Abstract
In this chapter, Hoffman and Pryor use SERU data to show how LGBQQ+ students perceive campus climate and propose ways scholars and practitioners might reframe these data to advocate for institutional transformation and imagine new ways of being for LGBQQ+ students. The authors use the traditionally heterogendered institution critical conceptual framework to show how a reliance on institutions as the solutions to LGBQQ+ students’ problems may, in fact, constrain ways of being for students and inadvertently uphold existing hierarchies of gender and sexuality. We advocate for scholars and practitioners to use campus climate data to push for institutional transformation, improve praxis, and create avenues for activism that extend beyond the walls of the institution.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Baez, B. (2007). Thinking critically about the “critical”: Quantitative research as social critique. New Directions for Institutional Research, 133, 17–23.
Bilodeau, B. (2009). Genderism: Transgender students, binary systems and higher education. Saarbrucken: VDM Verlag.
Broadhurst, C. J. (2014). Campus activism in the 21st century: A historical framing. New Directions for Higher Education, 167, 3–15.
Brown, R. D., Clarke, B., Gortmaker, V., & Robinson-Keilig, R. (2004). Assessing campus climate for gay, lesbian, bisexual, and transgender (GLBT) students using a multiple perspectives approach. Journal of College Student Development, 45(1), 8–26.
Castellanos, M., & Cole, D. (2015). Disentangling the impact of diversity courses: Examining the influence of diversity course content on students’ civic engagement. Journal of College Student Development, 56(8), 794–811.
Chatman, S. (2011a). Factor structure and reliability of the 2011 SERU/UCUES questionnaire core: SERU project technical report. Berkeley: Center for Studies of Higher Education, University of California.
Chatman, S. (2011b). No evidence of substantive non-response bias for the 2011 administration: SERU project technical report. Berkeley: Center for Studies of Higher Education, University of California.
Council for the Advancement of Standards in Higher Education. (2015). CAS professional standards for higher education (9th ed.). Washington, DC: Council for the Advancement of Standards in Higher Education.
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity, and violence against women of color. Stanford Law Review, 43(6), 1241–1300.
Douglass, J. A., Thomson, G., & Zhao, C.-M. (2012). The learning outcomes race: The value of self-reported gains in large research universities. Higher Education, 64, 317–355.
Evans, N. J., & Broido, E. M. (1999). Coming out in college residence halls: Negotiation, meaning making, challenges, supports. Journal of College Student Development, 40(6), 658–668.
Fine, L. E. (2012). The context of creating space: Assessing the likelihood of college LGBT center presence. Journal of College Student Development, 53(2), 285–299.
Garvey, J. C. (2017). Considerations for queer as a sexual identity classification in education survey research. Journal of College Student Development, 58(7), 1113–1118.
Garvey, J. C., & Rankin, S. R. (2015). Making the grade? Classroom climate for LGBTQ students across gender conformity. Journal of Student Affairs Research and Practice, 52(2), 190–203.
Garvey, J. C., Hart, J., Metcalfe, A. S., & Fellabaum-Toston, J. (in press). Methodological troubles with gender and sex in higher education survey research. Review of Higher Education.
Garvey, J. C., Rankin, S., Beemyn, G., & Windmeyer, S. (2017). Improving the campus climate for LGBTQ students using the campus pride index. New Directions for Student Services, 159, 61–70.
Gould, M., & Kern-Daniels, R. (1977). Toward a sociological theory of gender and sex. The American Sociologist, 12(4), 182–189.
Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. In S. R. Harper & L. D. Patton (Eds.), Responding to the realities of race on campus. New directions for student services (Vol. 120, pp. 7–24). San Francisco, CA: Jossey-Bass.
Hart, J. L., & Fellabaum, J. (2008). Analyzing campus climate studies: Seeking to define and understand. Journal of Diversity in Higher Education, 1(4), 222–234.
Ingraham, C. (1996). The heterosexual imaginary: Feminist sociology and theories of gender. Sociological Theory, 12(2), 203–219.
Ingraham, C. (2002). Heterosexuality: It’s just not natural! In D. Richardson & S. Seidman (Eds.), Handbook of lesbian and gay studies (pp. 73–82). Thousand Oaks, CA: Sage.
Iverson, S. V. (2012). Constructing outsiders: The discursive framing of access in university diversity policies. The Review of Higher Education, 35(2), 149–177.
Joseph, M. (2014). Debt to society: Accounting for life under capitalism. Minneapolis, MN: University of Minnesota Press.
Marine, S. B. (2011). Stonewall’s legacy: Bisexual, gay, lesbian, and transgender students in higher education: AEHE (Vol. 152). Hoboken, NJ: Wiley.
McDermott, R., & Hatemi, P. K. (2011). Distinguishing sex and gender. PS: Political Science & Politics, 44(1), 89–92.
Nicolazzo, Z. (2016). “Just go in looking good”: The resilience, resistance, and kinship-building of trans* college students. Journal of College Student Development, 57(5), 538–556.
Patton, L. D. (2010). Cultural centers in higher education: Perspectives on identity, theory, and practice. Sterling, VA: Stylus.
Preston, M. J., & Hoffman, G. D. (2015). Traditionally heterogendered institutions: Discourses surrounding LGBTQ college students. Journal for LGBT Youth, 12(1), 64–86.
Pryor, J. T. (2015). Out in the classroom: Transgender student experiences at a large public university. Journal of College Student Development, 56(5), 438–453.
Pryor, J. T. (2018). Visualizing queer spaces: LGBTQ students and the traditionally heterogendered institution. Journal of LGBT Youth, 15(1), 32–51.
Pryor, J. T., & Hoffman, G. D. (2017). Navigating the traditionally heterogendered institution: Resistance strategies from the field. Poster presented at the Association for the Study of Higher Education annual meeting, Houston, TX.
Pryor, J. T., Ta, D., & Hart, J. (2016). Searching for home: Transgender students and experiences with residential housing. College Student Affairs Journal, 34(2), 43–60.
Rankin, S. R. (2003). Campus climate for gay, lesbian, bisexual, and transgender people: A national perspective. New York, NY: National Gay and Lesbian Task Force Policy Institute.
Rankin, S., & Reason, R. (2008). Transformational tapestry model: A comprehensive approach to transforming campus climate. Journal of Diversity in Higher Education, 1(4), 262–274.
Rankin, S., Weber, G., Blumenfield, W., & Frazer, S. (2010). 2010 state of higher education for lesbian, gay, bisexual and transgender people. Charlotte, NC: Campus Pride.
Renn, K. A. (2010). LGBT and queer research in higher education: The state and status of the field. Educational Researcher, 39(2), 132–141.
Rhoads, R. A. (1998). Freedom’s web: Student activism in an age of cultural diversity. Baltimore, MD: Johns Hopkins University Press.
Rose, G. (1993). Feminism and geography: The limits of geographical knowledge. Minneapolis, MN: University of Minnesota Press.
Sanlo, R. L., Rankin, S., & Schoenberg, R. (Eds.). (2002). Our place on campus: Lesbian, gay, bisexual, transgender services and programs in higher education. Westwood, CT: Greenwood.
Stage, F. K. (2007). Answering critical questions using quantitative data. New Directions for Institutional Research, 13, 5–16.
Stewart, D. L. (2017, November). Identity-based campus centers as power(full) places? Prospects for Liberatory Praxis. Symposium presented at the Association for the Study of Higher Education annual meeting, Houston, TX.
Strayhorn, T. L. (2012). College students’ sense of belonging: A key to educational success for all students. New York: Routledge.
Vaccaro, A. (2012). Campus microclimates for LGBT faculty, staff, and students: An exploration of the intersections of social identity and campus roles. Journal of Student Affairs Research and Practice, 49(4), 429–446.
Woodford, M. R., Howell, M. L., Silverschanz, P., & Yu, L. (2012). “That’s so gay!”: Examining the covariates of hearing this expression among gay, lesbian, and bisexual college students. Journal of American College Health, 60(6), 429–434.
Woodford, M. R., Kulick, A., & Atteberry, B. (2015). Protective factors, campus climate, and health outcomes among sexual minority college students. Journal of Diversity in Higher Education, 8(2), 73.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Hoffman, G.D., Pryor, J.T. (2018). Reframing Campus Climate Data to Advocate for Institutional Transformation, Praxis, and Activism for LGBQQ+ College Students. In: Soria, K. (eds) Evaluating Campus Climate at US Research Universities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94836-2_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-94836-2_8
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-94835-5
Online ISBN: 978-3-319-94836-2
eBook Packages: EducationEducation (R0)