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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
FullText Text:
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  Data: 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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  Data: 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
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  Data: 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.
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