In/Visibility on Campus? Gender and Sexuality Diversity in Tertiary Institutions

Autor/inn/en	Ferfolja, Tania; Asquith, Nicole; Hanckel, Benjamin; Brady, Brooke
Titel	In/Visibility on Campus? Gender and Sexuality Diversity in Tertiary Institutions
Quelle	In: Higher Education: The International Journal of Higher Education Research, 80 (2020) 5, S.933-947 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferfolja, Tania) ORCID (Asquith, Nicole) ORCID (Hanckel, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00526-1
Schlagwörter	Foreign Countries; Student Diversity; LGBTQ People; College Environment; College Students; Student Personnel Services; Inclusion; Social Bias; College Faculty; School Personnel; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulumwelt; Collegestudent; Inklusion; Fakultät; Schulpersonal; Australien
Abstract	This paper draws on the largest and most comprehensive Australian research to date that explores the campus climate for sexuality and gender diverse (SGD) people at one university. Using a mixed-method approach that incorporated an online survey open to all students and staff (n = 2395), face-to-face in-depth interviews with key stakeholders (n = 16) and an online document analysis, the study explored participants' perceptions and attitudes to sexuality and gender diversity on campus, experiences of in/exclusion, (un)safe places, visibility in public online documents, and the campus-based services available to support SGD individuals. The findings point to the ongoing exclusion experienced by SGD people across the university. We show how exclusion serves to silence individuals across multiple levels and how this, in turn, limits the visibility of, and redress for, exclusion, impacting on health and well-being. This tension, we posit, can only be addressed safely and holistically through proactive and strategic endeavours on the part of the institution; without which, exclusion will continue to prevail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01