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LGBTQ+ (lesbian, gay, bisexual, transgender, queer, plus) people, compared to their heterosexual and/or cisgender (non-transgender) counterparts, are more likely to be discriminated against based on their gender or sexual identities. Drawing on data from The OutLook Study in Waterloo Region, Ontario, Canada this paper examines discrimination and social support among high school and post-secondary students, and how they are related to self-esteem. We found that transgender students in high school reported significantly higher levels of direct transphobia and of victimization compared to transgender post-secondary students. We found indirect homophobia and indirect transphobia had a significant adverse relationship to self-esteem. Further, social support from friends was related to higher self-esteem for cisgender LGBQ students, but not for transgender students. These findings have the potential to inform school-based policies and mental health interventions in support of improved wellbeing for LGBTQ+ students.

This qualitative study draws from 60 interviews with LGBTQ+ college students to highlight how a positive psychology framework illuminates aspects of LGBTQ+ student success. Utilizing the broaden-and-build theory and the concept of thriving, we found LGBTQ+ students experienced thriving through managing and experiencing support for multiple identities and LGBTQ+-specific connections, contributions, and curriculum. The article concludes with implications for student affairs practice and future research.

Institutional policies and student affairs services benefit lesbian, gay, bisexual, trans* and queer (LGBTQ+) students by offering affirming campus spaces and organizational markers that influence student success (Pitcher, Camacho, Renn, & Woodford, 2018). (See Tompkins, 2014 for explanation of the use of the term trans*.) Policies and student services provide necessary campus supports and buffers for students experiencing marginalization, including microaggressions such as hearing "that's so gay" or "no homo," that can negatively affect academic and social outcomes for LGBTQ+ students (Fine, 2012; Mathies, Coleman, McKie, Woodford, Courtice, Travers, & Renn, 2019; Winberg, Coleman, Woodford, McKie, Travers, & Renn, 2019; Woodford & Kulick, 2015). Previous research established that the availability of specialized services for LGBTQ+ students varies across institutional type (Nguyen, Brazelton, Renn, & Woodford, 2018); but studies have not considered how awareness and presence of antidiscrimination policies (e.g., sexual orientation and gender identity/expression) and LGBTQ+ specific housing policies vary across institutional type. In this study, we use over 900 survey responses from the 2013 National Study of LGBTQ+ Student Success to describe and explore students' awareness of institutional policies: LGBTQ+ housing/living spaces and antidiscrimination on the basis of gender identity/expression and sexual orientation. We compare students' awareness and their knowledge of the existence of these policies across institutional types and conclude with implications for practice, including the need for creating and enhancing awareness and future research.

Heterosexist phrases on college campuses can contribute to negative consequences among lesbian, gay, bisexual, queer, and other sexual minority students (LGBQ+), however, their relationship to academic outcomes remains under-researched. This analysis investigates hearing the microaggressions "that's so gay" and "no homo" on academic engagement outcomes among a national sample of cisgender sexual minority college students (n = 574). The multivariable regression analysis suggest that increased exposure to hearing "that's so gay" and "no homo" were both significantly associated with worse academic outcomes in terms of developmental challenge (p = 0.002 and p < 0.001, respectively). Greater instances of hearing "no homo" was also associated with lower college GPA scores (p = 0.015). Strategies for educational institutions, faculty, and students to promote more accepting campus climates and alleviate the harmful effects of hearing these phrases are discussed.

We used quantitative data from the National Study of LGBTQ Student Success to investigate if participation in high-impact educational practices influenced lesbian, gay, bisexual, or queer (LGBQ+) students' academic development. We also examined if these effects are mediated by perceptions of the campus environment. Our findings suggested that undergraduate research plays a role in LGBQ+ students' academic development, with instructor relations mediating the effect.

Research indicates that lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) college students face a hostile campus climate. Despite the hostile campus climate, many LGBTQ+ students persist. Understanding what helps students persist is important to student affairs professionals as they develop data-driven interventions to improve the experiences and outcomes among LGBTQ+ college students. Drawing on 60 interviews conducted as a part of the mixed-methods National Study of LGBTQ Student Success, using an organizational perspective, this qualitative investigation explores the ways in which LGBTQ+ college students draw support from policies, programs, and services. We find that LGBTQ+ resource centers and student organizations are important sources of support for this population. LGBTQ+ college students indicated that policies, including nondiscrimination policies, serve important symbolic functions. Finally, we find that LGBTQ+ students describe the campus climate in positive, neutral, and negative terms. We offer implications for practice, including the continued need for LGBTQ+ services, the ability for students to self-organize, the importance of affirming policies, and the importance of supportive college environments. We also describe implications for future research.

Little is known is about the impacts of covert and overt discrimination and the protective factors for depression and suicide among LGBTQ students. Using multivariable regression analyses of a national sample of cisgender lesbian, gay, bisexual, and queer students and trans* students (n = 776), we examined the association between mental health and microaggressions, victimization, psychological resilience, pride, and outness. In models of all risk and protective factors, interpersonal microaggressions was a risk factor for depression and attempted suicide among cisgender LGBQ students and was also a risk factor among trans* students for depression. In all but 1 model, resilience was a protective factor. Resilience moderated the microaggressions-suicide relationship among cisgender LGBQ students, whereas pride moderated the victimization-depression relationship among trans* students.

Discrimination targeting lesbian, gay, bisexual, and transgender (LGBT) students on college campuses occurs. Bystander intervention is important in supporting targeted students and improving campus climate for LGBT students. Peer-familiarity context (i.e., who the bystander knows in the situation) can play a role in bystander intervention, but researchers have not explored the nature of bystander intervention in specific peer-familiarity contexts concerning LGBT discrimination. Using hypothetical vignettes, we examine heterosexual students' (n = 1616) intention to intervene across 4 peer-familiarity contexts, namely, when the bystander knows no one, only witnesses or targets, only perpetrator, or everyone. We explore the role of student inputs (sociodemographics, self-esteem, attitudes toward LGBT people and political ideology) and experiences (LGBT social contacts, LGBT and social justice course content, and perceived and experienced campus climate) on their intentions to intervene in these contexts. Multiple regression results suggest that across all peer-familiarity contexts, being older, having higher self-esteem, having LGBT friends, taking courses with social justice content, and affirming attitudes toward LGBT people were independently associated with higher intentions to intervene. Males were more likely than females to intervene when they knew no one, while females were more likely to intervene in all other contexts. Race/ethnicity, religious affiliation, witnessing heterosexist harassment, perceptions of campus climate for LGBT students, and student standing were significant in particular peer contexts. Recommendations to promote bystander intervention and future research are presented.

Heterosexism on campus can create a chilly climate for sexual minority students. Research has documented the negative impacts of campus climate on sexual minority students' health; however, little research has examined the role of potential protective factors among this population. Drawing on data collected from self-identified sexual minority students as part of a larger campus climate study, we examine the relationship between heterosexism on campus (experiential and psychological) and mental health (depression, anxiety, and alcohol abuse) and negative physical health symptoms. To explore potential protective factors, we investigate the role of individual-level (self-esteem and physical exercise) and interpersonal-level (LGB friends and instructor relations) variables on the climate-mental/physical health relationships. Our findings suggest that experiencing heterosexist harassment, but not perceived attitudes toward sexual minorities, is a risk factor for all 4 outcomes. Further, exercise moderated the impacts of heterosexist harassment on depression and anxiety, self-esteem and LGB friends moderated the impacts of heterosexist harassment on risk for alcohol abuse, and instructor relations moderated the relationship between heterosexist harassment and negative physical health symptoms. Practitioners and researchers should consider the specific buffering impacts of protective factors on health outcomes among sexual minority students.

Objective: The investigators examined the health and well-being correlates of hearing the popular phrase "that's so gay" among gay, lesbian, and bisexual (GLB) emerging adults. Participants: Participants were 114 self-identified GLB students aged 18 to 25 years. Methods: An online survey was distributed to students at a large public university in the Midwest during winter 2009. Results: Participants' social and physical well-being was negatively associated with hearing this phrase, specifically feeling isolated and experiencing physical health symptoms (ie, headaches, poor appetite, or eating problems). Conclusions: College professionals and student leaders must acknowledge that the phrase is a form of heterosexist harassment. As such, policies addressing diversity and harassment should address students' use of this phrase, aiming to reduce its use. Additionally, colleges and universities should develop practices that counteract poorer well-being associated with hearing the phrase. (Contains 1 table.)

This qualitative study draws from 60 interviews with LGBTQ+ college students to highlight how a positive psychology framework illuminates aspects of LGBTQ+ student success. Utilizing the broaden-and-build theory and the concept of thriving, we found LGBTQ+ students experienced thriving through managing and experiencing support for multiple identities and LGBTQ+-specific connections, contributions, and curriculum. The article concludes with implications for student affairs practice and future research. [ABSTRACT FROM AUTHOR]

We used quantitative data from the National Study of LGBTQ Student Success to investigate if participation in high-impact educational practices influenced lesbian, gay, bisexual, or queer (LGBQ+) students' academic development. We also examined if these effects are mediated by perceptions of the campus environment. Our findings suggested that undergraduate research plays a role in LGBQ+ students' academic development, with instructor relations mediating the effect. [ABSTRACT FROM AUTHOR]

Introduction: Lesbian, gay, bisexual, or queer/questioning (LGBQ) microaggressions refer to often-unintentional insults, assaults, and invalidations that denigrate sexual minorities. While experiencing hostile discrimination and violence has previously been associated with elevated rates of smoking cigarettes for LGBQ college students, the relationship between LGBQ microaggressions and smoking is unknown.Methods: Data from a national anonymous online survey of sexual and gender minority college students were used to examine the relationship between past month cigarette smoking and interpersonal LGBQ microaggressions. Multivariable logistic regression assessed the relationship between smoking and frequent (chronic) experiences of microaggressions, using a hierarchical procedure to control for demographics, predictors of smoking, and academic factors.Results: Past year frequent LGBQ microaggression was reported by 48% of respondents and was more common among students who smoked in past 30 days. Experiencing past year physical violence was reported by 15% and did not differ by smoking status. Past year frequent experience of microaggressions was associated with increased odds of 1.72 (95% CI 1.03-2.87) for past 30-day smoking after adjusting for age, gender, race, socioeconomic indicators, alcohol misuse, physical violence, as well as academic stress and engagement.Conclusions: The results indicate that frequently experiencing LGBQ microaggressions is a risk factor for LGBQ college students smoking cigarettes. The mechanisms underlying this relationship require additional research, as does identifying positive coping strategies and institutional strategies to address LGBQ microaggressions on campuses. Tobacco control efforts should consider the impact of microaggression on the social environment for the prevention and treatment of tobacco use among LGBQ individuals.Implications: Microaggressions related to sexual minority identity include subtle forms of discrimination experienced during daily interactions that can create hostile and stressful social environments for a socially disadvantaged group. Prior research has demonstrated that LGBQ college students have higher rates of cigarette smoking, and that experiencing identity-based violence is a risk factor. This study revealed that experiencing frequent LGBQ microaggressions on college campus is associated with increased likelihood of current smoking among LGBQ college students. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, transgender, and queer and questioning (LGBTQ) discrimination continues to be common on college campuses. While a number of studies have examined blatant victimization among students, little attention has been given to LGBTQ microaggressions. In this study, we examine both blatant victimization and microaggressions and their association with psychological distress among LGBTQ college students (N = 497) and look at whether gender identity moderates these relationships. Both forms of discrimination are associated with lower self-esteem and greater stress and anxiety. Victimization is more negatively associated with self-esteem among trans* students. Our findings emphasize the importance of addressing both blatant and subtle forms of discrimination targeting LGBTQ college students. [ABSTRACT FROM PUBLISHER]

The experiences, including with environmental microaggressions, and well-being of trans* collegians remain an under-researched topic. In this mixed-methods study of a survey sample of 152 trans* collegians, multivariable regression findings suggest that the frequency of experiencing select trans* environmental microaggressions (e.g., not having access to comfortable bathrooms as a trans* person) are associated with increased risk for poorer academic outcomes (e.g., developmental challenges) but are not associated with mental health outcomes. Furthermore, interviews with 18 trans* collegians suggest that students face several systemic microaggressions, including difficulties advancing trans* inclusion. Various reactions, including paths of resistance, were identified. Implications are discussed. [ABSTRACT FROM PUBLISHER]

A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors. [ABSTRACT FROM AUTHOR]

In the past decade, advocacy efforts to establish social policies that legally recognize same-sex relationships and protect lesbian, gay, bisexual, and transgender (LGBT) people from employment discrimination have increased considerably throughout the country. To inform these advocacy campaigns, we investigate endorsement for LGBT civil rights among heterosexual college students (n = 1,714). Students, overall, were moderately supportive of LGBT rights. Twenty-one variables were found to be significant in the initial analyses; however, only seven retained significance in the final analysis which controlled for all variables. Results suggest that political ideology and specific LGBT attitudes are most influential. Religiosity and having LGBT extended family members are also important. Implications for LGBT advocacy efforts are discussed. [ABSTRACT FROM AUTHOR]

“That’s so gay,” a popular expression on campuses, is a sexual orientation microaggression that can contribute to a hostile environment for lesbian, gay, and bisexual (LGB) students. Using data from a campus climate survey conducted at a large urban university, we investigated use of the phrase among heterosexual male undergraduates who are emerging adults (18–25 years). Multiple regression analysis suggested that saying the phrase is positively associated with hearing peers say it and with holding negative perceptions of feminine men, whereas having LGB acquaintances was negatively associated with use of this expression. We offer practice and policy recommendations for curbing its use, thereby enhancing campus climate. [ABSTRACT FROM PUBLISHER]