ABSTRACT
It is commonly accepted that diversity among the students, staff, and faculty in the university community is critical to providing high-quality education. However, diversity tends to be understood as racial and ethnic and, at times, sex or gender diversity. 1 To bring attention to the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) university community members, a growing scholarship addresses issues of sexual orientation and gender identity and expression in higher education. In addition to increasing scientific knowledge, this research is critical in informing the development of responsive policies and programs that promote LGBTQ students’ inclusion, well-being, and success. Much of this scholarship examines the campus climate for LGBTQ students, especially their perceptions and experiences. Although this work promotes understanding of the experiences of LGBTQ students, several issues and gaps exist, thereby limiting the information available. For example, minimal attention has been given to student outcomes and resilience. To create inclusive campus environments for LGBTQ students, it is necessary to address various aspects of the campus climate as well as the mechanisms of student engagement in promoting positive change (Hurtado, Carter, & Kardia, 1998).
