NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1334336
Record Type: Journal
Publication Date: 2022-Apr
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-8926
EISSN: N/A
Exposing the Intersections in LGBQ+ Student of Color Belongingness: Disrupting Hegemonic Narratives Sustained in College Impact Work
Duran, Antonio; Dahl, Laura S.; Prieto, Kaity; Hooten, Zach; Mayhew, Matthew J.
Journal of Diversity in Higher Education, v15 n2 p153-166 Apr 2022
Using Astin's inputs-environments-outcomes model and intersectional quantitative inquiry as a conceptual framework, we sought to understand which subgroups within the LGBQ+ student of color (SOC) population indicated a higher sense of belonging. Furthermore, we were interested which collegiate environments and experiences contributed to belonging for different subgroups of LGBQ+ SOC. Employing multiple linear regression analyses, we analyzed data from 1,468 LGBQ+ SOC. Results showed belonging for LGBQ+ SOC was associated with many collegiate experiences, including supportive residential environment, cocurricular engagement, campus engagement, faculty interaction, living on campus, racial campus climate, and LGBQ+ campus climate. Models were then run to examine conditional effects of these environments and experiences. Findings revealed how institutional environments differentially related to certain subgroups of LGBQ+ SOC. Implications for research and student affairs practice are discussed.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A