Kristen A. Renn

LGBT and Queer Research in Higher Education The State and Status of the Field

In this article, the author provides an overview of existing literature addressing lesbian, gay, bisexual, transgender (LGBT), and queer issues in higher education. She argues that although colleges and universities are the source of much critical and postmodern writing about LGBT and queer topics, scholarship on LGBT/queer people and organizations in higher education itself lacks theoretical depth. The author points to ways that existing research approaches and theoretical stances benefit higher education practice and suggests areas in which attention to methodological rigor and theoretical advancement is needed.

Identity Development Theories in Student Affairs: Origins, Current Status, and New Approaches

Enhancing the development of students has long been a primary role of student affairs practitioners. Identity development theories help practitioners to understand how students go about discovering their “abilities, aptitude and objectives” while assisting them to achieve their “maximum effectiveness” (American Council on Education, 1937, p. 69). The tasks involved in discovering abilities, goals, and effectiveness are part of creating a sense of identity that allows the student to enter adult life. Identity is shaped by how one organizes experiences within the environment (context) that revolves around oneself (Erikson, 1959/1994). Across academic disciplines, the view of how individuals organize experiences takes on varying definitions. Within the student affairs literature, identity is commonly understood as one’s personally held beliefs about the self in relation to social groups (e.g., race, ethnicity, religion, sexual orientation) and the ways one expresses that relationship. Identity is also commonly understood to be socially constructed; that is, one’s sense of self and beliefs about one’s own social group as well others are constructed through interactions with the broader social context in which dominant values dictate norms and expectations (see Gergen, 1991; McEwen, 2003). Examples of these broader social contexts include both institutions such as education and work, as well as systems of power and inequality such as race, social class, and gender (Anderson & Collins, 2007). Social construction of identity occurs in different contexts on campus such as in how student organizations are created and which students are drawn to them, or in the social identities among those in leadership positions and those not, as well as in issues of institutional fit within access and retention. One of the components of identity development that arises quickly on most campuses is the process of students learning how to balance their needs with those of others (Kegan, 1982, 1994; Kroger, 2004). In working to create community and mutual respect on campus, student affairs professionals help students to understand this balance between self and others as well as expose students to the varied nature of what is encompassed in the “other.” A common program used to illustrate this process revolves around diversity issues. These programs often focus on exposure to other social groups and an understanding of how history supports society’s view of these groups. This influence of the other contributes to the social construction of identity; in other words, the context and interactions with others—including other people, societal norms, and/or expectations that evolve from culture—influence how one constructs one’s identity (Jones, 1997; McEwen, 2003; Torres, 2003; Weber, 1998). In addition, several researchers embrace a developmental approach to describe the shift that occurs when students

Reconceptualizing Research on College Student Peer Culture

This article introduces to higher education Bronfenbrenners ecology model of development. The model reflects reciprocal influences of individuals and their environments and offers needed advances in understanding, studying, and influencing college student peer groups. The authors describe the model, draw illustrations from research, and analyze its implications for higher education research and practice.

LGBT Student Leaders and Queer Activists: Identities of Lesbian, Gay, Bisexual, Transgender, and Queer Identified College Student Leaders and Activists

This qualitative study provided evidence of common patterns of involvement, leadership, and identity among 15 students leading lesbian, gay, bisexual, and transgender (LGBT) campus groups. Participants were 7 men, 5 women, and 3 female-to-male transgender students; one first-year, 4 sophomores, 4 juniors, and 6 seniors; and 8 White, 2 Black, one biracial, one international, 2 Latina/o, and one White Jewish students. Within the overall pattern of involvement, an involvement-identity cycle occurred in which increased leadership led to increased public LGBT identity and a merged gender/sexual orientation and leadership identity. Evidence also supported the classification of students into three distinct identities: LGBT Leader, LGBT Activist, and Queer Activist. I present implications for scholars and educators working with LGBT and other students leading in identity-based contexts.

Queer Student Leaders: An Exploratory Case Study of Identity Development and LGBT Student Involvement at a Midwestern Research University

ABSTRACT Using the first phase of a longitudinal study of student leaders of the 2002 Midwest Bi-, Lesbian, Gay, Transgender and Allies College Conference (MBLGTACC), the authors explore the intersections of involvement in identity-specific leadership activities and development of LGBT/Queer identity. LGBT leadership experiences appear to have contributed substantively to the identity development of these college students. Based on this finding, the authors propose implications for improved educational practice and areas for future research.

Leadership Identity Development among Lesbian, Gay, Bisexual, and Transgender Student Leaders.

Although a growing body of scholarship describes the development of LGBT identity in college students and abundant literature provides evidence of the developmental impact of campus involvement, little has been known about the experiences of LGBT student leaders. We interviewed 15 students from three Midwestern institutions and analyzed data using an emerging model of Leadership Identity Development (Komives et al., 2003, 2004) to identify experiences that supported participants’ growth as student leaders. Students experienced challenges specific to leading in the LGBT context (e.g., having to come out as a spokesperson), as well as supports that were context specific (e.g., entering an LGBT community through involvement in campus activities). We discuss implications for the practice of leadership education and student group advising, as well as for future research.

The First Year on the Job: Experiences of New Professionals in Student Affairs

Ten new student affairs professionals participated in this longitudinal study of their first year on the job. This qualitative study used online data collection. Participants submitted monthly responses to open-ended prompts inquiring about their experiences, challenges, and surprises. Over three time phases (Pre-Employment and Orientation, Transition, and Settled In), three themes emerged: the importance of relationships, institutional and professional fit, and issues of competence and confidence. Findings suggest several implications for practice, including preparing new professionals, being a new professional, and supervising new professionals. The authors suggest areas for future research.

Because the Numbers Matter: Transforming Postsecondary Education Data on Student Race and Ethnicity to Meet the Challenges of a Changing Nation.

In 1997, the Office of Management and Budget revised guidelines for treatment of racial and ethnic data, adding a requirement to allow respondents to indicate more than one race and mandating a change in all federal data collection and reporting by January 1, 2003. Nearly 2 years after the deadline for implementation, however, higher education institutions had not yet been required by the National Center for Education Statistics to make the change. This article discusses the policy context for collecting and reporting data on student race and ethnicity in higher education and challenges created by the addition of the multiple race option. This article describes the current status of postsecondary racial/ethnic data collection, predicts challenges in aggregating and bridging data, and makes recommendations for policy and practice.

The LGBQ Microaggressions on Campus Scale: A Scale Development and Validation Study

Although LGBQ students experience blatant forms of heterosexism on college campuses, subtle manifestations such as sexual orientation microaggressions are more common. Similar to overt heterosexism, sexual orientation microaggressions may threaten LGBQ students’ academic development and psychological wellbeing. Limited research exists in this area, in part due to lack of a psychometrically sound instrument measuring the prevalence of LGBQ microaggressions on college campuses. To address this gap, we created and tested the LGBQ Microaggressions on College Campuses Scale. Two correlated subscales were generated: Interpersonal LGBQ Microaggressions and Environmental LGBQ Microaggressions. The results indicated that the subscales demonstrate strong reliability and validity.

Student Leaders at Women's Postsecondary Institutions: A Global Perspective.

The single-sex higher education sector is growing worldwide as more women seek access to postsecondary education. Although positive learning outcomes—including leadership development—of womens colleges are well documented in the United States, less is known internationally. We conducted an exploratory qualitative study of 46 student leaders from an international sample, including the United States, of 23 womens higher education institutions. Student leaders in the study chose single-sex education in part because they believe it provides greater opportunities for involvement than does coeducation; feel supported by their institutions; and gain skills, knowledge, and confidence for leading.