Pronouns, Pin Badges and Pride
LGBTQ+ Student Experiences of Inclusion and Belonging in a UK University
Bibliographic Data
| ID | 5935348 |
|---|---|
| Authors | Catherine Lee (0000-0002-4564-0787, Anglia Ruskin University, corresponding author), Nicola Walshe (0000-0003-2123-4853, Faculty (United Kingdom)), Hannah Branton (Anglia Ruskin University) |
| Year | 2024 |
| Volume | 13 |
| Issue | 12 |
| Pages | 662 |
| Publication date | 2024-12-10 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci13120662 |
| OpenAlex | W4405240560 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
This article provides findings from a small-scale project undertaken to understand the student experience of the lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) student community in a large post-92 university in England. Focus groups were conducted with students that explored areas of student life, including support, the campus environment, and belonging. A social constructivist theoretical perspective underpins the article. Students develop common knowledge via social processes that are powerfully influenced by cultural factors that are constantly in a state of flux. The article also rejects essentialist delineations of LGBTQ+ gender and sexuality and subscribes instead to a Butlerian framework of identity where behaviours associated with gender and sexuality are instruments of regulatory regimes. Even within a university culture that is inclusive and welcoming, opportunities were not always provided for LGBTQ+ students to speak about their personal lives and identities authentically, and university classrooms did not always feel like safe places for students. Whilst staff were generally helpful and supportive to their LGBTQ+ students, many lacked the knowledge and skills to confidently meet the needs of these students, particularly those identifying as trans and non-binary. The recommendations include calls for universities to commit to high-quality mandatory training for staff so that trans and non-binary students in particular are supported by staff appropriately equipped to support their needs
Inclusion (mineral · Pedagogy · Political science · Pride · Psychoanalysis · Queer · Sociology · Gender, Feminism, and Media · LGBTQ Health, Identity, and Policy · Psychology · Social Psychology · Sociology and Education Studies
Diversity and inclusivity at university
Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation
Coming out in the university workplace
LGBTQ populations
(Trans)gender stereotypes and the self
I think if I had turned up sporting a beard and a dress then you get in trouble’
Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university
Rethinking Safe Schools Approaches for LGBTQ Students
Classroom Belonging among Early Adolescent Students
Self-Reported Conversion Efforts and Suicidality Among US LGBTQ Youths and Young Adults, 2018
Negotiating Difference through Everyday Encounters
Exploring LGBT+ campus climate in the UK and Philippines
One mirror in another’
Minority stress and mechanisms of risk for depression and suicidal ideation among lesbian, gay, and bisexual youth
Am I really alive
Four domains of students' sense of belonging to university
Heterosexism, Depression, and Campus Engagement Among LGBTQ College Students
Rainbow Lanyards
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |