Differences in Perceptions of Classroom Climate for Gender-Nonconforming Students: A Multilevel Analysis

• In Event: Identity and Postsecondary Campus Climate

Abstract

This study sought to understand what institutional and personal traits influence perceptions of classroom climate among lesbian, gay, bisexual, transgender, queer, and questioning undergraduate students. This multi-level study employed a hierarchical linear model technique using a total of 1,671 undergraduate student cases across 123 institutions. The dependent variable, perceptions of classroom climate, is defined as the “current attitudes, behaviors, and standards of employees and students…that concern the access for, inclusion of, and level of respect for individual and group needs, abilities, and potential” (Rankin & Reason, 2008, p. 264). Student variables (level-1) included gender expression expectation and level of being out. Institutional variables (level-2) included undergraduate enrollment size, selectivity, degree of urbanization, and aggregated student-level variables.

Authors

• Jason C. Garvey, University of Maryland

• Susan Rankin, The Pennsylvania State University