Exposing the Intersections in LGBQ+ Student of Color Belongingness: Disrupting Hegemonic Narratives Sustained in College Impact Work

Autor/inn/en	Duran, Antonio; Dahl, Laura S.; Prieto, Kaity; Hooten, Zach; Mayhew, Matthew J.
Titel	Exposing the Intersections in LGBQ+ Student of Color Belongingness: Disrupting Hegemonic Narratives Sustained in College Impact Work
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 2, S.153-166 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duran, Antonio) ORCID (Dahl, Laura S.) ORCID (Prieto, Kaity) ORCID (Hooten, Zach)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000222
Schlagwörter	LGBTQ People; Minority Group Students; Sense of Community; College Students; Student Experience; College Environment; Racial Differences; Gender Differences + Suchen Sie Ihr Suchwort? Collegestudent; Studienerfahrung; Hochschulumwelt; Rassenunterschied; Geschlechterkonflikt
Abstract	Using Astin's inputs-environments-outcomes model and intersectional quantitative inquiry as a conceptual framework, we sought to understand which subgroups within the LGBQ+ student of color (SOC) population indicated a higher sense of belonging. Furthermore, we were interested which collegiate environments and experiences contributed to belonging for different subgroups of LGBQ+ SOC. Employing multiple linear regression analyses, we analyzed data from 1,468 LGBQ+ SOC. Results showed belonging for LGBQ+ SOC was associated with many collegiate experiences, including supportive residential environment, cocurricular engagement, campus engagement, faculty interaction, living on campus, racial campus climate, and LGBQ+ campus climate. Models were then run to examine conditional effects of these environments and experiences. Findings revealed how institutional environments differentially related to certain subgroups of LGBQ+ SOC. Implications for research and student affairs practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01