et al (2014) by pointing out that connecting via online interventions would be especially beneficial for those sexual and gender minority youth who are geographically isolated or who are either not "out" or who are not supported by their families to attend LGBTQI+ groups. The Internet, school GSA-type groups and community groups, such as RainbowYOUTH, were all found to be sources of information pertaining to gender or sexual minority identity as well as mental health support (Steinke et al 2017;Waling and Roffee 2018). In a secondary inductive analysis of Concept Mapping Needs Assessments at two GLBT-focused youth centers in the U.S., Davis et al (2009) argue that as well as material resources and information, having a person to talk to was a priority for sexual and gender minority youth who access these services, stating: "In fact, needing someone to talk to was the most important idea across groups for meeting youths' emotional needs" (p. 1037).…”

“…Using phenomenological analysis of interviews conducted with undergraduate students who identify as LGBTIQ + attending a large Australian university, Waling and Roffee (2018) focus on diversity and inclusion programs in higher education facilities, whereas Lucassen and Burford (2015) evaluated the potential of an intervention involving a sexuality diversity workshop that was delivered in a high school setting in New Zealand. Having facilities such as bathrooms and changing rooms, which are gender neutral, therefore inclusive, was a recommendation from research conducted in Canada and the US (Porta et al 2017) and Australia (Waling and Roffee 2018). In New Zealand a guide produced for schools (Ministry of Education 2015), directs that schools not only challenge bullying and marginalization of students, but also delivers a mandate to engender diversity through gender-neutral uniform policies and consideration of such things as inclusive sports and extracurricular events, and allowing same-sex partners for school dances, which address the needs of sexual and gender minority youth throughout the wider school community, rather than solely through the curriculum (McGlashan and Fitzpatrick 2017).…”

Pride and Prejudice

“…Australia and Canada have been ranked as the top 20 most popular countries for international students in 2020 (Erudera College News, 2020). It should also be noted that Canada and Australia have been recorded among the countries which experience sexual diversity issues in the world (Hunt & Eaton, 2007;Waling & Roffee, 2018). The uniqueness of the two contexts unearths the implicit and often taken-for-granted basis of our own practices and phenomena (Azarian, 2011).…”

Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances

“…In contrast to North America, school-based GSAs are a less-established practice in Australia. Reflecting this, there is a dearth of Australian research exploring the impact of LGBTIQ student groups on school cultures (for an exception, see Waling and Roffee 2018). The majority of Australian LGBTIQ-inclusive education scholarship focuses on student experiences (Jones et al 2016;Shannon 2016), staff capabilities (Ferfolja 2007;, teacher education (Ferfolja and Robinson 2004), and policy frameworks (Jones et al 2016).…”