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theses

Research 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.

ETD_9555

Ed.D.

Includes bibliographical references

doi:10.7282/t3-wft2-a698

ETD doctoral

The author owns the copyright to this work.