Jason C. Garvey

The Influence of Campus Experiences on the Level of Outness Among Trans-Spectrum and Queer-Spectrum Students

This study utilized MANOVA and hierarchical multiple regression to examine the relationships between campus experiences and coming-out decisions among trans- and queer-spectrum undergraduates. Findings revealed higher levels of outness/disclosure for cisgender LGBQ women, and more negative perceptions of campus climate, classroom climate, and curriculum inclusivity and higher use of campus resources for trans-spectrum students. Results also revealed that higher levels of outness significantly related to poorer perceptions of campus responses and campus resources. Implications address the need to foster an encouraging and supportive campus and classroom climate and to improve the relationships with LGBTQ resource centers for trans- and queer-spectrum students.

An Examination of Campus Climate for LGBTQ Community College Students

This study examines campus climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) undergraduate students at community colleges. Data for the study originates from Rankin, Blumenfeld, Weber, and Frazer’s (2010) State of Higher Education for LGBT People. We analyzed both quantitative data generated from closed-ended survey questions and qualitative data gleaned from open-ended survey questions. Results suggest that classroom climate plays a large role in determining students’ perceptions of campus climate. Findings also indicate that first-generation LGBTQ students experience a more hostile campus climate. Based on the findings, we offer recommendations for future research and potential best practices for working with LGBTQ community college students.

Making the Grade? Classroom Climate for LGBTQ Students Across Gender Conformity

Using data from the 2010 State of Higher Education for LGBT People (Rankin, Weber, Blumenfeld, & Frazer), this study examines campus climate perceptions for LGBTQ undergraduate students across gender conformity and the extent to which relevant variables influence perceptions of classroom climate. Findings reveal more positive classroom climate perceptions for gender conforming students than gender non-conforming students and show significant relationships between classroom climate perceptions and outness, LGBTQ inclusive curricula, institutional support, and resource use.

Stressing Out: Connecting Race, Gender, and Stress with Faculty Productivity

This study uses multilevel modeling to analyze data from a national sample of full-time, undergraduate faculty at four-year institutions to examine the connections among race, gender, sources of stress, and productivity in the areas of research, teaching, and service. We find that stress due to discrimination has particular negative salience for faculty of color. By contrast, stress due to family obligations significantly and positively correlated with faculty’s adoption of student-centered teaching practices and participation in civic-minded activities.

Exploring Relationships Between Sexual Orientation and Satisfaction with Faculty and Staff Interactions

Lesbian, gay, and bisexual (LGB) students are a unique population within colleges and universities, yet, few studies have sought to uncover the distinctive environmental influences and background characteristics that foster their satisfaction. The purpose of this study was to examine the relationship between sexual orientation and a sense of satisfaction with faculty and staff interactions among undergraduate students. Analysis of variance results indicated that LGB students, on average, reported significantly higher satisfaction with faculty and staff interactions than heterosexual students. Using Astins (1993) input-environments-outcome model as a conceptual framework, the hierarchical regression analysis yielded numerous significant variables as predictors for student satisfaction with faculty and staff interactions.

Considerations for Queer as a Sexual Identity Classification in Education Survey Research

The general omission of sexual identities in quantitative education research is highly problematic, though not entirely surprising. Few national higher education data sets include sexual identity in data collection, resulting in an astonishingly low proportion of quantitative studies examining students’ academic or social outcomes in relation to their sexual identities (Garvey, 2014). Quantitative studies are central to advancing policies and practices in higher education (Stage, 2007), and without empirical examinations about students’ sexual identities, researchers hinder institutional advocacy, policy reform, and resource allocation for large groups of individuals, namely lesbian, gay, bisexual, and queer (LGBQ) students (Rankin & Garvey, 2015). Including sexual identities in education survey research is critically important to uncover large-scale processes that perpetuate systemic social and institutional inequities and more appropriately describe LGBQ educational experiences (Stage, 2007). In recent years, education researchers have begun adding a sexual identity demographic question on national surveys. The 2015 Freshman Survey administered by the Higher Education Research Institute allowed students to identify their sexual orientation for the first time in the survey’s history (Eagan et al., 2016). Other researchers have also included sexual identity in their national survey designs, most notably the Multi-Institutional Study of Leadership (Dugan & Yurman, 2011) and the National Survey of Student Engagement (though only if an institution specifically elects to include the question; Indiana University School of Education, n.d.). Unfortunately, there are few guidelines for how to adequately represent participants’ sexual identities in survey instrumentation and question construction, which is evident when examining the response categories included across the aforementioned survey instruments (Table 1). Indeed, all three survey instruments include response options for certain sexual identities: heterosexual/ straight, gay/lesbian, and bisexual; however, one sexual identity classification has varied inclusion: queer. The Williams Institute provides arguably the most widely used guide to the best scientific approaches for gathering data on sexual orientation (Badgett & Goldberg, 2009). Their best practices add to the confusion of whether to include queer as a sexual identity classification, because question constructions put forth by the Williams Institute’s multidisciplinary expert panel do not include queer as a categorical response option.

LGBTQ Alumni Philanthropy: Exploring (Un)Conscious Motivations for Giving Related to Identity and Experiences

Using a constructivist case study analysis, we explore philanthropy toward higher education among lesbian, gay, bisexual, transgender, and queer (LGBTQ) alumni, examining how a person’s LGBTQ identity and experiences (un)consciously affects his, her, or hir1 decision to give philanthropically. Data come from focus groups with 37 advancement staff and 23 LGBTQ alumni at two research extensive universities. Findings reveal unconscious influences of LGBTQ identities on giving, importance of campus climate for LGBTQ individuals, and LGBTQ alumni affinity group involvement. We draw implications from our findings, discussing the need to create a warm campus climate for current students, increase and encourage involvement within LGBTQ affinity groups, systematize data collection to include LGBTQ identities, and develop culturally sensitive solicitations.

Generational Perceptions of Campus Climate Among LGBTQ Undergraduates

Using data from the National LGBT Alumni Survey, we examined generational perceptions of campus climate for LGBTQ undergraduate students who graduated from 1944 through 2013 (N = 3,121) with Renn and Arnolds (2003) reconceptualized ecological model as a framework. Results demonstrate differences in LGBTQ student campus climate perceptions across generations and highlight academic experiences, cocurricular experiences, and institutional variables as important influences on climate for LGBTQ undergraduates.

The Influence of Climate on the Academic and Athletic Success of Student-Athletes: Results from a Multi-Institutional National Study.

Abstract:Students’ perceptions of the campus climate can affect their success and outcomes. Student-athletes’ experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and institutional characteristics, as mediated by climate, on student-athletes’ (a) academic success, (b) athletic success, and (c) athletic identity. Results indicated that differences in outcomes existed based on institutional and individual characteristics. It was also clear that climate mattered. Six of the seven climate scales influenced the outcomes, and differences in outcomes based on sexual identity, Division, and featured sport participation were more salient when climate was taken into account. Positive aspects of climate led to increases in outcomes in almost every relationship. Implications for researchers and practitioners are discussed, as well as specific suggestions of initiatives to improve the climate to promote the success of all student-athletes.

Conceptualization and Validation of Factors for LGBTQ Alumni Philanthropy

In recent years, philanthropy in higher education has shifted from a value-added financial benefit into a necessary component for balancing annual budgets and increasing college access (Drezner, 2011; Walton, Gasman, Huehls, Wells, & Drezner, 2008). Furthermore, the cost for a college degree continues to rise beyond inflation, challenging college access and affordability for more students and their families (Hemelt & Marcotte, 2011). Recent financial crises have required student affairs staff to develop skills in fundraising and alumni relations (Puma, 2013; De Sawal & Maxwell, 2014). Because alumni giving accounts for over one quarter of voluntary support to higher education (Kaplan, 2014), it is imperative that student affairs staff cultivate healthy and philanthropic relationships with graduates. As such, staff must utilize new and innovative strategies to develop and strengthen relationships with alumni, especially among populations that have not traditionally been engaged (Drezner, 2013; Gasman & Bowman, 2013). Identity-based philanthropy in higher education is gaining prominence in both practice and scholarship, recognizing that social identities are strong influences on alumni engagement and giving. However, scholarship and practice involving lesbian, gay, bisexual, trans*, and queer (LGBTQ) alumni is scarce and mostly anecdotal, relying on professional or personal experiences and not empirical evidence.