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Journal articles on the topic 'Lesbian college students'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

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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3

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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7

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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8

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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9

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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10

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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11

Slater, Barbara R. "Violence Against Lesbian and Gay Male College Students." Journal of College Student Psychotherapy 8, no. 1-2 (February 19, 1994): 177–202. http://dx.doi.org/10.1300/j035v08n01_08.

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12

Stewart, Brenton, and Kaetrena Davis Kendrick. "“Hard to find”: information barriers among LGBT college students." Aslib Journal of Information Management 71, no. 5 (September 16, 2019): 601–17. http://dx.doi.org/10.1108/ajim-02-2019-0040.

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Purpose The purpose of this paper is to examine collegiate information barriers and perceptions of academic library climate among lesbian, gay, bisexual and transgender (LGBT) college students in the USA. Design/methodology/approach The primary method used for this investigation was an online crowdsourced survey of 105 participants who attended two and four-year colleges in the USA. The questionnaire used free word association where participants shared information barriers encountered on colleges’ campuses. Responses from each questionnaire were interpreted using open coding. Findings Information barriers around sexuality continue to be a challenge for non- heteronormative information seekers on college campuses. One-third of students had distinctive information needs around their sexuality and experienced information barriers from both the institution and social stigma. The study reveals an evolution in sexual minority students’ sense of self, which has moved beyond the binary identity of gay/lesbian explored in previous studies; students identified bisexuality as a salient information need, and described a campus environment that often erased bisexuality. The academic library was described as an information barrier due to inadequate sexual minority-related resources. Practical implications Academic librarians as well as higher education professionals, such as recruitment/admissions officers, student counseling services, student health and student affairs, can leverage the results of this study to help establish a more inclusive and welcoming information environment that empowers students for academic and personal success. Originality/value A limited number of studies in information science have focused on sexual minority college students’ information behaviors and even fewer on information barriers. This study presents new insight and deeper understanding of the collegiate information environment of LGBT identified students in the USA.

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13

Sweet, Michael J. "Counseling Satisfaction of Gay, Lesbian, and Bisexual College Students." Journal of Gay & Lesbian Social Services 4, no. 3 (June 12, 1996): 35–49. http://dx.doi.org/10.1300/j041v04n03_02.

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14

Stover, Caitlin M., Patrick Hare, and Meghan Johnson. "Healthcare Experiences of Lesbian, Gay, and Bisexual College Students." Clinical Nurse Specialist 28, no. 6 (2014): 349–57. http://dx.doi.org/10.1097/nur.0000000000000081.

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15

Iconis, Rosemary. "Reducing Homophobia Within The College Community." Contemporary Issues in Education Research (CIER) 3, no. 5 (November 9, 2010): 67. http://dx.doi.org/10.19030/cier.v3i5.208.

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Research over the last two decades reveals widespread anti-gay prejudice on many college campuses. Faculty can improve the climate for lesbian and gay students in our classes and on our campuses in a number of ways.

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16

Winderman, Kate, Colleen E. Martin, and Nathan Grant Smith. "Career Indecision Among LGB College Students." Journal of Career Development 45, no. 6 (August 3, 2017): 536–50. http://dx.doi.org/10.1177/0894845317722860.

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Although several studies have examined the ways in which lesbian, gay, and bisexual (LGB) individuals experience difficulties with career decision-making, little is known about the impact of minority stressors on this integral process. The purpose of the current study was to examine the relationship between minority stressors, LGB community connectedness, social support, and four facets of career indecision among LGB college students. Participants ( N = 270) were predominately White (53.7%), bisexual (57.8%), single (42.2%), and female (59.6%). Hierarchical linear regression analyses revealed that social support was protective against lack of readiness (β = −.39, p < .001) and interpersonal conflict (IPC; β = −.30, p < .001). Moreover, an interactive effect of internalized homonegativity and community affiliation was protective against IPC (β = −.22, p < .05). Implications for researchers and career counselors are discussed.

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17

Foster, Deborah, and Karen Perry. "Out of the closet, into the classroom?" Lesbian & Gay Psychology Review 10, no. 1 (September 2009): 27–31. http://dx.doi.org/10.53841/bpslg.2009.10.1.27.

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This article explores whether there is merit in a lesbian educator being ‘out’ in the classroom or whether her orientation should be invisible. Only part of what we teach is our content; the other part involves acting as role models and giving students more effective tools to interact in a diverse world; as such the question of ‘out’ or not begs an answer. This article is a conversation between two lesbians teaching at a rural northern college in Alberta, Canada, discussing whether to be ‘out’ or not in the classroom.

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18

Sanlo, Ronni. "Lesbian, Gay, and Bisexual College Students: Risk, Resiliency, and Retention." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (May 2004): 97–110. http://dx.doi.org/10.2190/fh61-ve7v-hhcx-0pur.

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19

King, Beverly R., and Kathryn N. Black. "College students' perceptual stigmatization of the children of lesbian mothers." American Journal of Orthopsychiatry 69, no. 2 (1999): 220–27. http://dx.doi.org/10.1037/h0080423.

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20

D'Augelli, Anthony R. "Preventing mental health problems among lesbian and gay college students." Journal of Primary Prevention 13, no. 4 (June 1993): 245–61. http://dx.doi.org/10.1007/bf01324561.

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21

Kerr, Dianne L., Kele Ding, and Julie Chaya. "Substance Use of Lesbian, Gay, Bisexual and Heterosexual College Students." American Journal of Health Behavior 38, no. 6 (November 1, 2014): 951–62. http://dx.doi.org/10.5993/ajhb.38.6.17.

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22

Striegel-Moore, Ruth H., Naomi Tucker, and Jeanette Hsu. "Body image dissatisfaction and disordered eating in lesbian college students." International Journal of Eating Disorders 9, no. 5 (September 1990): 493–500. http://dx.doi.org/10.1002/1098-108x(199009)9:5<493::aid-eat2260090504>3.0.co;2-c.

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23

Bassett, Rodney L., Marike van Nikkelen-Kuyper, Deanna Johnson, Ashley Miller, Anna Carter, and Julia P. Grimm. "Being a Good Neighbor: Can Students Come to Value Homosexual Persons?" Journal of Psychology and Theology 33, no. 1 (March 2005): 17–26. http://dx.doi.org/10.1177/009164710503300102.

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Attitudes toward gay/lesbian persons and behavior were initially assessed among Christian college students. Students with either uniformly positive or negative attitudes toward homosexual persons and behavior were then exposed to psychological and spiritual interventions designed to help them see more clearly the value of homosexual persons. Attitudes toward homosexual persons and behavior were then reassessed immediately after the intervention and one month later. Generally, the intervention improved attitudes toward homosexual persons. The picture for attitudes toward homosexual behavior was more complicated. With students who were uniformly rejecting, the intervention made their attitudes toward homosexual behavior less rejecting. However, with students who were uniformly accepting, the intervention diminished their acceptance of gay/lesbian behavior.

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24

Ford, Jessie, and José G. Soto-Marquez. "Sexual Assault Victimization Among Straight, Gay/Lesbian, and Bisexual College Students." Violence and Gender 3, no. 2 (June 2016): 107–15. http://dx.doi.org/10.1089/vio.2015.0030.

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25

Ken, Jackson. "Supporting Lgbtq Students in High School for the College Transition: The Role of School Counselors." Professional School Counseling 20, no. 1a (January 1, 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1a.21.

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This phenomenological study sought to understand how lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students described their high school experiences and their later transitions to college. The study data revealed five findings: (a) enduring unsupportive/hostile educational environments, (b) experiencing a lack of family and social support, (c) navigating identity development, (d) developing self-empowerment, and (e) evolving resiliency to life forces. This article discusses study limitations, future directions, and implications for school counseling practice.

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Sehar, Saliqua. "Knowledge Assessment of Nursing Students Regarding Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+) Community." International Journal of Nursing & Midwifery Research 07, no. 04 (December 31, 2020): 24–27. http://dx.doi.org/10.24321/2455.9318.202031.

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Introduction: Lack of knowledge regarding the community among health care providers is an important factor in the discrimination experienced by LGBTQ+ in health care facilities which affects their health and wellbeing. Healthcare providers knowledge and awareness regarding LGBTQ+ community can reduce or eliminate prejudices and discrimination against them. Objective: The objective of the study was assessment of the knowledge of students regarding Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+) community in a selected college of Nursing of Delhi. Method: The present study has adopted quantitative approach and descriptive research design. A structured knowledge questionnaire was developed and validated by seven experts. Purposive sampling technique was used and formal permissions were obtained from the authorities. A total number of 68 students of DGNM 1st year and 2nd year has participated in the study after giving informed consent. Pilot study and final study was conducted. Data was analyzed using descriptive studies. Result: The study found that majority of Nursing Students (67.64%) had average knowledge and 32% had poor knowledge and none of the subject had good knowledge regarding LGBTQ+ community. Conclusion: The study concluded that majority of the students have average knowledge and rest have poor knowledge and none of the students have good knowledge regarding LGBTQ+ community.

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Love, Patrick G. "Cultural Barriers Facing Lesbian, Gay, and Bisexual Students at a Catholic College." Journal of Higher Education 69, no. 3 (May 1998): 298. http://dx.doi.org/10.2307/2649190.

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Love, Patrick G. "Cultural Barriers Facing Lesbian, Gay, and Bisexual Students at a Catholic College." Journal of Higher Education 69, no. 3 (May 1998): 298–323. http://dx.doi.org/10.1080/00221546.1998.11775136.

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Love, Patrick, Marianne Bock, Annie Jannarone, and Paul Richardson. "Identity Interaction: Exploring the Spiritual Experiences of Lesbian and Gay College Students." Journal of College Student Development 46, no. 2 (2005): 193–209. http://dx.doi.org/10.1353/csd.2005.0019.

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30

Abes, Elisa S., and David Kasch. "Using Queer Theory to Explore Lesbian College Students’ Multiple Dimensions of Identity." Journal of College Student Development 48, no. 6 (2007): 619–36. http://dx.doi.org/10.1353/csd.2007.0069.

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31

Ridner, S. Lee, Karen Frost, and A. Scott LaJoie. "Health information and risk behaviors among lesbian, gay, and bisexual college students." Journal of the American Academy of Nurse Practitioners 18, no. 8 (August 2006): 374–78. http://dx.doi.org/10.1111/j.1745-7599.2006.00142.x.

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32

Ueno, Koji, and Haley Gentile. "Moral Identity in Friendships between Gay, Lesbian, and Bisexual Students and Straight Students in College." Symbolic Interaction 38, no. 1 (December 3, 2014): 83–102. http://dx.doi.org/10.1002/symb.131.

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García-Berbén, Ana Belén, Henrique Pereira, Adrián S. Lara-Garrido, Gloria Álvarez-Bernardo, and Graça Esgalhado. "Psychometric Validation of the Portuguese Version of the Modern Homonegativity Scale among Portuguese College Students." European Journal of Investigation in Health, Psychology and Education 12, no. 8 (August 18, 2022): 1168–78. http://dx.doi.org/10.3390/ejihpe12080081.

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The studies focused on analysing attitudes toward homosexuality show that the manifestation of homonegativity has evolved into more modern forms. We therefore propose using instruments that capture subtle aspects in discrimination against gay and lesbian people. The objective of this study is twofold. First, we aim to adapt and validate the Portuguese version of the Modern Homonegativity Scale. Second, we set out to analyse the modern homonegativity shown by Portuguese university students. The scale includes two parallel subscales (MHS-Gay Men and MHS-Lesbian Women), each with 12 items. Six hundred and forty-one Portuguese college students between 18 and 27 years of age participated in the study (Mage = 21.23; SD = 1.88). The results demonstrate the unidimensionality of the scale and a high degree of internal consistency, along with satisfactory fit indices. Those people who identified as male and heterosexual showed greater modern homonegativity. We conclude that the Portuguese version of the MHS is valid and reliable for evaluating modern homonegativity in Portugal.

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Shadick, Richard, Faedra Backus Dagirmanjian, and Baptiste Barbot. "Suicide Risk Among College Student." Crisis 36, no. 6 (November 2015): 416–23. http://dx.doi.org/10.1027/0227-5910/a000340.

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Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

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35

Um, Namhyun, and Dong Hoo Kim. "Effects of Gay-Themed Advertising among Young Heterosexual Adults from U.S. and South Korea." Social Sciences 8, no. 1 (January 10, 2019): 17. http://dx.doi.org/10.3390/socsci8010017.

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Little research has been conducted to explain the effects of gay-themed advertising in a cross-cultural context. Such research has been particularly scarce in South Korea. This study is designed to investigate the effects of cultural orientation, gender, and types of gay-themed advertising in evaluation of gay male and female lesbian print ads. The study results indicate that Korean college students (i.e., collectivists) had lower tolerance of homosexuality than did U.S. college students (i.e., individualists). The study also finds that gender-role beliefs lead males to have lower tolerance of homosexuality. However, gender did not have statistically significant impacts on advertising and brand evaluation. Lastly, the study also found that lesbian imagery print ads could lead to greater tolerance of homosexuality and more favorable evaluations of the advertising and brand than could gay male imagery print ads. The current study sheds some light on the characteristics of U.S. consumers and Korean consumers on tolerance of homosexuality and gay-themed ads. Limitations and areas for further research are discussed.

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36

Eisenberg, Marla E. "The Association of Campus Resources for Gay, Lesbian, and Bisexual Students With College Students' Condom Use." Journal of American College Health 51, no. 3 (November 1, 2002): 109–16. http://dx.doi.org/10.1080/07448480209596338.

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37

Murphy, Sara, and Jesse Morrell. "Eating Competence of Sexual Minority College Students." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1335. http://dx.doi.org/10.1093/cdn/nzaa059_052.

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Abstract Objectives To assess differences in eating competence between sexual minority and heterosexual college students, 18–24 years old, at a public, New England university. Methods Data were collected between 2015–18 from the College Health and Nutrition Assessment Survey, an ongoing, cross-sectional study. Participants (n = 1984) completed the Eating Competence Satter Inventory (ecSI 2.0™) and self-reported their sexual orientation as part of an online questionnaire. Possible ecSI scores range from 0–48, with eating competence defined as ≥32. Mean differences in ecSI scores between heterosexual (96.5%) and sexual minority (3.5% gay or lesbian, bisexual, or other) students were evaluated via ANCOVA, using gender, dining hall usage, and BMI as covariates. Results Heterosexual students tended to have a higher mean ecSI score vs. students who identify as a sexual minority (33.5 ± 0.2 vs. 31.5 ± 1.1, P = 0.06) and tended to be considered eating competent compared to sexual minority students (60% vs. 50%, P = 0.10). Mean subscale scores for Eating Attitudes (0–15) and Contextual Skills (0–12) were higher in heterosexual vs. sexual minority students (13.3 ± 0.09 vs. 12.2 ± 0.47, P < 0.02 and 10.7 ± 0.07 vs. 9.8 ± 0.40, P < 0.05 respectively). Conclusions In this sample of college students, eating competence tended to be lower among sexual minority students compared to heterosexual students. Further research from diverse campuses will help college educators and health professionals appropriately target nutrition education and support for a diverse student body. Funding Sources New Hampshire Agriculture Experiment Stations and the USDA National Institute of Food and Agriculture Hatch Project 1010,738.

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38

Duran, Antonio, Nancy E. Thacker Darrow, and Christian D. Chan. "Narrating the Importance and Navigation of Family Relationships Among LGBTQ+ BIPOC College Students." Journal of College Student Development 65, no. 3 (May 2024): 254–71. http://dx.doi.org/10.1353/csd.2024.a929241.

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Abstract: LGBTQ+ (lesbian, gay, bisexual, transgender, queer and other minoritized genders and sexualities) and BIPOC (Black, Indigenous, and people of color) communities contend with oppressive realities on and off college campuses. Family relationships—families of origin and chosen families—have garnered attention for how they support and/or marginalize LGBTQ+ BIPOC college students. Informed by intersectionality as a theoretical framework, this narrative inquiry study centered on nine LGBTQ+ BIPOC students as they described the influence of families of origin and chosen families during college. Findings revealed the contexts that informed their negotiation of family relationships, how they discussed connection to family of origin based on family members' adherence to oppressive beliefs, and how chosen family served as a powerful mediator to oppressive realities. Shaped by these findings, we provide implications for research and practice relevant to higher education and student affairs.

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39

Wu, Huei-Hsia. "Reading Romance Novels and Female Sexuality among American Heterosexual and Lesbian College Students." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 6, no. 6 (2007): 31–38. http://dx.doi.org/10.18848/1447-9532/cgp/v06i06/39300.

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40

Hinrichs, Donald W., and Pamela J. Rosenberg. "Attitudes Toward Gay, Lesbian, and Bisexual Persons Among Heterosexual Liberal Arts College Students." Journal of Homosexuality 43, no. 1 (November 20, 2002): 61–84. http://dx.doi.org/10.1300/j082v43n01_04.

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41

Van Dyke, Nella, Natasha Hagaman, Irenee R. Beattie, and Hala Alnagar. "Coming Out (or not) on College Applications: Institutional and Interpersonal Dimensions of Disclosing LGBQ+ Identities." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312110546. http://dx.doi.org/10.1177/23780231211054641.

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Many college campuses recently began asking undergraduate applicants about their sexual identities on their college applications. How do applicants who are lesbian, gay, bisexual, and otherwise on the queer spectrum (LGBQ+) experience this question, and what factors influence how they respond? The authors use focus group and interview data with 60 LGBQ+ undergraduate students attending two college campuses to explore these questions. Although many students were comfortable with coming out, they described evaluating the potential risks and benefits of disclosure, and some lacked trust in the institution and were concerned about loss of information control. Unlike when coming out in other institutions, many expressed serious concerns about how the information might get back to their parents. Such spillover effects from institutional disclosure have not been previously identified in the literature. These concerns were heightened for students of color. The present results extend theoretical understandings of coming out and offer valuable insights to college administrators.

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42

Nachman, Brett Ranon, Ryan A. Miller, and Edlyn Vallejo Peña. "“Whose Liability Is It Anyway?” Cultivating an Inclusive College Climate for Autistic LGBTQ Students." Journal of Cases in Educational Leadership 23, no. 2 (January 10, 2020): 98–111. http://dx.doi.org/10.1177/1555458919897942.

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With one in 59 children diagnosed with autism, higher education institutions are experiencing increasing enrollments of autistic students. Furthermore, autistic students are disproportionately more likely to identify as gay and lesbian in their sexual orientation and as transgender or genderqueer in their gender identity compared with nondisabled peers. This case study challenges readers to consider the role that educational leaders can play in addressing the complexities of supporting a student named Erik, a gay, autistic student who is considering “coming out.” Readers are also challenged to consider implications about addressing campus climate issues for students with multiple, intersecting identities.

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Nightingale, Sarah. "“It Probably Hurt More Than It Helped”." Advances in Social Work 21, no. 4 (February 26, 2022): 1280–99. http://dx.doi.org/10.18060/25211.

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Sexual assault in the college context disproportionately impacts lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Title IX law requires that college campuses have a mechanism in place to respond to reports of sexual assault, and professional social workers are often embedded throughout this process as advocates on-campus and in the community. This study explores the experience and perceptions of LGBTQ survivors with the Title IX reporting process. A sample of 409 LGBTQ survivors of college sexual assault were recruited via social media. Results of bivariate analysis indicate that LGBTQ survivors who reported had less trust in college officials and a more negative perception of the reporting climate than those who did not. Further thematic analysis suggests that students who reported faced issues related to mandatory reporting policies and accountability in sanctioning. To improve the experience of survivors with reporting sexual assault to college officials, social workers can advocate for transparency at the institutional level and less stringent mandatory reporting policies.

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Ueno, Koji, and Haley Gentile. "Construction of Status Equality in Friendships between Gay, Lesbian, and Bisexual Students and Straight Students in College." Sociological Perspectives 58, no. 3 (March 25, 2015): 402–21. http://dx.doi.org/10.1177/0731121415574105.

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Bryant, Kelly M., and Krista M. Soria. "College Students’ Sexual Orientation, Gender Identity, and Participation in Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 25, no. 1 (March 15, 2015): 91–106. http://dx.doi.org/10.36366/frontiers.v25i1.347.

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In recent years, there has been an increase in the number of students studying abroad; however, researchers have discovered that some student populations are not as likely to study abroad, including students with disabilities, multicultural students, and low-income students. Amid these growing bodies of literature that highlight disparities between students’ participation in study abroad, research fails to address whether lesbian, gay, bisexual, transgender, questioning or queer students (LGBTQQ) study abroad at lower rates than their peers given that some cultures are not accepting of students’ sexual orientation or transgender identities. This lack of research is troubling because LGBTQQ students face challenges many of their peers do not normally have to confront in higher education. The purpose of this study, then, is to fill this gap in research by answering the following question: are LGBTQQ students significantly less likely to study abroad compared to their peers? Utilizing student data from the multi-institutional Student Experience in the Research University (SERU) survey, the results of this study suggest that LGBTQQ students are significantly more likely than heterosexual and cisgender students to participate in study abroad opportunities in several areas

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Hall, Scott, David Knox, and I. Joyce Chang. "Out of the Shadow and Into the Light: New Data Comparing Asexual and Sexual Undergraduates." Journal of Positive Sexuality 7, no. 2 (December 1, 2021): 63–77. http://dx.doi.org/10.51681/1.722.

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Drawing from a large dataset of over 13,000 college students, this research compared 75 self-identified asexual individuals with heterosexual, bisexual, and gay/lesbian undergraduates. The results revealed that asexual individuals were less likely to have engaged in sexual behaviors (oral sex, anal sex, friends with benefits, sexual intercourse, hooking up) than heterosexual, bisexual, and gay or lesbian individuals. Asexual and heterosexual individuals were similar in endorsing absolutist sexual values, having a lower willingness to cohabit, and reporting less likelihood of having masturbated. Asexual individuals were similar to other sexual minorities in being less religious and having more positive attitudes toward LGB issues. A multinomial logistic regression analysis using all the variables with significant differences at the bivariate level revealed similar findings, though asexual individuals differed most dramatically in their lower levels of sexual experience when compared to gay/lesbian individuals. Future researchers are encouraged to consider reframing asexuality as more sex positive so as to recognize diversity and empower asexual individuals.

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Kwon, Paul, and Daniela S. Hugelshofer. "Lesbian, Gay, and Bisexual Speaker Panels Lead to Attitude Change Among Heterosexual College Students." Journal of Gay & Lesbian Social Services 24, no. 1 (January 2012): 62–79. http://dx.doi.org/10.1080/10538720.2012.643285.

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Russon, Jody M., and Christa K. Schmidt. "Authenticity and Career Decision-Making Self-Efficacy in Lesbian, Gay, and Bisexual College Students." Journal of Gay & Lesbian Social Services 26, no. 2 (April 3, 2014): 207–21. http://dx.doi.org/10.1080/10538720.2014.891090.

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Abes, Elisa S., and Susan R. Jones. "Meaning-Making Capacity and the Dynamics of Lesbian College Students' Multiple Dimensions of Identity." Journal of College Student Development 45, no. 6 (2004): 612–32. http://dx.doi.org/10.1353/csd.2004.0065.

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Dunbar, Michael S., Lisa Sontag-Padilla, Rajeev Ramchand, Rachana Seelam, and Bradley D. Stein. "Mental Health Service Utilization Among Lesbian, Gay, Bisexual, and Questioning or Queer College Students." Journal of Adolescent Health 61, no. 3 (September 2017): 294–301. http://dx.doi.org/10.1016/j.jadohealth.2017.03.008.

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