ERIC Number: EJ1180142
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Affirming Policies, Programs, and Supportive Services: Using an Organizational Perspective to Understand LGBTQ+ College Student Success
Pitcher, Erich N.; Camacho, Trace P.; Renn, Kristen A.; Woodford, Michael R.
Journal of Diversity in Higher Education, v11 n2 p117-132 Jun 2018
Research indicates that lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) college students face a hostile campus climate. Despite the hostile campus climate, many LGBTQ+ students persist. Understanding what helps students persist is important to student affairs professionals as they develop data-driven interventions to improve the experiences and outcomes among LGBTQ+ college students. Drawing on 60 interviews conducted as a part of the mixed-methods National Study of LGBTQ Student Success, using an organizational perspective, this qualitative investigation explores the ways in which LGBTQ+ college students draw support from policies, programs, and services. We find that LGBTQ+ resource centers and student organizations are important sources of support for this population. LGBTQ+ college students indicated that policies, including nondiscrimination policies, serve important symbolic functions. Finally, we find that LGBTQ+ students describe the campus climate in positive, neutral, and negative terms. We offer implications for practice, including the continued need for LGBTQ+ services, the ability for students to self-organize, the importance of affirming policies, and the importance of supportive college environments. We also describe implications for future research.
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, College Students, College Environment, Interviews, School Policy, Student Personnel Services, Student Needs, Student Organizations, Social Justice, Social Bias, Social Discrimination, Surveys, Social Support Groups, School Safety, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A