Queerly belonging: LGBTQA student perceptions of campus climate, persistence, and success outcomes at Rutgers University- New Brunswick
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Rago, Zaneta.
Queerly belonging: LGBTQA student perceptions of campus climate, persistence, and success outcomes at Rutgers University- New Brunswick. Retrieved from
https://doi.org/doi:10.7282/t3-wft2-a698Export
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TitleQueerly belonging: LGBTQA student perceptions of campus climate, persistence, and success outcomes at Rutgers University- New Brunswick
Date Created2019
Other Date2019-05 (degree)
Extent1 online resource (v, 68 pages)
DescriptionResearch on the lesbian, gay, bisexual, transgender, queer, and asexual (LGBTQA) college student experience is an emerging area of inquiry. While the majority of empirical studies surrounding LGBTQA students have focused on their perceptions of peer-to-peer campus climate or academic achievement, little attention has been paid to employing a queer theoretical lens in order to diagnose institutions themselves as binary and restrictive structures (Renn, 2010). Additionally, LGBTQA college student research often focuses on disparate health and success outcomes, as opposed to highlighting where LGBTQA students may be outperforming their heterosexual and cisgender peers (Garvey et al., 2017; Rankin et al., 2017; Warikoo & Carter, 2009). This research project is an institutional campus climate case study that utilizes responses from the Diverse Learning Environments survey to examine campus climate factors (bias and discrimination, harassment, conversations across difference, satisfaction with the institutional commitment to diversity, academic validation, interpersonal validation) and student outcomes (habits of mind, pluralistic orientation, social agency, civic engagement, critical consciousness, academic self-concept, sense of belonging). The study builds on existing research surrounding climate, explores risks of LGBTQA attrition, investigates where LGBTQA students are succeeding, and constructs a critical theoretical and practical framework to build a connection between these three areas of inquiry.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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