Affirming Policies, Programs, and Supportive Services: Using an Organizational Perspective to Understand LGBTQ+ College Student Success

Autor/inn/en	Pitcher, Erich N.; Camacho, Trace P.; Renn, Kristen A.; Woodford, Michael R.
Titel	Affirming Policies, Programs, and Supportive Services: Using an Organizational Perspective to Understand LGBTQ+ College Student Success
Quelle	In: Journal of Diversity in Higher Education, 11 (2018) 2, S.117-132 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000048
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Collegestudent; Hochschulumwelt; Interviewing; Interviewtechnik; Schulpolitik; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Soziale Gerechtigkeit; Soziale Benachteiligung; Soziale Schließung; Survey; Umfrage; Befragung; Social support; Soziale Unterstützung; Qualitative Forschung
Abstract	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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01