ERIC Number: EJ1323562
Record Type: Journal
Publication Date: 2021
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0897-5264
EISSN: N/A
Available Date: N/A
First-Year LGBQ+ Students in Higher Education: Who Are They and Where Do They Enroll?
Crandall, Rebecca E.; Zagorsky, Jay L.; Rockenbach, Alyssa N.; Mayhew, Matthew J.
Journal of College Student Development, v62 n4 p499-504 Jul-Aug 2021
Recent decades have seen a growing body of scholarship dedicated to the college experiences of lesbian, gay, bisexual, and queer (LGBQ+) students. To date, research on LGBQ+ students offers much-needed insight into their postsecondary experiences and outcomes (Rankin et al., 2019), and large-scale surveys indicate the proportion of LGBQ+ students is on the rise (e.g., Eagan et al., 2015; 2017). Yet, other than a breakdown of the types of institutions at which LGBQ+ students enroll (e.g., public and private 4-year colleges and universities) (Eagan et al., 2015; 2017), there is no national snapshot of this group's demographic characteristics. Given the need for a more comprehensive understanding of the LGBQ+ collegiate community and the implications of such insight, the purpose of this study is twofold. First, it provides an estimate of the first-year LGBQ+ college student population at "specific" institution types using national data from entering college students. Second, it yields new information on the characteristics of first-year LGBQ+ individuals in United States higher education.
Descriptors: LGBTQ People, Student Experience, College Freshmen, Institutional Characteristics, Student Characteristics, Enrollment Trends, Gender Differences, Sexual Identity, Religion, Racial Differences, Ethnicity, Political Affiliation
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: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A