A Person-Centered, Multi-Method Examination of Disclosure, Campus Experiences, and Perceptions of Campus Climate for LGBTQ+ Students in the Southeastern United States
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| Title: | A Person-Centered, Multi-Method Examination of Disclosure, Campus Experiences, and Perceptions of Campus Climate for LGBTQ+ Students in the Southeastern United States |
|---|---|
| Language: | English |
| Authors: | Kamden K. Strunk, Alyssa Camp, Steph L. Cull, Obed Boateng |
| Source: | Journal of College Student Development. 2026 67(1):1-17. |
| Availability: | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | LGBTQ People, College Students, Public Colleges, Educational Environment, Student School Relationship, Student Experience, Student Attitudes, Self Disclosure (Individuals), Context Effect, Intersectionality |
| DOI: | 10.1353/csd.2026.a984829 |
| ISSN: | 0897-5264 1543-3382 |
| Abstract: | LGBTQ+ students in higher education contexts continue to experience a range of hostile conditions. Increasingly, scholars have attended to the experiences and needs of these students, often emphasizing factors, such as visibility, outness/disclosure, and resilience. In this mixed-methods study of LGBTQ+ students attending colleges and public universities in the Southeastern region of the United States, we sought to examine how participants described their experiences. We began with hierarchical cluster analysis to describe the intra-individual patterns of responses to quantitative survey measures. We then engaged in qualitative analysis of open-ended responses to better understand participant experiences. The results point to outness and disclosure as complex, with racialized and gendered patterns of association to other campus experiences and outcomes. Our study concludes with implications for LGBTQ+ research in higher education contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506625 |
| Database: | ERIC |
| Abstract: | LGBTQ+ students in higher education contexts continue to experience a range of hostile conditions. Increasingly, scholars have attended to the experiences and needs of these students, often emphasizing factors, such as visibility, outness/disclosure, and resilience. In this mixed-methods study of LGBTQ+ students attending colleges and public universities in the Southeastern region of the United States, we sought to examine how participants described their experiences. We began with hierarchical cluster analysis to describe the intra-individual patterns of responses to quantitative survey measures. We then engaged in qualitative analysis of open-ended responses to better understand participant experiences. The results point to outness and disclosure as complex, with racialized and gendered patterns of association to other campus experiences and outcomes. Our study concludes with implications for LGBTQ+ research in higher education contexts. |
|---|---|
| ISSN: | 0897-5264 1543-3382 |
| DOI: | 10.1353/csd.2026.a984829 |
