Exploring Wellbeing to Support Success of Lgbtq and Questioning Students in Higher Education
LGBTQ students are becoming more visible and accepted as part of the diversity spectrum, but many remain subjected to antigay beliefs, sexual and gender minority victimization, interfering with their development and learning. Higher education typically ‘overlooks’ the needs of LGBTQ students, neglecting to provide adequate resources to support their wellbeing. Concerned with social and health disparities that exist for LGBTQ persons, College of Social Work faculty at one of the nation’s largest universities partnered with Offices of Student Life and Diversity and Inclusion to identify ways LGBTQ students believe the university can best support their wellbeing and a successful college experience.
Problem Description, Study Objectives, Research Questions
Anti-LGBTQ prejudice amongst students, faculty and staff often create hostile climates for students, resulting in psychological distress linked to low grades; incompletes; course drops; and thesis, dissertation, research, and practicum disruptions. Many LGBTQ students, especially those with multiple marginalized identities, struggle to find inclusiveness on college campuses and eventually leave school. In the absence of university data about LGBTQ students this study asked, What do LGBTQ or Questioning students need from the university community to support their wellbeing and success? The study sought to: (1) gather data from LGBTQ students and personnel to inform university planning; and (2) fill gaps in higher education literature on supporting the wellbeing of diverse LGBTQ students.
Methods:
This phased study employed Concept Mapping, a mixed-methods participatory research approach. Primary brainstorming, sorting, and Likert-type rating data were collected and analyzed on line using Concept System’s GlobalMax software. A group process engaged student participants in data analysis processes. LGBTQ students and a random sampling of university personnel were invited to anonymously participate in the study. Nearly 750 students and 136 personnel participated across different study phases. Multidimensional scaling, hierarchical cluster analysis, and correlational analyses were used to compute maps and generate comparative analyses between groups.
Results:
124 unduplicated student statements of need were organized into a 15-cluster map solution. Needs were reflected across multiple wellness dimensions, particularly emotional and psychological wellness. Key findings from comparative analyses found differences between student and personnel perceptions of needs met. Additional differences in perceptions of importance and the extent to which needs are met were found between Students of Color and White students; Gender non-conforming and LGB students; Christian identifying students and all other faith affiliations; differently abled students and those not identifying as differently abled; and students on regional campuses compared to those on the primary campus.
Conclusions and Implications:
Results provide a conceptual understanding of student needs and concrete ideas to address them. University officials received key recommendations relative to needs rated most important to students and lowest on the extent needs are met. Results will inform planning and outreach initiatives of units across the university, the community, and other institutions of higher education who serve transition age LGBTQ and Questioning populations. Future research should focus on the intersectionalities of diverse identities.