Abstract
Though research on the higher education experiences of college students with disabilities and lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students has increased in recent years, scholars have rarely addressed intersections of these two identities. Miller and Dika highlight the experiences of 13 LGBTQ students with disabilities at a predominantly white research university in the Southern United States, supplemented by analysis of SERU survey data at the same institution from LGBTQ students with disabilities. The authors include a brief demographic portrait of the undergraduate student participants and the ways in which they describe their multiple, intersecting identities. Presenting results from the study, Miller and Dika address students’ perceptions of the campus climate as well as their recommendations for improving the climate and for others on campus seeking to become allies.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Astin, A. W. (1993). What matters in colleges: Four critical years revisited. San Francisco: Jossey-Bass.
Bennett, C., & Coyle, A. (2007). A minority within a minority: Experiences of gay men with intellectual disabilities. In V. Charles & E. Peel (Eds.), Out in psychology: Lesbian, gay bisexual, trans and queer perspectives (pp. 125–153). Chichester, West Sussex: Wiley.
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Clarke, A. (2005). Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks, CA: Sage.
Duke, T. S. (2011). Lesbian, gay, bisexual, and transgender youth with disabilities: A meta-synthesis. Journal of LGBT Youth, 8(1), 1–52. https://doi.org/10.1080/19361653.2011.519181.
Gruttadaro, D., & Crudo, D. (2012). College students speak: A survey report on mental health. National Alliance on Mental Illness. Retrieved from https://www.nami.org/getattachment/About-NAMI/Publications-Reports/Survey-Reports/College-Students-Speak_A-Survey-Report-on-Mental-Health-NAMI-2012.pdf.
Harley, D. A., Nowak, T. M., Gassaway, L. J., & Savage, T. A. (2002). Lesbian, gay, bisexual and transgender college students with disabilities: A look at multiple cultural minorities. Psychology in the Schools, 39(5), 525–538.
Henry, W. J., Fuerth, K., & Figliozzi, J. (2010). Gay with a disability: A college student’s multiple cultural journey. College Student Journal, 44(2), 377–388.
Kuper, L. E., Nussbaum, R., & Mustanski, B. (2012). Exploring the diversity of gender and sexual orientation identities in an online sample of transgender individuals. Journal of Sex Research, 49(2–3), 244–254.
Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129(5), 674–697.
Miller, R. A. (2015). “Sometimes you feel invisible”: Performing queer/disabled in the university classroom. The Educational Forum, 79(4), 377–393. https://doi.org/10.1080/00131725.2015.1068417.
Miller, R. A. (2017). “My voice is definitely strongest in online communities”: Students using social media for queer and disability identity-making. Journal of College Student Development, 58(4), 509–525.
Miller, R. A., Wynn, R. D., & Webb, K. W. (2017). Complicating “coming out”: Disclosing disability, gender, and sexuality in higher education. In S. L. Kerschbaum, L. T. Eisenman, & J. M. Jones (Eds.), Negotiating disability: Disclosure and higher education (pp. 115–134). Ann Arbor, MI: University of Michigan Press. https://doi.org/10.3998/mpub.9426902.
National Center for Education Statistics. (2010). Statistical methods for protecting personally identifiable information in aggregate reporting (Issue Brief 3, NCES 2011-603). U.S. Department of Education, Institute of Education Sciences. Retrieved from http://nces.ed.gov/pubs2011/2011603.pdf.
Nicolazzo, Z. (2017). Trans* in college: Transgender students’ strategies for navigating campus life and the institutional politics of inclusion. Sterling, VA: Stylus.
Raue, K., & Lewis, L. (2011). Students with disabilities at degree-granting postsecondary institutions (NCES 2011-018). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
Reetz, D. R., Bershad, C., LeViness, P., & Whitlock, M. (2016). The association for university and college counseling center directors annual survey. Retrieved from https://www.aucccd.org/assets/documents/aucccd%202016%20monograph%20-%20public.pdf.
Saldaña, J. (2009). The coding manual for qualitative researchers. London: Sage.
Savin-Williams, R. C., Joyner, K., & Rieger, G. (2012). Prevalence and stability of self-reported sexual orientation identity during young adulthood. Archives of Sexual Behavior, 41(1), 103–110.
Student Experience in the Research University. (n.d.). SERU survey design. Available from the SERU website. https://cshe.berkeley.edu/seru/about-seru/ugseru-survey-design.
Underhile, R., & Cowles, J. R. (1998). Gay, lesbian, bisexual, and transgender students with disabilities: Implications for faculty and staff. In R. L. Sanlo (Ed.), Working with lesbian, gay, bisexual, and transgender college students: A handbook for faculty and administrators (pp. 267–276). Westport, CT: Greenwood Press.
Vaccaro, A. (2012). Campus microclimates for LGBT faculty, staff, and students: An exploration of the intersections of social identity and campus roles. Journal of Student Affairs Research and Practice, 44(4), 429–446.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Miller, R.A., Dika, S.L. (2018). Perceptions of Campus Climate at the Intersections of Disability and LGBTQIA+ Identities. In: Soria, K. (eds) Evaluating Campus Climate at US Research Universities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94836-2_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-94836-2_4
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-94835-5
Online ISBN: 978-3-319-94836-2
eBook Packages: EducationEducation (R0)