Supporting LGBTQ students through precarity: Policies and practices for inclusion

Abstract

While limited, research centering LGBTQ students and experiences at the community college indicate students experience microaggressions, feelings of isolation, and a lack of curricular inclusivity at their community college institutions. With a lack of clarity around nondiscrimination policies at the federal level, coupled with a lack of nondiscrimination policies at the state level, institutions are often left without proper guidance regarding inclusive nondiscrimination policies for LGBTQ individuals. Given these constraints, it is critical community colleges explore how they can support LGBTQ students and provide them key resources. This article provides an overview of research on LGBTQ student experiences, resources, and promising practices within the community college context. In addition, this article will discuss the implications that federal and state policy has on the inclusion (and exclusion) of LGBTQ students, and finally discuss ways for community colleges to engage in inclusive practices. Focus on low-cost/no-cost practices is emphasized. Community colleges have long been sites of inclusion for many diverse groups of students. Because these institutions offer open-access, accessible, and affordable education, community colleges enroll many historically marginalized groups (Greene, Marti, & McClenney, 2008;Maxwell & Shammas, 2007). Yet, to date, little research exists that examines the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) community college students (Taylor, 2015;Taylor, Dockendorff, & Inselman, 2018;Zamani-Gallaher & Choudhuri, 2016). Scant research exists in part because most institutions do not collect data on LGBTQ students, making it difficult to ascertain how many LGBTQ students enroll in community colleges and what their experiences are when on campus (Trimble, 2019.).While there is limited research available, literature does point to a "chilly" campus climate for LGBTQ students at community colleges. Literature has indicated that LGBTQ community college students have reported feeling isolated, unsupported, and as having experienced microaggressions in and out of the classroom (Garvey,

“Whenever I see those little rainbow stickers, I know that there is a place you can go”: Visibility and sense of belonging for queer and/or trans community college students.

“…While it has been three decades since, still, current research suggests that a major component perpetuating invisibility for this population is the lack of representation via campus artifacts, curriculum, and data (Á. González & Cataño, 2022; Garvey, 2019; Jaekel, 2021; Trimble, 2019). Community college practitioners need direction in finding ways to validate and best support their QT students’ sense of belonging (Á.…”