LGBTQA Students on Campus: Is Higher Education Making the Grade?
LGBTQA Students on Campus: Is Higher Education Making the Grade?
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校园里的 LGBTQA 学生：高等教育是否取得了成绩？
DOI：
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发表时间：
2006
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影响因子：
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通讯作者：
Susan Rankin
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作者：
Susan Rankin
正如D 'Augelli和Grossman所指出的，“教育研究者忽视了青少年和青年性取向的发展。”当然，在许多情况下，高等教育工作者忽视了女同性恋、男同性恋、双性恋、变性人、酷儿和盟友（LGBTQA）学生的需求，并且没有提供足够的资源来解决他们在校园里的问题和关注（Rankin, 2003）。这种排斥的氛围无疑创造了一个将LGBTQA学生边缘化的校园环境。但是，我们从研究LGBT和其他少数族裔学生的校园环境体验及其对学习和发展结果的影响的研究人员那里学到了什么？他们对校园气候的看法对这些学生的教育成果有什么影响？不同社会群体的学生之间有什么差异？最后，这将如何构建我们未来的研究工作？
As D’Augelli and Grossman note “educational researchers have overlooked the development of sexual orientation among adolescents and youth.” Certainly, those working in higher education have, in many cases, overlooked lesbian, gay, bisexual, transgender, queer, and ally (LGBTQA) students’ needs and not provided sufficient resources to address their issues and concerns on campus (Rankin, 2003). This climate of exclusion certainly creates a campus environment that marginalizes LGBTQA students. But, what have we learned from researchers who have studied both LGBT and other minority students’ experiences of their campus environment and its influences on both learning and developmental outcomes? What role does their perception of campus climate play on these students’ educational outcomes and what are the differences among students from different social groups? And, finally, how can this frame our future research efforts?