Supporting Students in the Margins: Establishing a First-Year Experience for LGBTQA Students

Squire, Dian; Norris, Lauren

doi:10.1515/jsarp-2014-0019

Cited by 12 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In their study, LGBTQ-identified students participated in an alternative spring break with an LGBTQ focus as part of a first-year experience program. Retention was 100% from the first to second year for all participants in the program (Squire & Norris, 2014). In a separate line of inquiry, Donahue and Luber (2015) considered what it means to "queer" service-learning by exploring emergent tensions between traditional service-learning paradigms and queer activism on campus.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…In this way, community engagement, with an explicit LGBTQ theme, was considered through an institutional change framework (Donahue & Luber, 2015). Jones et al (2013), Donahue and Luber (2015), and Squire and Norris (2014) all situated LGBTQ students and issues as deserving of specific attention within community engagement scholarship, highlighting the lack of research on this topic.…”

Section: Review Of the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Community Engagement Experiences of College Students with Minoritized Sexual and Gender Identities

Mitchell

schneider

Soria

2019

International Journal of Research on Service-Learning and Community Engagement

View full text Add to dashboard Cite

Utilizing national data from the Student Experience in the Research University (SERU) survey coupled with in-depth interviews, the authors explored the community engagement experiences of queer-and trans*-identified students. Community engagement is nearly ubiquitous in institutions of higher education, and while the impact of this practice on students has been explored broadly, queer and trans* experiences are absent from extant literature. The research discussed in this article centers the perspectives and experiences of students with minoritized sexual and gender identities in an effort to understand how community engagement classrooms and placements engage with issues of sexuality and gender identity. The results of these analyses suggest that gender identity and sexual orientation play a role in predicting students' community involvement and that those experiences are complicated by instances of marginalization, silencing, and erasure.

show abstract

Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Community Engagement Experiences of College Students with Minoritized Sexual and Gender Identities

Mitchell

schneider

Soria

2019

International Journal of Research on Service-Learning and Community Engagement

View full text Add to dashboard Cite

show abstract

“…While not an empirical paper, Squire and Norris (2014) discussed the creation of The One Project, a first-year seminar -one of AAC&U's ten high-impact practicesspecifically for LGBTQ and ally (LGBTQA) students. Squire and Norris (2014) stated the rationale for the project stemmed from the positive benefits from first-year experience on student learning and the lack of focus specifically on LGBTQA students.…”

Section: Lgbq+ Student Engagement and Participation In High-impact Prmentioning

confidence: 99%

“…LGBTQA students (Squire & Norris, 2014). The rationale for this purpose stemmed from several factors, including LGBTQA students' perceptions of and experiences with precollege and college climate.…”

Section: Lgbq+ Student Engagement and Participation In High-impact Prmentioning

confidence: 99%

An epistemological revolution

Kilgo¹

View full text Add to dashboard Cite

This three-manuscript formatted dissertation interrogated the effectiveness of high-impact educational practices for marginalized students through the use of critical quantitative inquiry. The first empirical manuscript used data from the Wabash National Study of Liberal Arts education to explore the role of race and class on students' engagement in and effects from high-impact practices. Findings from this manuscript suggest significant differences in academic motivation change over the first year of college when race and class were examined together, while no differences when just class was examined. The second empirical manuscript used data from the National Study of LGBTQ Student Success to examine the intersections of environment and participation in and effect from high-impact practices for lesbian, gay, bisexual, and queer (LGBQ+) students. Findings from this manuscript suggested that students' perceptions of overall support and their relations with instructors mediated the influence that participation in high-impact practices had on students' academic development. Finally, the third main manuscript considered the utility of critical quantitative inquiry and ways researchers can combine critical theory into quantitative research.

show abstract

Service‐Learning in Higher Education by, for, and about LGBTQ People

Donahue¹

2018

The Wiley International Handbook of Service‐Learning for Social Justice

View full text Add to dashboard Cite

Supporting Students in the Margins: Establishing a First-Year Experience for LGBTQA Students

Cited by 12 publications

References 0 publications

Community Engagement Experiences of College Students with Minoritized Sexual and Gender Identities

Community Engagement Experiences of College Students with Minoritized Sexual and Gender Identities

An epistemological revolution

Service‐Learning in Higher Education by, for, and about LGBTQ People

Contact Info

Product

Resources

About