The role of the academic library in supporting LGBTQ students: A survey of librarians and library administrators at LGBTQ-friendly colleges and universities

Todorinova, Lily; Ortiz-Myers, Maria

doi:10.1080/10691316.2019.1596857

Cited by 8 publications

(10 citation statements)

References 16 publications

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“…Although these challenges pertain to most first-year university students, this may especially be the case among students of different marginalized groups. LGBTQ+ students are a particular cohort who are increasingly more visible in higher education in Western countries, and studies focused on their university experiences have grown (e.g., Taylor et al, 2018; Todorinova & Ortiz-Myers, 2019). For greater social justice and equality, there is a collective need for researchers, educators, and institutions to gain a better understanding of the first-year encounters and outcomes of LGBTQ+ students.…”

mentioning

confidence: 99%

Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university.

Sotardi¹,

Surtees²,

Vincent³

et al. 2022

Journal of Diversity in Higher Education

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The transition to university can be challenging not only for the general student population but also for LGBTQ+ students, whose social experiences may be particularly demanding. In the current research, we explore first-year students' perceptions of belonging and social adjustment by (a) estimating whether such perceptions relate to achievement motivation, well-being, and academic performance, and (b) identifying whether these trends differ for LGBTQ+ students.First-year students from one public university in New Zealand (n = 896) completed a questionnaire to report their early experiences in higher education. Grade Point Average (GPA) was provided by the institution. Results using descriptive statistics and regression-based, moderation models offer empirical support that belongingness and social adjustment have the potential to impact first-year students in meaningful ways, and that some of these patterns vary between LGBTQ+ and non-LGBTQ+ students. Individuals who reported institutional belonging and felt as though they had adjusted well to university also reported high levels of achievement motivation and well-being. Meanwhile, individuals who reported peer belonging were linked to weaker achievement motivation yet a higher GPA. Our results introduce new evidence that although LGBTQ+ students reported relatively poorer well-being, they experienced relatively more enjoyment and less boredom in their classes. Interactions from moderation testing reveal that the statistical predictions of belongingness and social adjustment for academic self-efficacy and subjective well-being differed between LGBTQ+ and non-LGBTQ+ students. We discuss the practical implications of our results and identify ways for higher educational institutions to support first-year students.

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mentioning

confidence: 99%

Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university.

Sotardi¹,

Surtees²,

Vincent³

et al. 2022

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…We also now have library accounts listed under individual's chosen names. According to Todorinova and Ortiz-Myers (2019):For LGBTQ students and trans-gender students in particular, preferred names, their use on ID cards, and their acceptance and use by the library personnel they encounter are an important component of feeling safe and accepted and, thereby, should be something that libraries explore. (p. 82)…”

Section: Lgbtq+ Visibilitymentioning

confidence: 99%

“…While academic libraries have long affirmed their commitment to diversity and inclusion (American Library Association, 1996; Association of College and Research Libraries, 2012), this vision for academic libraries to contribute to diversity and inclusion work on their campuses in meaningful and transformative ways has not yet been fully realized (Mathuews, 2016). Too often academic libraries’ diversity and inclusion work focuses on increasing the representation of resources or providing programming on cross-cultural topics without tackling or redressing structural inequities (Todorinova & Ortiz-Myers, 2019). To truly ally with the underserved, library employees must support students and work toward greater social equity (Goodman, 2011).…”

Section: The Library As Site Of Allyshipmentioning

confidence: 99%

“…transformative ways has not yet been fully realized (Mathuews, 2016). Too often academic libraries' diversity and inclusion work focuses on increasing the representation of resources or providing programming on cross-cultural topics without tackling or redressing structural inequities (Todorinova & Ortiz-Myers, 2019). To truly ally with the underserved, library employees must support students and work toward greater social equity (Goodman, 2011).…”

mentioning

confidence: 99%

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A Catholic University Library's Role in Supporting LGBTQ+ Students

Barnett,

Hunter

2023

About Campus: Enriching the Student Learning Experience

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“…Some students may feel comfortable with using an LGBTQ resource center (if that is available on their campus) to investigate topics of personal interest. Others desiring more privacy may prefer the more discreet information-seeking experience that a library affords” ( 2019 : 69). After all, most libraries do not keep records of patron usage, in large part in response to Sec.…”

Section: Introductionmentioning

confidence: 99%

“It’s hard to know what we should be doing”: LGBTQ+ students’ library privacy in the COVID-19 pandemic

Villagran

Hofman

2023

Sexualities

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Given both the historical and ongoing surveillance and policing of marginalized communities, contact tracing, and other pandemic control measures pose additional dangers to marginalized communities that are not faced by members of dominant communities. While privacy rights have been a point of controversy and uncertainty for all in the face of digital surveillance and the exigencies of the pandemic, LGBTQ+ students may well struggle to assert even those rights to which they are unquestionably entitled. Utilizing a multi-method, multidisciplinary approach, this research examined the information and privacy risks imposed upon or heightened for LGBTQ+ university students by COVID-19, with a focus on the roles of libraries and librarians. This study revealed while the library community has a desire to support its LGBTQ+ patrons, there are less consistently available knowledge and resources, particularly with regards to COVID-19 specific concerns, such as contact tracing.

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The role of the academic library in supporting LGBTQ students: A survey of librarians and library administrators at LGBTQ-friendly colleges and universities

Cited by 8 publications

References 16 publications

Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university.

Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university.

A Catholic University Library's Role in Supporting LGBTQ+ Students

“It’s hard to know what we should be doing”: LGBTQ+ students’ library privacy in the COVID-19 pandemic

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