Predictors of U.S. Heterosexual University Students' Attitudes Toward Lesbian, Gay, Bisexual, and Transgender People

Lesbian, gay, bisexual, and transgender (LGBT) individuals continue to experience discrimination on college campuses. Many campus programs are designed to create inclusive spaces for LGBT people (as a group). To inform the development of these campus-based interventions, it is necessary to understand correlates of student attitudes toward LGBT people. This study examines the attitudes of U.S. heterosexual undergraduate and graduate students toward LGBT people and identifies socio-demographic, attitudinal, and contextual predictors of their attitudes.

Methods: We conducted a cross-sectional study among undergraduate and graduate students using an online survey at a large public research university located in the Midwest. All sophomore and junior undergraduates (N=11,342) and 8,000 randomly selected graduate students were invited to participate. 3,762 students agreed to participate (RR=19.5%); however, due to missing data the sample was reduced to 2,258. For this study, the sample is limited to heterosexual domestic students.

The newly developed and validated LGBT attitudes scale (a=.87) assessed cognitive, affective, and behavioral dimensions of attitudes toward LGBT people (theoretical range 1 – 7; higher score reflects more affirming views). We performed hierarchical linear regression (5 steps) using predictors shown in the past to influence attitudes toward sexual minorities. We also included new measures to assess participant gender expression and views regarding causation of transgender identity.

Results: The sample (n=1,719) was primarily female (63%), white (78%), undergraduate (60%) with an average age of 23 years. The mean score for LGBT social attitudes was 5.30 (SD=1.17).

Our final model (58% variance explained) demonstrated significant negative associations of LGBT social attitudes among males (b=-0.08, p<.001) and students who identified as African American (b=-0.08, p<.001) and those who self-reported their religion as Protestant (b=-0.12, p<.001), Roman Catholic (b=-0.11, p<.001), other Christian (b=-0.16, p<.001), or other non-Christian (b=-0.04, p<.05). Positive associations with LGBT social attitudes were found for older (b=0.04, p<.05), politically liberal (b=0.43, p<.001) students, and among those who believe in innate causes of sexual orientation (b=0.12, p<.001) and gender identity (b=0.24, p<.001). Students who have LGBT friends (b=0.13, p<.001) or LGBT family members (b=0.06, p<.001) tended to report higher LGBT attitudes. Exposure to LGBT content in for-credit courses was not a significant predictor. Gender expression was not only significant when other demographic factors were controlled.

Discussion: The results advance knowledge of correlates of LGBT social attitudes and are useful in fostering inclusive campus environments. This study accentuates the importance of political ideology—a factor difficult to change even through education—and the consequence of attribution of cause for sexual orientation and transgender identity, particularly the latter variable. Additionally, this study underscores the value of social networks, especially LGBT friends and close family members. The implications for campus programs will be highlighted.