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Relevant bibliographies by topics / Lesbian college students

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Academic literature on the topic 'Lesbian college students'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Lesbian college students"

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Beren, Susan E., Helen A. Hayden, Denise E. Wilfley, and Ruth H. Striegel-Moore. "Body Dissatisfaction Among Lesbian College Students: The Conflict of Straddling Mainstream and Lesbian Cultures." Psychology of Women Quarterly 21, no. 3 (September 1997): 431–45. http://dx.doi.org/10.1111/j.1471-6402.1997.tb00123.x.

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Research examining body dissatisfaction among lesbians has attempted to compare lesbians' and heterosexual women's attitudes toward their bodies. Studies have yielded mixed results, some indicating that lesbians, compared to heterosexual women, are more satisfied with their bodies, and some indicating that the two groups of women are equally dissatisfied. In an attempt to more closely explore lesbians' attitudes toward their bodies, we conducted interviews with 26 lesbian college students and inquired into how the following areas might be related to body-image concerns: (a) lesbian beauty ideals, (b) the sources through which lesbian beauty ideals are conveyed, (c) lesbian conflict about beauty, (d) negative stereotypes about lesbians' appearance, and (e) lesbian concerns about feminine identity. Results indicated that young adult lesbians embrace a beauty ideal that encompasses both thinness and fitness. Whereas mainstream sources, such as women's magazines and peer pressure seem to influence lesbian college students to value a thinner body ideal, sexual relationships with women encouraged acceptance of one's body. Conflict between mainstream and lesbian values about the importance of weight and overall appearance was repeatedly voiced by the respondents. The complexity of lesbians' feelings about their bodies is discussed, and future directions for research are suggested.

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Westefeld, John S., Michael R. Maples, Brian Buford, and Steve Taylor. "Gay, Lesbian, and Bisexual College Students." Journal of College Student Psychotherapy 15, no. 3 (March 23, 2001): 71–82. http://dx.doi.org/10.1300/j035v15n03_06.

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Legg, Kaitlin, Andy Cofino, and Ronni Sanlo. "Lesbian, Gay, Bisexual, and Transgender College Students: Revisiting Retention." Journal of College Student Retention: Research, Theory & Practice 21, no. 4 (January 8, 2020): 417–30. http://dx.doi.org/10.1177/1521025119895513.

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In 2004, Sanlo published a proposed method to examine the lives and experiences of lesbian, gay, and bisexual college students and their persistence to graduation. Transgender students were not included except with regard to their identifying as a sexual minority. To date, neither further articles nor research of a similar nature have been published. Even with heightened visibility of lesbian, gay, bisexual, and transgender students on college campuses, the literature still does not capture the specific and unique experiences of health, scholarship, and persistence of this population. These scholar–practitioner authors share their various experiences as directors of lesbian, gay, bisexual and transgender, and queer (LGBTQ) centers and why retention studies of the LGBTQ population are necessary as well as why transgender or gender-nonconforming students must also be included in such studies.

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Rosner, Christine M., Trey W. Armstrong, Michaela V. Walsh, and Linda G. Castillo. "Identity Centrality and Well-Being in Lesbian and Bisexual Women College Students." International Journal of Psychology and Educational Studies 7, no. 3 (September 12, 2020): 70–80. http://dx.doi.org/10.17220/ijpes.2020.03.007.

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Porter, Judy, and LaVerne McQuiller Williams. "Intimate Violence Among Underrepresented Groups on a College Campus." Journal of Interpersonal Violence 26, no. 16 (February 28, 2011): 3210–24. http://dx.doi.org/10.1177/0886260510393011.

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Rape, sexual violence, psychological violence, and physical violence, among college students have been a concern. Lifetime events are often studied but not violence that specifically transpires while one is in college. Underrepresented groups such as Deaf and Hard of Hearing students, students who are gay, lesbian, and bisexual, and students who are members of racial and ethnic minorities have not been studied as extensively as White, heterosexual females. The authors used several measures to investigate the incidence of sexual violence, physical and psychological abuse among underrepresented groups in a random sample of 1,028 college students at a private, northeastern, technological campus in upstate New York, United States and analyzed victimization rates by gender, race/ethnicity, auditory status, and sexual orientation. Binary logistic regression analyses found that statistically significant differences are likely to exist between members of underrepresented groups and groups in the majority. The study found statistically significant associations between Deaf and Hard of Hearing students and students who were gay, lesbian, bisexual, or other sexual orientation with psychological abuse and physical abuse. Racial and ethnic minorities and gay, lesbian, bisexual, and other sexual orientation students were significantly more at risk for sexual abuse. Gay, lesbian, bisexual, and other sexual orientation students, students who were members of a racial or ethnic minority, and female students were significantly more likely to be raped. Female heterosexual students were more likely to be the victim of an attempted rape. Suggestions for further research and policy implications are provided.

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Tomlinson, Merideth J., and Ruth E. Fassinger. "Career Development, Lesbian Identity Development, and Campus Climate Among Lesbian College Students." Journal of College Student Development 44, no. 6 (2003): 845–60. http://dx.doi.org/10.1353/csd.2003.0078.

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Husna, Izdihari Nisa’ul, Diah Krisnatuti, and Musthofa. "RELIGIOSITY, FAMILY GENDER ROLES SOCIALIZATION, AND COLLEGE STUDENTS’ ATTITUDES TOWARDS LESBIAN, GAY, BISEXUAL, AND TRANSGENDER (LGBT)." Journal of Child, Family, and Consumer Studies 1, no. 1 (April 25, 2022): 1–13. http://dx.doi.org/10.29244/jcfcs.1.1.1-13.

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Society’s attitudes towards LGBT can be understood through college students’ viewpoints as the university’s environment can act as a microcosm of a larger community. Their voices can act as a representation of the youth generation and fellow citizens’ tolerance. This study aims to analyze the influences of religiosity and family gender roles socialization on students’ attitudes toward LGBT. Primary data used in this study were collected through an online questionnaire filled by 60 respondents, divided into male and female, who were selected by multistage random sampling technique involving all IPB’s undergraduate programs. This study found a significant difference between male and female students’ rejection of lesbians, with female students having higher rejection than male students. Students' religiosity and family gender roles socialization are in the medium category. Sex positively correlated to attitudes toward lesbians, while the mother's Occupation positively correlated to family gender roles, socialization, and religiosity was found to positively correlate with attitudes toward lesbians, gays, bisexuals, and transgender. Sex, explicitly being female, positively influences attitudes toward lesbians. In contrast, religiosity positively influences attitudes toward lesbian, gay, bisexual, and transgender, which means female students have a higher rejection of lesbians. The greater religiosity will result in increased rejection of LGBT.

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Turell, Susan C., and Therese de St. Aubin. "A Relationshiop-Focused Group for Lesbian College Students." Journal of Gay & Lesbian Psychotherapy 2, no. 3 (January 8, 1996): 67–84. http://dx.doi.org/10.1300/j236v02n03_05.

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Turell, Susan, and Therese de St. Aubin. "A relationship-focused group for lesbian college students." Journal of Gay & Lesbian Mental Health 2, no. 3 (1995): 67–84. http://dx.doi.org/10.1080/19359705.1995.9962182.

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Lambert, Eric G., Lois A. Ventura, Daniel E. Hall, and Terry Cluse-Tolar. "College Students' Views on Gay and Lesbian Issues." Journal of Homosexuality 50, no. 4 (July 16, 2006): 1–30. http://dx.doi.org/10.1300/j082v50n04_01.

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Dissertations / Theses on the topic "Lesbian college students"

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Murphy, Heather Elise. "Suicide risk among gay, lesbian, and bisexual college youth /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7522.

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Fisher, Jacob A. "Mental health concerns among gay and lesbian college students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fisherj.pdf.

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Wentz, Joel M. "An analysis of the collegiate experience of gay and lesbian students enrolled in faith-based higher education." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569030.

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College is a formative stage of identity development for many young adults. This study presents an in-depth analysis of how some young adults who identify as gay or lesbian experience higher education in a faith-based setting. The theoretical framework for the research was founded in the literature of two separate fields: the general experience of college students and homosexual identity formation. Utilizing models created by Chickering (1969), Cass (1984), and D’Augelli (1994), among others, the intent of this study was to discover how an explicitly faith-based college environment impacts the collegiate experiences of students who identify as gay and lesbian. This study was grounded in qualitative, phenomenological methodology. Data were gathered through semi-structured interviews with students who identified as gay or lesbian while enrolled in private, faith-based institutions of higher education. Interviews were completed during the spring semester of 2010. Data analysis was conducted based on steps identified by Moustakas (1994) and Strauss and Corbin (1990), and predominant themes were discovered. The researcher concluded that a faith-based institutional setting impacts the collegiate experience of gay and lesbian students in considerable ways. Students encountered significant struggles, including identity denial, pressure to conceal sexuality, and frustration regarding school policies. Based on these themes, specific conclusions were drawn regarding students’ enrollment decisions, sexual identity formation during the collegiate experience, reconciliation of faith and sexual identity, encouraging supportive networks for gay and lesbian students, and policy development regarding sexual behaviors on campus. Suggestions were presented for administrators, counselors, faculty, staff, and students at faith-based universities.
Department of Educational Leadership

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Abes, Elisa S. "The dynamics of multiple dimensions of identity for lesbian college students." Connect to this title online, 2004. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=osu1060883890.

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Shepler, Dustin K. "Perceived social support of gay, lesbian, and biesexual students : implications for counseling psychology." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397652.

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Factors that affect perceived social support in gay, lesbian and bisexual (GLB) college students, including expectations concerning disclosure of sexual minority orientation, perceived family support, and perceived supportiveness of school environment are discussed. GLB identity formation and stigmatization are reviewed. Perceived social support, counselor support/working alliance, and sexual orientation were assessed with the Social Support Questionnaire (SSQ), the Working Alliance Inventory — Short Form (WAI-S) and a modified Kinsey Scale respectively. The implications that variation in each of these factors may have in relation to perceived social support and mental health counseling of GLB college students were considered after data were collected and analyzed. Findings indicate that little difference in perceived social support exist between GLB and heterosexual college students, in perceived social support in counseling relationships, or between genders in the GLB student population. Findings indicate that a significant difference in perceived social support exists between those GLB students who have disclosed their sexual orientation status one year or longer ago and those GLB students who had not disclosed their sexual orientation at all or less than one year ago.
Department of Counseling Psychology and Guidance Services

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Morrison, Aubrey D. "Dating and Relationship Experiences of Gay and Lesbian College Students." Wright State University Professional Psychology Program / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1339730216.

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Peters, Sarah. "Barriers to group psychotherapy for lesbian, gay, and bisexual college students." Wright State University Professional Psychology Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1434388016.

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Minchala, Valerie J. "Heterosexual and lesbian women's attributions of domestic violence and myth endorsement behaviors." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536751.

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Much research has been conducted about domestic violence using heterosexual women samples. This study investigated how heterosexual and lesbian women make attributions about domestic violence, as well as their myth endorsement behaviors. It also looked at the effect of participants’ egalitarianism on their victim blaming behaviors and the effect of their own victimization on their perpetrator blaming behaviors. Analyses were also conducted to examine the relationship between attribution behaviors and myth endorsement behaviors. ANOVA results indicated that heterosexual and lesbian women tend to exhibit similar patterns in the attributions of blame behaviors, though heterosexual women engaged in greater victim blame and situational blame than did lesbian women. ANCOVA results suggested a relationship between egalitarianism and victim blaming behaviors, but not between victimization history and perpetrator blaming behaviors. Pearson correlation analyses showed that relationships did exist between some attributions and myths, though not between all of them. Finally, ANOVA results indicated that heterosexual and lesbian women engage in similar myth endorsement behaviors, with heterosexual women endorsing myths more than lesbian Heterosexual and Lesbian Women’s ix women. Strengths, limitations, directions for future research, and implications for practice are also discussed.
Department of Counseling Psychology and Guidance Services

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Bos, Ryan A. "Resident assistants' attitudes toward gay, lesbian, bisexual, and transgendered individuals." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1210535.

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This study examined the attitudes and perceptions of resident assistants towardgay, lesbian, bisexual, and transgendered (GLBT) students. Attitudes and perceptions of floor environments, hall environments, and the campus community were looked at. The original intent of this study was to find a relationship between resident assistants' attitudes and perceptions toward GLBT individuals and its relationship to the environment created on the RA's floor. The sample of GLBT students was too small to make reference to it in this study.A significant difference was found between hall staffs' attitudes. The study suggests that their hall environment can influence RAs' attitudes and perceptions. Consistent with past research, male resident assistants (RAs) had more negative views toward gay men and lesbians than female RAs. Inconsistent responses were found to individual questions, which suggests a lack of education on GLBT issues. The majority of RAs believed there should not be more GLBT material integrated in the classroom, however they felt they didn't have adequate training on GLBT issues. RAs felt that GLBT students experience less harassment and discrimination in the residence halls then on campus and in society.
Department of Secondary, Higher, and Foundations of Education

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Shelby, Kristin N. "EXPERIENCES OF GAY AND LESBIAN STUDENTS AT A RURAL MIDWESTERN COMMUNITY COLLEGE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1521.

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Currently, a gap exists in the research on gay and lesbian students in community colleges. In this qualitative study, I examine experiences of gay and lesbian students in a rural, Midwestern community college. The literature review consists of a review of gay and lesbian student emergence in higher education, coming out, the relationship between sexuality and rurality, and a brief overview of two of the first sexual identity models. This qualitative design incorporates primarily phenomenological and narrative research. Data collection includes narratives from the interviews with nine community college student participants. Data from the participant narratives is organized under four major themes: participant demographics, coming out, campus experiences, and suggestions for campus administrators.

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Books on the topic "Lesbian college students"

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Shepard, Curtis Frederic. Lesbian, gay, bisexual & transgender campus organizing: A comprehensive manual. [Washington, D.C.]: National Gay and Lesbian Task Force, 1995.

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Shepard, Curtis Frederic. Lesbian, gay, bisexual & transgender campus organizing: A comprehensive manual. [Washington, D.C.]: National Gay and Lesbian Task Force, 1995.

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Shepard, Curtis Frederic. Lesbian, gay, bisexual & transgender campus organizing: A comprehensive manual. [Washington, D.C.]: National Gay and Lesbian Task Force, 1995.

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4

Michigan State University. University-Wide Task Force on Lesbian & Gay Issues. Moving forward: Lesbians and gay men at Michigan State University : a report of the University-Wide Task Force on Lesbian & Gay Issues. East Lansing, MI: The Task Force, 1992.

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Lawlor-Mariano, Andrea. Judy!: Forget Judy? Iowa City, IA: Miss Spentyouth, 1994.

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Lawlor-Mariano, Andrea. Judy!: Spring fever. Iowa City, IA: Miss Spentyouth, 1993.

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Renn, Kristen A., Craig M. McGill, and Jennifer Joslin. Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950.

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8

Massachusetts. Governor's Commission on Gay and Lesbian Youth. Making colleges and universities safe for gay and lesbian students: Report and recommendations of the Governor's Commission on Gay and Lesbian Youth. Boston, MA (Rm. 111, State House, Boston 02133): The Commission, 1993.

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9

NYU Office of LGBT Student Services. Word of mouth: A first year student guide to the city. New York, NY: The office, 2007.

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10

Crist, Sean. Out on campus: A "how-to" manual of gay and lesbian campus activism. Bloomington, Ind: Association of College Unions-International, 1990.

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Book chapters on the topic "Lesbian college students"

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Kniess, Dena R., Tony W. Cawthon, and Kristin M. Walker. "Lesbian, Gay, Bisexual, And Transgender College Students." In Multiculturalism on Campus, 278–308. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-16.

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Venable, C. J., and Kyle Inselman. "Advising trans students." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 215–28. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-13.

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Wangensteen, Leonor L. "Advising lgbtqa+ international students." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 229–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-14.

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Langellier, Kristen A., and Jennifer M. Gess. "Lgbtqa+ students and mental health." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 118–37. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-8.

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Meeker, Carolyn, Richard A. Sprott, and Craig M. McGill. "Lgbtqa+ students and career advising." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 89–109. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-7.

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Oliner, Natalie S., and Craig M. McGill. "Advising lgbtqa+ students in stem majors." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 199–214. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-12.

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Joslin, Jennifer E. "Lgbtqa+ students and completion and retention narratives." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 79–88. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-6.

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Mora, Fabiola, and Mary Ann Lucero. "Advising queer and trans students of color." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 245–59. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-15.

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Oliner, Natalie S. "Advising lgbtqa+ students at christian-based institutions." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 138–59. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-9.

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Kocet, Michael M., and Aurélio Manuel Valente. "Supporting lgbtqa+ students through the Coming-out process." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 30–46. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-3.

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Conference papers on the topic "Lesbian college students"

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Garcia-Ramirez, Grisel, and Sabrina Islam. "Patterns of marijuana use and sexual violence among sexual minority high school students: Perspectives from the California Healthy Kids Survey." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.50.

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Background: Sexual minority students are at risk for adverse outcomes associated with substance use and violence. The vast majority of research literature, however, has focused on university students and alcohol consumption. There is an increased need to understand the distinct vulnerabilities of youth who have a non-heterosexual sexual orientation, and marijuana use as more state legalize and normalize the recreational use of marijuana in various forms. This study examines marijuana use and sexual victimization among high school students by sexual minority status. Methods: We analyzed data from 9th (n=50,973) and 11th (n=41,692) graders who participated in the California Healthy Kids Survey during the 2018-2019 school year. Students were asked to report their sexual identity and orientation (‘straight,’ ‘gay/lesbian,’ ‘bisexual,’ ‘something else,’ ‘I am not sure yet’, ‘decline to respond’), whether they had ever been sexually assaulted, marijuana use in their lifetime and past 30 days, and demographic characteristics. We conducted multi-level logistic regression analysis to assess relationships between lifetime and past-30-day marijuana use, sexual minority status and sexual victimization (SV). Analyses were performed using Stata, version 15.1. Results: The initial model indicated that the interaction terms for sexual minority status and sexual assault were not significantly associated with lifetime and past 30-day marijuana use. Analyses without the interaction terms suggest that students who identify as gay or lesbian, and who selected ‘I am not sure yet’ and ‘something else’ had higher odds of reporting past-30-day marijuana use than their ‘straight’ peers (OR=1.50 p<0.01 95%CI: 1.15, 1.96; OR=1.34 p<0.01 95%CI: 1.20, 1.50; OR=2.33 p<0.01 95%CI: 2.11, 2.59). Results also suggested that students who identified as gay or lesbian, bisexual, and students who selected ‘something else’ as their sexual orientation had higher odds to report lifetime marijuana use than their ‘straight’ peers (OR=1.90 p<0.01 95%CI: 1.43, 2.52; OR=1.45 p<0.05 95%CI: 1.03, 2.04; OR=1.57 p<0.01 95%CI: 1.29, 1.92). However, students who declined to respond about their sexuality are less likely to report lifetime marijuana use than their ‘straight’ peers (OR=0.82 p<0.05 95%CI: .68, .99) Additionally, students who reported sexual assault have almost six times higher odds of reporting lifetime and past-30-day and lifetime marijuana use (OR=6.68 p<0.01 95%CI: 3.99, 11.20; OR=6.03 p<0.01 95%CI: 3.80, 9.56). Overall, students who are in 11th grade, are male, and Hispanic have higher odds of reporting marijuana use. Conclusion: Overall, risks of marijuana use tend to be more pronounced among sexual minority students who have experienced sexual violence. Our findings suggest that students who identified as ‘something else’ may be at particular risk. These results are congruent with prior research on college populations that have identified undergraduate students who are bisexual and unsure of their sexual identity at heightened risk for SA. Greater efforts are needed to examine the intersection of substance use and sexual victimization and the disproportionate burden facing adolescents across multiple categories of sexual orientation.

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Hinds, Stuart. "Revealing a Community's Heritage: the Gay and Lesbian Archive of Mid-America." In Kansas LGBTQ Symposium. Fort Hays State University, 2022. http://dx.doi.org/10.58809/wtob5998.

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The Gay and Lesbian Archive of Mid-America (GLAMA) was founded in 2009 to collect, preserve, and make accessible the documents and artifacts that reflect the histories of the LGBTQ communities in the Kansas City region. Originally a partnership between the University of Missouri – Kansas City Special Collections and Archives Division, the Kansas City Museum, and the Jackson County Historical Society, by 2014 two of the partners retreated from the project and it has been solely an initiative at UMKC since. GLAMA has been wildly successful in many respects – response from community donors; interest on the part of student, faculty, and community researchers; and uncovering a previously hidden history of the region. This presentation will focus on the evolution of GLAMA, resources available to users, and public-facing projects that have emerged from the collections.

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