Examining the Influences of Campus Climate on the LGBT College Student Experience at Public Universities in Tennessee
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.
Higher education|LGBTQ studies|Education
Callie M Wise,
"Examining the Influences of Campus Climate on the LGBT College Student Experience at Public Universities in Tennessee"
ETD Collection for Tennessee State University.