Gender and Sexual Diversity in U.S. Higher Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 211

Veröffentlichungsjahr: 2015

Beschreibung

Since 2005, research on identity development, campus climate and policies, transgender issues, and institutional features such as type, leadership, and campus resources has broadened to encompass LGBTQ student engagement and success. This volume includes this enlarged body of research on LGBTQ students, taken in the context of widespread changes in public attitudes and public policies related to LGBTQ people, integrating scholarship and student affairs practice. Specific foci include: * transgender identity development, * understanding intersections of sexual orientation and gender identity with other salient identities such as faith/religion/spirituality, race, social class, and ability, and * studies about LGBTQ students in special-mission institutions (for example, Historically Black Colleges and Universities, religiously affiliated institutions, or women's colleges). This is the 152nd volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

Leseprobe

New Directions for Student Services

Elizabeth J. Whitt EDITOR-IN-CHIEF

John H. Schuh ASSOCIATE EDITOR

Gender and Sexual Diversity in U.S. Higher Education: Contexts and Opportunities for LGBTQ College Students

Dafina-Lazarus Stewart

Kristen A. Renn

G. Blue Brazelton

EDITORS

Number 152 • Winter 2015

Jossey-Bass

San Francisco

GENDER AND SEXUAL DIVERSITY IN U.S. HIGHER EDUCATION: CONTEXTS AND OPPORTUNITIES FOR LGBTQ COLLEGE STUDENTS Dafina-Lazarus Stewart, Kristen A. Renn, G. Blue Brazelton (eds.) New Directions for Student Services, no. 152

Elizabeth J. Whitt, Editor‐in‐Chief John H. Schuh, Associate Editor

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CONTENTS

Editors’ Notes

Notes About Terminology

Ecology of LGBTQ College Students

Competency-Based, Appreciative Approach

Multiple Identities and Intersections of Systems of Oppression

International and Global Perspectives

Content of the Sourcebook

References

1: Evolving Nature of Sexual Orientation and Gender Identity

Historical Overview

Foundational Concepts: Sex, Gender, and Sexual Orientation

Situating Students Within Systems of Oppression

Queering Terminology

Evolving Conversations and Complexities

References

2: Students with Minoritized Identities of Sexuality and Gender in Campus Contexts: An Emergent Model

Student Identities and Demographics

Campus Contexts for Students with MIoSG

Students with MIoSG and Contexts: A New Model

Conclusion

References

3: LGBTQ Experiences in Curricular Contexts

Sociocultural Influences on LGBTQ Curricular Contexts

Institutional Influences on LGBTQ Curricular Contexts

Unit-Level Influences on LGBTQ Curricular Contexts

Creating Positive Curricular Contexts for LGBTQ College Students

Conclusion

References

4: Cocurricular and Campus Contexts

Historical Context

Sociopolitical Context for LGBTQA+ Students in Higher Education

LGBTQA+ Student Experiences

Changing Campus Contexts

Growing Institutional Capacity Through Increased Unit Competency

Cumulative Impact and Universal Design

Baseline Understanding of Gender, Sex, and Sexual Orientation

Inclusive Language

Being a Good Resource

Representing LGBTQA+ Lives Across the College Life Cycle

Other Unit-Specific Considerations

Deep and Broad Impact

Collaborating with Professionals in LGBTQA+ Resource Units

Conclusion

References

5: Identifying, Quantifying, and Operationalizing Queer-Spectrum and Trans-Spectrum Students: Assessment and Research in Student Affairs

The Challenges

A New Landscape: Emerging Methodological Considerations

Concluding Thoughts

References

6: Recommendations

Returning to the Ecological Model

Recommendations

Concluding Remarks

References

Index

End User License Agreement

List of Tables

Chapter 5

Table 5.1

List of Illustrations

Chapter 2

Figure 2.1. MIoSG Students and Contexts

Guide

Cover

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Editors’ Notes

Accompanying the trajectory of campus and community activism for visibility and civil rights, research on the experiences and identities of lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students has grown from a few small studies in the 1990s to a robust literature that supports educational policy and programs. A 2005 New Directions for Student Services sourcebook on gender identity and sexual orientation (Sanlo, 2005) brought together the latest scholarship of that time on identity development, campus climate and policies, transgender issues, and institutional features such as type, leadership, and campus resources. Since 2005 researchers have widened their lens to include, among other topics, LGBTQ student engagement and success, and they have focused their lens on specific topics such as transgender identity development and understanding intersections of sexual orientation and gender identity with other salient identities such as faith/religion/spirituality, race, social class, and ability. Studies about LGBTQ students in special-mission institutions (for example, historically Black colleges and universities, religiously affiliated institutions, or women's colleges) make additional contributions to this literature (Hart & Lester, 2011; Killelea McEntarfer, 2011; Marine, 2011; Means & Jaeger, 2013; Mobley & Johnson, 2015; Patton, 2011; Wentz & Wessel, 2011). Taken as a whole in the context of widespread changes in public attitudes and public policies related to LGBTQ people, this enlarged body of research on LGBTQ students in higher education merits a sourcebook such as this one that synthesizes knowledge and posits connections to student affairs practice.