Examining the Influences of Campus Climate on the LGBT College Student Experience at Public Universities in Tennessee

Callie M Wise, Tennessee State University

Abstract

The purpose of this study was to examine the influence campus climate has on the lived experiences of LGBT college students at Tennessee’s 4-year public regional universities. The Transformational Tapestry Model (Rankin & Reason, 2008) served as the conceptual framework for this study. The model identified six areas influencing campus climate: (a) access and retention, (b) research and scholarship, (c) inter- and intragroup relations, (d) curriculum and pedagogy, (e) university policies and service, and (f) external relations. This study focused specifically on two areas of impact: inter- and intragroup relations, and curriculum and pedagogy. Student participants were self-selected and self-identified as members of their university’s respective LGBT student organization. Student participants were able to choose between a focus group interview or an online Qualtrics survey for their response method. Fifty-four LGBT students participated in the study. The results indicated that LGBT students experienced dissonance, or a disconnect, at the relational and educational-level from mostly students as well as some faculty, staff, and administration. Study participants provided recommendations for institutions to improve the campus climate for LGBT students. Institution- and target population-specific campus climate studies are among the suggestions for further research.

Subject Area

Higher education|LGBTQ studies|Education

Recommended Citation

Callie M Wise, "Examining the Influences of Campus Climate on the LGBT College Student Experience at Public Universities in Tennessee" (2019). ETD Collection for Tennessee State University. Paper AAI27547440.
https://digitalscholarship.tnstate.edu/dissertations/AAI27547440

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