Assessing the Effects of Objective LGBQ-Inclusive State and College Structural Factors on the Experiences and Psychological Well-Being of LGBQ College Students
Objective structural factors in the form of LGBTQ-related policies and programs at the community and institutional levels can also affect sexual minorities’ well-being (Bauermeister, 2013; Goodenow et al., 2006), but little is known about their effects among LGBQ college students. With the increase of LGBTQ-inclusive state and campus policies, it is timely to examine their impact on LGBTQ students.
Using structural equation modeling, we examined whether state- and college-level objective indicators of LGBTQ-climate influenced the mediational relationship between heterosexism, psychological distress, and self-acceptance among sexual minority students.
Methods: LGBQ students (n=269; mean age 24; 58% female, 25% students of color) representing 59 institutions were recruited through online networks to complete a web-survey concerning heterosexism on campus and mental health.
Experiential heterosexism was measured as sexual-orientation victimization, and LGBQ interpersonal and environmental microaggressions. Anxiety and perceived stress comprised the psychological distress factor. The self-acceptance factor included self-esteem and internalized LGBQ pride.
Respondents reported the name of their college/university. Information about state-level LGBTQ policies (e.g., same-sex relationship recognition) and institution-level LGBTQ policies (e.g., anti-discrimination policy) and programs (e.g., support group) was collected from publicly available sources.
Experiential heterosexism, psychological distress, and self-acceptance were modeled as mutually correlated, with policies, programs, and student demographics as predictors.
Results: Bivariate findings suggested that state-level policies were not associated with any of the outcomes; hence, our SEM analysis investigated only college-level factors.
Concerning experiential heterosexism, attending a college with an anti-discrimination policy that includes sexual orientation and gender identity, and a higher ratio of LGBTQ student organizations (relative to the student population) were associated with lower microaggressions and victimization. The availability of LGBTQ courses was associated with lower microaggressions only.
Inclusive anti-discrimination policy, student organization ratio, and LGBTQ courses positively impacted psychological distress and self-acceptance through their relationships with heterosexism and with each other. Less experiential heterosexism was associated with greater self-acceptance (p<.001) and lower distress (p<.001). Higher self-acceptance was similarly correlated with lower distress (p<.001).
The model indices indicated good absolute and incremental fit, parsimony, and predictive ability; AGFI=0.98, CFI=0.99, RMSEA=0.046 (0.029, 0.062), SRMR=0.032.
Conclusion: The results underscore the importance of institutional interventions in protecting LGBQ students from discrimination and reducing its negative effects on students' psychological well-being. The findings suggest that formal interventions (policies and LGBTQ courses) as well as informal interventions (LGBTQ student groups) are influential.
Prevention efforts emphasizing structural changes and LGBTQ student engagement are imperative. Future research investigating the role of program/service use and participation in student organizations is needed.
Alongside implications for campus climate initiatives, the results have important implications for research on sexual minorities as well as for practitioners, particularly in understanding the role of both experiential and objective measures of campus climate.