The purpose of this study was to identify and describe the current campus climate for gay, lesbian, bisexual, and transgender persons at Texas A&M University as perceived by the faculty, professional staff, and administration at the institution. Specifically, the study looked at differences in perceptions and behaviors based on university position, race/ethnicity, gender, sexual identity, age, and interaction with members of the sexual orientation minority. The population for the survey consisted of 5,863 individuals at Texas A&M University, including 513 administrators, 1,992 faculty members, and 3,358 professional staff members. Based on the work of Krejcie and Morgan, a random sample of each of the three employment categories was taken, which resulted in a sample of 1,020 individuals. The survey instrument used was the Assessment of Campus Climate for Underrepresented Groups, developed by Susan R. Rankin, Ph.D. A selected group of questions from the survey were analyzed in order to conduct this research. The usable response rate was 47.9%. Overall, the data supported the finding that the University does not provide a campus environment that is welcoming to all members of the community, especially those individuals who identify as gay, lesbian, bisexual, or transgender. Several statistically significant differences were found to exist among the positions of the participants, as well as race/ethnicity, age, gender and sexual identity. The research also confirmed that an individual's attitudes and behaviors toward gay men, lesbians, bisexual men and women or transgender persons were influenced in a positive manner in relation to the frequency of contact that the person had previously had with members of this population. When compared to the norms established by a similar study across the United States, Texas A&M University was found to have a more negative campus climate. Implications for practice suggest ways in which the university can work toward improving the campus climate for gay, lesbian, bisexual and transgender students. Among the suggestions are the development of new policies that create a more supportive environment and new programs to serve the needs of the sexual orientation minority and to educate the campus community. Suggestions for future research are also discussed.

Acculturation process has been associated with various mental health outcomes among Taiwanese/Chinese international students (Wang & Mallinckrodt, 2006; Zhang & Goodson, 2011), and those who also identify as sexual orientation minority may have unique acculturation processes compared to their heterosexual counterparts (Oba & Pope, 2013; Quach, Todd, Hepp, & Mancini, 2013). Limited understanding has been established on the impact of dual cultural exposures and the multiple marginalized identities may have on international sexual orientation minority’s sexual orientation identity development, particularly for women from countries with Chinese cultural heritages. Using Consensual Qualitative Research method, this dissertation focuses on gaining understanding of the experiences of Taiwanese sexual orientation minority women (nǚ tongzhi) developing sexual orientation identity during their residence in the U.S. Results indicate the overall accepting social and political atmosphere in the U.S. was an important factor in the acculturation and enculturation processes for Taiwanese nǚ tongzhi. Yet, these women experienced acculturative stress and multiple minority stress against their multifaceted identity. They also reported acculturative stress upon re-entry to Taiwan regarding managing their identity disclosure, and experiences of pressure to conform to cultural norms related to gender and heteronormative family structure. The manuscript concludes with strengths and limitations of the present study, suggestions for future research, and clinical implications for counseling psychologists.

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abstract: Information concerning sexual minorities is conspicuously absent from secondary education curriculums. Student attitudes toward sexual diversity are impacted, and those entering higher educational environments are at a disadvantage when faced with diverse university populations. This study attempted to close the information gap among first year college students and to improve attitudes by teaching about sexual minorities, especially gays and lesbians. In addition to their standard coursework, 41 student participants (31 in the intervention group, and 10 in the control group) who were enrolled in required introductory college courses received six short lessons on sexual diversity. Mixed methods data collection and analysis included a pre and post intervention survey, the Riddle Homophobia Scale (1985), and qualitative electronic discussion boards throughout the intervention. Surveys revealed a significant decrease in negative attitudes but no increase in more affirming attitudes. Qualitative data showed somewhat inconsistent results with quantitative surveys, but allowed deeper analysis of the familial, social, religious and societal influences on student attitudes toward lesbian, gay, bisexual and questioning (LGBQ) people. Discussion includes possible explanations for the findings, suggestions for future research, and suggests refinements of the Riddle Homophobia Scale. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

Thesis (M.G.S.)--Miami University, Dept. of Sociology and Gerontology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 64-68).

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This thesis is the product of the author’s personal experience as a gay person working in the humanitarian sector who has experience of the challenges faced in countries of conflict and in countries where the rights of LGBTQ people are not assured. LGBTQ people have specific needs that are documented through research, highlighting the risks they face while working in high risk locations. With such limitations in the way that LGBTQ people are supported in the field, or in their home nations, with particular relevance to religiously supported heteronormativity which is relevent especially given the particular needs and concerns that LGBTQ people face in everyday life, these issues are exacerbated in conflict or hazardous settings. To establish the experiences of LGBTQ people, semi structured qualitative interviews have been used to illicit nuanced details from differing LGBTQ perspectives to provide some supportive insight into the conditions that individuals work in. These interviews were triangulated against the current data that exists, and an online quantitative and qualitative survey which investigated in more specificity the experiences of LGBTQ people and what support mechanisms would benefit them. Motivations, experience, health implications and support to LGBT staff are discussed from the point of view of LGBTQ staff, represented as much as possible by individuals of varying gender, sexual orientation, and race. The findings are used to provide recommendations for what agencies can do to provide a level of support to their own LGBTQ staff, a concept for which there are still significant gaps in literature, data, and practice.

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